FRENCH REFORMS IN EDUCATION

Press, Volume LXXXIV, Issue 25389, 12 January 1948, Page 3

FRENCH REFORMS IN EDUCATION

EXPERT COMMITTEE’S PROPOSALS LEAVING AGE OF 18 Sweeping educational reforms are proposed in a report recently published in France by a committee of educationists under the late Professor Paul Langevin and Professor Henri Wallon. In spite of material difficulties, the committee believes the reforms could be made in France within five years. A division is made into compulsory education between the ages of six and 18 years and pre-university and university studies, the aim being to give a wide general education over a longer period, followed by specialised advanced courses at the universities and colleges now catering for separate subjects. The most striking innovations are the raising of the school-leaving age to 18 years, insistence on a fouryear trial period before specialisation begins, and the establishment of preupiversity courses on a wider and more practical basis. Compulsory education, it is suggested. should be covered in three periods —basic education from six to 11 years, a “cycle d’orientation” from 11 to 15 years, and a “cycle determination” from 15 to 18 years. Teacher-training methods, timetables, and examinations are also dealt with in the report. It is proposed that trainees, on reaching 18 years of age, should spend two years at a teachers’ college, and then read for a degree in a special subject for two years at a university, with a probationary period of one year on the initial teaching appointment. Inspectors are designated for a more advisory role. Attendance at school would range from two hours a day for seven to nine-year-olds to five hours a day for those between 13 and 15. “Active” methods would be liberally used and there would be no examinations until the end of the compulsory school period, intensive use of record cards being advocated to determine the distribution of pupils. The final examination, it is urged, should assess ability and character rather than knowledge. It would qualify for pre-university studies; but not for university entrance. which would be granted on competitive examination. Throughout, the report agrees on the need for a continuing theme of moral and civic education. The need for the State to assume responsibility for providing all adult education facilities is also advocated.