Post-16 strategies and the French national reform of the upper secondary school.

Autor/inn/en	Levrat, René; Lazar, Anne
Titel	Post-16 strategies and the French national reform of the upper secondary school.
Quelle	Aus: Lasonen, Johanna (Hrsg.): Reforming upper secondary education in Europe. Surveys of strategies for post-16 education to improve the parity of esteem for initial vocational education in eight european educational systems. Jyväskylä: Inst. for Educational Research, Univ. (1997) S. 133-143Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsreform; Allgemein bildende Schule; Sekundarstufe II; Curriculumentwicklung; Arbeitswelt; Berufsausbildung; Arbeitsmarkt; Qualifikation; Berufsbildendes Schulwesen; Berufsschule; Zertifikat; Betrieb; Europäische Union; LEONARDO (Förderung kohärenter Entwicklung beruflicher Bildung); Frankreich
Abstract	This paper brings together some considerations related with the six themes defined during the workshop of the Post-16 Strategies Project held at the University of Jyväskylä in February 1996. The first section, on parity of esteem, addresses two adaptive responses of the French educational system. The first part of the section focuses on the reform of upper secondary education, the second part on the implementation of a new diploma created initially on the recommendation of employers in 1985, the Vocational Baccaleureate. The second section on reform and the labour market context discusses issues related with the great changes that have taken place in the French service sector in the last few decades while the third section on reform and the educational system gives a summary of some relevant topics linked with the reform of the French educational system. The fourth section, which discusses linking between schools and working life, presents some issues concerning the nature of the links between lycées and SME (small and medium-sized enterprises). The fifth section on teachers' co-operation in support of the reforms is summarized in a few points, and the final section provides an overview of the French context for the flexibility of student programmes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)