EDUCATION IN FRANCE :The center for the study of international schooling European studies committee conducted a colloquium education in france. The panel members included the prominent members of our University - Prof. Jean - Paul Carton, Prof. Clara Krug (Foreign Languages Department), Dr. Charles Crouch (History Department) and a French educator Ms. Sophie Bureau.Dr. Crouch shared his ideas on historic and social context of French education which was traditionally viewed since the time of French Revolution (1789) as ideological tool in the hands of the government to educate people in the spirit of individualism and freedom. French education has a long history of struggle between the state and the Catholic Church for the control over school. It ended with adopting laws that separated Church and the school and created a highly centralized educational system that differs from the locally controlled system in the USA. Dr. Carton and Dr. Krug told the numerous listeners about the structure and the content of schools and the influences of Baccalaureate, a final exam at the end of upper secondary education, a strong unifying goal in the French system. Students and faculty were surprised to know that both public and private schools have the same standards and there are more elementary private schools in France than in the USA.The colloquium marked the beginning of the third anniversary of the Center for the Study of International Schooling which plans to conduct three more colloquia this academic year exploring the issues of school leadership, mathematics education, and special education around the world. School Principals Around the WorldThe Center for the Study of International Schooling and Department of Leadership, Technology, and Human development conducted a colloquium School Principals Around the World. The colloquium focused on such issues as: What are the differences and similarities in the roles of US principals and head teachers in other countries? What other support personnel (such as assistant principals, guidance counselors, etc.) are generally available at the school level? What role do principals fulfill in the areas of teacher selection, staff evaluation, budget development, school schedule and organization, curriculum development and implementation, and student discipline? How do the salary, work schedule, and status of principals compare with those of teachers? What are the relations between principals and students? The panel member Dr. Jennie Rakestraw (GSU COE) shared her experience of cooperation with British school headmasters and told the audience that the British headmaster is first and most of all an instructional leader for other teachers, unlike his American partner whose is role is rather managerial. Dr. T.C.Chan (GSU COE) has served as an assistant principal and a principal in one of Hong Kong schools. The participants were excited to hear his story about challenges the Hong Kong principals face today as a result of joining the former British colony to China. As an example, he pointed out to the issue of history curriculum change: before reunification the history of China was represented from British perspective and now they are required to teach it from Communist China point of view. Ms. Ditte Sorknaes, a Rotary Club exchange student, has been on the school committee as a school student in Denmark. In her presentation she elaborated on how power and governance are shared between a head teacher, teachers, parents, and students in her country. The principal tries to be close to students and even wears jeans and casual shirt. The guest speaker Geraldine Murdoch (Australia) presented her vision of Australian principals from the former student¹ side. The Australian principal, she said, is an administrator and unlike his Danish colleague is always dressed conservatively education.
EDUCATION FRANCE
EDUCATION IN FRANCE :The center for the study of international schooling European studies committee conducted a colloquium education in france. The panel members included the prominent members of our University - Prof. Jean - Paul Carton, Prof. Clara Krug (Foreign Languages Department), Dr. Charles Crouch (History Department) and a French educator Ms. Sophie Bureau.Dr. Crouch shared his ideas on historic and social context of French education which was traditionally viewed since the time of French Revolution (1789) as ideological tool in the hands of the government to educate people in the spirit of individualism and freedom. French education has a long history of struggle between the state and the Catholic Church for the control over school. It ended with adopting laws that separated Church and the school and created a highly centralized educational system that differs from the locally controlled system in the USA. Dr. Carton and Dr. Krug told the numerous listeners about the structure and the content of schools and the influences of Baccalaureate, a final exam at the end of upper secondary education, a strong unifying goal in the French system. Students and faculty were surprised to know that both public and private schools have the same standards and there are more elementary private schools in France than in the USA.The colloquium marked the beginning of the third anniversary of the Center for the Study of International Schooling which plans to conduct three more colloquia this academic year exploring the issues of school leadership, mathematics education, and special education around the world. School Principals Around the WorldThe Center for the Study of International Schooling and Department of Leadership, Technology, and Human development conducted a colloquium School Principals Around the World. The colloquium focused on such issues as: What are the differences and similarities in the roles of US principals and head teachers in other countries? What other support personnel (such as assistant principals, guidance counselors, etc.) are generally available at the school level? What role do principals fulfill in the areas of teacher selection, staff evaluation, budget development, school schedule and organization, curriculum development and implementation, and student discipline? How do the salary, work schedule, and status of principals compare with those of teachers? What are the relations between principals and students? The panel member Dr. Jennie Rakestraw (GSU COE) shared her experience of cooperation with British school headmasters and told the audience that the British headmaster is first and most of all an instructional leader for other teachers, unlike his American partner whose is role is rather managerial. Dr. T.C.Chan (GSU COE) has served as an assistant principal and a principal in one of Hong Kong schools. The participants were excited to hear his story about challenges the Hong Kong principals face today as a result of joining the former British colony to China. As an example, he pointed out to the issue of history curriculum change: before reunification the history of China was represented from British perspective and now they are required to teach it from Communist China point of view. Ms. Ditte Sorknaes, a Rotary Club exchange student, has been on the school committee as a school student in Denmark. In her presentation she elaborated on how power and governance are shared between a head teacher, teachers, parents, and students in her country. The principal tries to be close to students and even wears jeans and casual shirt. The guest speaker Geraldine Murdoch (Australia) presented her vision of Australian principals from the former student¹ side. The Australian principal, she said, is an administrator and unlike his Danish colleague is always dressed conservatively education.
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