Exploring the role of education in a MIRAB economy: Brain drain or brain gain? The case of Wallis and Futuna

<p>Pursuit of higher education overseas is becoming a common pathway for young Wallisians and Futunans. A constructivist grounded theory study demonstrates that education has provided (i) a new exit route for young people, (ii) an opportunity to access employment overseas and (iii) an opportunity to access employment at home. Through Talanoa interviews, it was found that the decisions to settle permanently or to return are influenced by cultural, political, economic and structural factors amplified by the slow amalgamation of two conflicting systems. Many students are steered by the French education system and unable to return due to unsuited qualifications. Others choose not to return as a response to underdeveloped structures that constrain the use of qualifications in Wallis and Futuna. Access to education has seemingly intensified clashes between a ‘modern’ system based on equality of opportunity and a customary hierarchy where everyone has a place in society. Despite the need for qualifications, access to employment in Wallis and Futuna in practice is dependent on class structures and networks as a result of low employment opportunities and high labour availability. Yet, evidence of localisation and changing attitudes towards qualifications has suggested a new dimension of the brain gain. Young determined graduates have demonstrated strategic use of resources overseas and adapted new knowledge to the customary and political context. Access to education has proved to be a key component of the MIRAB society in Wallis and Futuna and a potential catalyst for a new stability, a possible post-MIRAB economy.</p>

Exploring the role of education in a MIRAB economy: Brain drain or brain gain? The case of Wallis and Futuna

<p>Pursuit of higher education overseas is becoming a common pathway for young Wallisians and Futunans. A constructivist grounded theory study demonstrates that education has provided (i) a new exit route for young people, (ii) an opportunity to access employment overseas and (iii) an opportunity to access employment at home. Through Talanoa interviews, it was found that the decisions to settle permanently or to return are influenced by cultural, political, economic and structural factors amplified by the slow amalgamation of two conflicting systems. Many students are steered by the French education system and unable to return due to unsuited qualifications. Others choose not to return as a response to underdeveloped structures that constrain the use of qualifications in Wallis and Futuna. Access to education has seemingly intensified clashes between a ‘modern’ system based on equality of opportunity and a customary hierarchy where everyone has a place in society. Despite the need for qualifications, access to employment in Wallis and Futuna in practice is dependent on class structures and networks as a result of low employment opportunities and high labour availability. Yet, evidence of localisation and changing attitudes towards qualifications has suggested a new dimension of the brain gain. Young determined graduates have demonstrated strategic use of resources overseas and adapted new knowledge to the customary and political context. Access to education has proved to be a key component of the MIRAB society in Wallis and Futuna and a potential catalyst for a new stability, a possible post-MIRAB economy.</p>

Features of Emmanuel Macron's Migration Policy

During the migration crisis faced by Europe, European countries began to develop national strategies to solve the problems caused by the crisis. In this sense, the practice of modern migration policy of France is relevant, where despite the long history of immigration, the issues of integration of immigrants have not yet been fully resolved. Moreover, the country is forced to find answers to them in a situation of radicalization of society, caused, among other reasons, by the factor of the clash of different cultures and worldviews, to which the current migration policy has led. The article discusses the main directions of migration policy of Emmanuel Macron. It analyzes the policy statements of French president, as well as the laws and government decisions adopted in France in recent years, such as the Law “For controlled immigration, effective right of asylum and successful integration” (August 2018) and “20 measures to improve policy in field of Immigration, Asylum and Integration” (November 2019) which shape modern French migration policy. It is about the policy of France regarding the admission of refugees, student immigration, immigration on the status of “talents”, as well as professional and scientific personnel, the integration of immigrants. Attention is drawn to innovations related to introduction of quotas in labor immigration, as well as to strengthening cooperation with French citizens living outside France, expansion of French education system abroad. The article identifies the features of Macron’s migration policy which distinguish it from the measures taken earlier by his predecessors. It is about policy of admitting refugees, their access to health insurance, professional training, labor migration – the introduction of quotas, the expansion of preferences in student migration and in the status of “talents”. The projects of high importance for the President of France are projects aimed at strengthening France’s position worldwide in culture, education, science and business, and realizing the underestimated potential of compatriots abroad for this purpose as well.

