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In the half century since the World War II, France has developed from a conservative, semi-rural society in which the great majority of the population had only a primary education to a highly developed modern one with a remarkably well-educated and well-trained citizenry and labour force. Technical and vocational education, which before 1960 were confined to an enclave within the French education system, now permeate the entire system. Business and industry, long isolated from education, now play a major role in educational decision making. The French educational system today meets the demand for skilled personnel in almost all fields while maintaining "a complement of general culture." The first book in English to treat the important subject of technical education in France, Schools and Work places technical education within the larger field of French public education, including the administrative and political backdrop, European industrial development, the nature of work, and global competitiveness.
This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.
The present research aims at illustrating the newcomer’s process of becoming an ‘emergent plurilingual’ member of a heterogeneous and multilingual primary school classroom in Luxembourg. It is a 8 month case study about a child belonging to one of the ethnic and linguistic communities most affected by school failure in Luxembourg, namely ‘Romanophones’ or romance-language speaking students. The country of Luxembourg has three official languages and a great diversity, both factors demanding a unique educational system. The Luxembourgish educational system is then confronted with the common practice of trilingualism and a high proportion of foreigners in its classrooms. A detailed analysis of the actors in contact with this child, including the different teachers, parents, and peers, allows for an observation of which practices are legitimated and which ones are marginalized. It also provides valuable insights on how such practices emerge and how the newcomer’s identity evolves within the class group.
OECD's 2013 Economic Survey of France examines recent economic developments, policies and prospects and includes special chapters covering taxes and transfers and the economic situation of young people.
Presents a survey of the main barriers to employment for young people in France, an assessment of the adequacy and effectiveness of existing measures to improve the transition from school-to-work, and a set of policy recommendations.
An examination of many aspects of French society in the late 1980s. It looks at a series of key and often controversial issues related to this critical period of contemporary French history - privatization, unemployment, immigration, education and international terrorism.