ANDREWS UNIVERSITY

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Renaude Saint-Phard

Samuel Adamou

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TOPIC

CURRICULUM IN FRANCE AND THE BOLOGNA PROCESS

BACKGROUND INFORMATION

• BASED ON THE ARTICLE IN CHAPTER 17 ENTITLED: CURRICULUM IN FRANCE: A Multifaceted Approach to Thinking Education

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• WRITEN BY Denise Egea Kuehne

From Lousiana State University

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• FROM THE TEXTBOOK:
• Pinar, W. (2003). International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Introduction

• France Educational system unsettled and unsatisfied with curriculum’s name and content
• Struggles to find new meanings to “curriculum”
• Challenges in the system: need for change
• Highly centralized
• Lack of consensus on the terminology

PART ONE

CURRICULUM

IN

FRANCE

France Educational System

• Five different names for “curriculum”
• Science (s) de L’education
• Philosophie de l’education
• Pedagogie
• Didactique
• Curriculum

Educational Science: The New Discipline

• Created by the “Founders of the Ecole de la Republique” in the 19^th Century
• Scholarly Strategies with Confusing Beginnings
• “Science de l’Education” being singularized by Marc Antoine Jullien de Paris in 1812
• “Education as a Science” by Alexander Bain in 1872
• “L’Education de la France” by Compayre in 1879.

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CHANGES with Marion

• First Course of educational science: “Cours magistral and a conference pratique” first institutionalized in la Sorbonne in 1883.
• Henri Marion: First professor of educational science in France with tenure
• Redefinition by Marion
• “The Science and the Art of Education “
• Relied on pedagogy, psychology, rational culture vs reason.
• Educational science being more practical

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Changes with Durkeim

• Became Professor at the University of Bordeaux in 1887 and la Sorbonne in 1902
• Unlike Marion, he separated pedagogy from education
• Dissociation of pedagogy to education
• Association of sociology to education

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Durkheim c’t

• Redefinition of education: “The action exerted by adult generations upon those who are not yet mature enough for social life.”
• Values and facts related to educational science

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New Changes in the System

• In 1966, “Educational Sciences: Creation of a master degree in science
• In 1967, Creation of two programs:
• “License de sciences de l’education” – undergraduate degree
• Maitrise de sciences de l’education- graduate degree
• New programs established to address teacher and adult education

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Philosophy of Education: Basis

• In 1910, Edouard Roehric first published a book entitled: Philosophy of Education
• The term was coined by a number of scholars to replace “Education Sciences.”
• Scholars’ struggles and questions to find assimilation between philosophy and education.
• In 1999 Creation of “Paris Institut National de Recherche Pedagogique (INRP) in Lyon and Rouen

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Pedagogy: Redefinition

• Pedagogy refinding its way in the educational system
• Furetiere in 1690 defined a pedagogue as ‘someone who instructs, governs, teaches and watches over the actions of students.”
• Reboul (1989) described it as, “to possessing the art of teaching and educating, the know-how which is essentially learned through practice”

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Pedagogy: Denifinition c’t

• Reboul also defined it as, “the theory of that art, a practical theory”
• Avanzini (1997) found that Reboul’s definition incomplete for not addressing adult education
• De Lanshere (1986) converted “experimental pedagogy” to research.
• Pedagody centered around the interactions between teachers and students.

DIDACTICS

• First defined by Comenius in 1649 as “The art of teaching.”
• Develay (1997) analyzed it as “institutional and speculative”
• Develay unable to find relationship between pedagogy and didactics.
• Impact of didactics on institutions and programs

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Blachard and Piaget

• Blachard’s contributions in seeing positive side of didactics:
• Children representations (sciences)
• Rationality being reached with thinking
• Piaget’s involvement in didactics:
• The development of intelligence
• The concept of representation

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Contemporary Issues in Didactics

• Concepts and approaches for subjects were different
• The didactics borders are blurry
• No clear indication how didactics related to knowledge
• Didactics relied on content for success or failure

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Curriculum: The New Kid on the Block

• Curriculum not rooted in France
• First mentioned by Moon and Forquin (1995) as the “didactic transposition.”
• Curriculum (French context)= programme d’etudes or plan d’etudes.
• Research conducted to compare their system to the British’s.

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Curriculum and Sociological Research

• Connection of Durkheim and Bourdieu’s work to curriculum.
• Tanguy’s (1980) research,“the contrast in France between general subjects and technical and vocational ones” considered as great contribution to curriculum
• Perrenoud (1984) brought the greatest contribution to curriculum: “the intention to instruct and the experiences of the learner, the actual curriculum..”