National testing in education in France: Statisation, rationalisation and politicisation

In this paper, we analyse the trajectory of the French testing policy in education since 1973. Regarding its statistical tradition and its ability to produce its own evaluation tool, France may be regarded as an interesting case to interrogate the capacity of national educational systems to meet international standards of testing. Anchored in a perspective of sociology of public action, we show that the development of testing in France is the outcome of specific policy configurations that themselves depend on various types of factors. Using materials drawn from four qualitative research studies on testing and evaluation, we argue that this policy trajectory can be interpreted as a statisation process in which state administrations and political leaders both increased their power on society and imposed their categories and own interests to policy actors. This statisation led to a rationalisation and a politicisation of testing. Testing development did not lead in France to a deep transformation of governance patterns: it rather merged into traditional modes of regulation of education and confirmed them to some extent. Testing is thus an interesting way to study the propensity of the French education system to redefine global problems according to domestic stakes.

Identification of contribution and lacks of the ecodesign education to the achievement of sustainability issues by analyzing the French education system

The sustainability concept is becoming ingrained in the international engineering community. The next generation of engineers has to be trained to appreciate economic, environmental, and societal impacts of its decisions, with an international perspective and at a local and global scale. The aim of this paper is to contribute to identifying the strengths and limits of current sustainability education practices to will be able to improve future decision-makers' and product designers' training. The first step of our research concerns the identification of knowledge, skills, attitudes, and values associated with sustainability and ecodesign to highlight what kind of engineers' competencies for sustainability have to be trained. Based on this identification, we examine the French education system from secondary school to university to study sustainability and ecodesign integration in different technological French curricula and practices. The objective is to estimate the effective place of sustainable development and ecodesign in the technological training courses. We analyze programs and complete our approach by observing teachers in their classrooms or by conducting interviews. Even if concepts, knowledge and skills related to ecodesign appear in many different programs, our study emphasizes that there is not a continuum between pre-secondary school, high school, and university. As a consequence, teachers have difficulties to understand the aims and the coherence of the program, and students are not really comfortable with the issues of sustainability and ecodesign. We propose to improve programs and practices by developing multidisciplinary curricula covering most of the sustainable issues and integrating best practices of international universities.

THE FRENCH MODEL FOR ASSESSING THE QUALITY OF HIGHER EDUCATION: CURRENT TRENDS

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

ВИХОВАННЯ ТОЛЕРАНТНОСТІ В УЧНІВ ШКІЛ ФРАНЦІЇ У КОНТЕКСТІ МОРАЛЬНОЇ ТА ГРОМАДЯНСЬКОЇ ОСВІТИ

Tolerance is one of the important values of the French education system that is brought up at school. Transferring values is the mission of the school along with the transfer of knowledge and skills. The need for fostering tolerance in French school students is driven by the current political and socio-economic situation in France. The rise in manifestations of intolerance, violence, xenophobia, racism in society has led the state to take active steps in public education, in particular, to introduce such a compulsory subject as moral and civic education. The purpose of the article is to highlight the experience of fostering tolerance in French secondary schools in the context of the school subject of "moral and civic education". The process of education of tolerance through the prism of moral and civic education is considered in the article. By analyzing the content of the curriculum, as well as methods such as synthesis, generalization, systematization, structural method, the basic approaches to the education of tolerance, the corresponding principles of moral and civic education, as well as the components by which the introduction of tolerance to the students of French schools are highlighted. Educating tolerance in French secondary schools is a systematic, ongoing process organized at the state level. It is implemented, inter alia, through the teaching of the compulsory subject of "moral and civic education", which covers all students from elementary to high school. Education of tolerance is carried out in accordance with the principles of moral and civic education (principle of autonomy, principle of discipline, principle of coexistence, principle of community) and is based on the values of the French Republic. According to the principles of moral and civic education, the following approaches to the cultivation of tolerance have been identified: sensitive, normative, cognitive and practical. Each of these approaches has different components, such as sensitivity, judgment, law and rule, obligation and responsibility. They find their practice in the subject of "moral and civic education".

Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity

Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.