The promotion of "critical citizenship" has become a key objective of official school curricula around the world. Using an analytic framework developed by the authors, this paper identifies the diverse conceptions of critical citizenship that are promoted, by comparing the official school curricula for citizenship in England and France.…

In the following paper, I am going to discuss education and religion and consider the legacy of Christianity in education in West Africa with particular reference to the Evangelical churches in Burkina Faso. The paper will start with a general introduction to West Africa and the place of missionaries' activities in the region. I will then attempt…

This article reviews the policies for disadvantaged children in western countries since the mid-sixties. First, it analyses the design and results of the "classic programmes" of positive discrimination such as the American Title I programme, and the English, Dutch, Flemish and French priority areas policies. It discusses the differences…

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the "quality" of the educational experience for pupils in order to raise their academic achievement. However, the definition of quality as expressed through policy may not always accord with the aims and aspirations…

This paper considered different conceptions of compulsory education as embodied in the education laws of different countries. An analytical tool was developed for the comparison of these laws in order to learn the implications of the obligation they impose and the measures required for the discharge of the legal obligation. (Author/RK)

This research is a modest contribution to the understanding of a neglected part of the evolution of education systems, i.e., parent participation in educational decision making. Considers the educational, social, philosophical, and political forces upon the parent relationship with school administration. (Author/RK)

Surveys 24 Mexican primary school teachers about their perceptions of formal responsibility, informal accountability, and personal responsibility and autonomy. Presents teachers' comments on educational authorities, curriculum, parents, and extra-curricular activities. Compares Mexican teachers' perceptions to those of English and French cohorts.…

Identifies differences between primary school teachers in England and France in the areas of conceptions of accountability, teacher role in relation to parents, and the nature of teaching. Proposes six broad themes based on teachers' perceptions of their work: collectivism/individualism, universalism/particularism, role…

Compares secondary education in France and England and argues that the content and meaning of both education and educational attainments are significantly different in the two countries. Summarizes educational history, status of the teaching profession, resistance to vocationalism, and educational strategies in both countries. (JHZ)

Examines the evolution in England, France, and the United States of organizations concerned with the wishes of parents in regard to secondary schooling. Concludes that despite significantly different educational systems there is similarity regarding parent involvement: the wishes of the vast majority of parents remain unexpressed, unsolicited, or…

Uses France and England--because of their radically different institutional and ideological traditions in education--to illustrate common trends in educational accountability. Explains general trends affecting advanced capitalist societies at the present time, e.g., the use of corporate management approaches in education and the adoption of…

French research in 1977 on perceptions/aspirations of upper secondary school students in France, England, and Italy about their personal and social future, further developed with 148 students in Italy in 1979-80, indicated that young people long for values and "public" and "private" dimensions of life are important for them.…

Draws on Weber to argue that clear and persistent differences between French and English primary education arise from deeply embedded cultural traditions through which fundamental value orientations are mediated and that these contrasting value orientations represent secularized educational versions of French Catholicism and English Protestantism.…

Classroom observation and student group interviews in two French and two English elementary schools suggest that student understanding of such educational values as authority, thought, the nature of student control over learning, and educational goals and how to achieve them are related to national culture and affect student motivation. Contains…

Compares the beliefs, goals, and teaching methods of French and English elementary school teachers working in areas of disadvantage to illuminate how teachers in the two countries resolve the dilemmas involved in providing equal educational opportunities to all children. Research before and after recent educational reforms indicates the central…