Curriculum and Sociological Research

• Isambert- Jamati (1984) pointed out to the relationship between “baccalaureat” and teachers’ pedagogical ideologies and methods.
• Charlot Bautier and Rochex (1993) demonstrated the relationship between students and the curriculum
• Mitterand (1992) addressed the issue of “accountability”

Curriculum and Didactics

• Didactic defined as the “transmission of knowledge content,” “the concept of didactic transposition” (Forquin, 1995)
• Curriculum is defined as the “gap between original knowledge and the school of knowledge”, “ a process of didactic dressing [appret didactique]” (Chevallard,1985)
• Curriculum had its place in “human sciences” via the concept of “hidden curriculum”
• Curriculum still being scrutinized in France

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Conclusion

• Long journey from : educational sciences philosophie de l’education, pedagogy, didactics and curriculum.
• The journey continues as the foundation of curriculum is still unstable with unanswered questions and voids to fill.
• A holistic system where each domain can complement each other is still being sought
• Scholars acknowledged that the true meaning of education will never be reached
• The search must go on, which gave rise to the Bologna Process

PART TWO

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THE IMPACT OF BOLOGNA PROCESS ON THE FRANCE CURRICULUM

CURRICULUM IN FRANCE

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• THROUGH A EUROPEAN PERSPECTIVE SORBONNE (1998) AND BOLOGNA (1999) PROCESS

�Curriculum in France through a European perspective( Sorbonne (1998)Bologna (1999) Process ��

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• Why does France make changes in its curriculum?�

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• The context of globalization

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• The necessity of Harmonization

• O5 challenges in France’s system of education

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• 1-The fast evolution in technology and science brings up the problem of access in technology and efficient learning.
• 2-The challenges brought by social order, ethics, and culture.
• 3-The mobility of teachers and students when going abroad for schooling or doing research.
• 4-The change of curriculum based on student- centered learning (knowledge, know-how)
• 5-The problem of centralization the educational system

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• What is the purpose of changing France educational system?

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• The harmonization in educational system of France through a European Perspective

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• The main goal through the major routes in France’s educational system

• The main goals through the major routes of France’s educational system
• 22 achievements of the educational system in France through a European perspective
• This concerns three levels of education: Primary school, secondary school, and higher education.

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• The case of France’s higher education

• 22 achievements

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• 1-Fighting against illiteracy
• 2-Fighting against a higher centralization of educational system
• 3-Development of special education
• 4-Development of cultural diversity
• 5-Development of secularism
• 6-Fighting against violence
• 7-Development of gender approach
• 8-Mastery of at least two foreign languages

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• 9-Development of the use of technological tools
• 10- Development of professional education
• 11-Development of students and teachers mobility
• 12-Training of students in “science et societe”
• 13-Establishment of European credit transfer system(ECTS)

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• 14-Development of lifelong education
• 15-Establisment of funding
• 16-Introduction of advising system of students
• 17-Increasing of security in the campus
• 18-Development of sporting and artistic activities
• 19-Development of software by students
• 20-Problem solving
• 21-Development of communication skills
• 22-Development of evaluation procedures

• In which aspects does France educational system need change?

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• Three major overviews

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• Content of curriculum
• Architecture of curriculum
• Methodology in teaching, learning, and research

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���How does France achieve its goals?�

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• To achieve its goals, the France system of Education requires the help of these following structures.

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• France’s national and higher Education, and Research Ministry, UNESCO, UNICEF, European Counsel, bilateral assistance of countries, multilateral assistance of countries, Socrates and Leonardo communities.

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• Is it the end of reform?
• The reform is going on
• Three main aspects are concerned:
• -Primary school
• -Secondary school
• -Teachers’ training

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QUESTIONS

• How is the French curriculum story different from your country’s?

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• What changes, if any, have been integrated in our curriculum system?

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• Sources�

• Communiqué of the conference of European Ministers Responsible for Higher Education (April, 28-28/2009). The Bologna Process2020. The European Higher Education. Area in new decade. Leuve et Louvain-La-Neuve, March15, 2010, retrieved from http: //wwwond.vlaanderen.be/hogerondewij/Bologna/Conference/documents/Leuve_Louvain –la-Neuve_communiqué_April_2009.Pdf.

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• Ministere de l’education national de l’enseignement superieur et de la recherche (2004, juillet). Rapport National, March 15/2010, retrieved from http://www.ibe.unesco.org/International/ICE47/English/Natreps/Reports/france.pdf.

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 Pinar, W. (2003). International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

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