大衆教育社会におけるフランスの高大接続

Articulation of Secondary and Higher Education in France, a mass-education society

細尾 萌子

山村 滋

夏目 達也

大場 淳

田川 千尋

三好 美織

上垣 豊

大津 尚志

生田 清人

高等教育研究叢書

Reviews in higher education

[NCID] AN10185602

The purpose of this book is to demonstrate the strengths of, and the challenges associated with, articulation of secondary and higher education in France.
The first section clarifies the merits of the essay format required for each subject in the French baccalaureate exam. As this particular format is the basis of study in higher education, learning about it in secondary education increases the likelihood of success there. However, due to the articulation-related problems associated with secondary and higher education, which have become increasingly complicated in a massified system, some students arrive at university without having acquired the thinking and expressive abilities that are required by the exam. In addition, subjects of technical and vocational lycée do not connect smoothly with the educational programs available at university.
The second section demonstrates the denial of “generic competencies” that appeared within the secondary education debate at the end of the 19th and beginning of the 20th centuries. The competencies taught in today’s schools vary from subject to subject. As can be seen in the cases of history and geography, for instance, the competencies required in school education remain consistent throughout elementary, middle, and high school. At universities, each academic field defines the knowledge and competencies expected to be acquired by applicants while applying to the relevant bachelor courses. The aim is to promote academic success by linking the abilities fostered in secondary education to those needed in higher education.
The third section describes how career-guidance systems at lycées and collaboration initiatives between high schools and universities have been implemented. Influenced by Europe-wide reform, education based on competencies has spread gradually to higher education in France; however, in many cases, the term “competency” is confused with “skill”, and the practice has not taken a stronghold.
As a result of massification using only a university entrance qualification exam system, such as the baccalaureate exam, to guarantee the level and quality of academic ability presents certain limitations. A “grand design” is required to prepare students, both at high schools and universities, for higher education, employment, and citizenship readiness, while considering diversity.

日本語

広島大学高等教育研究開発センター

[ISBN] 978-4-86637-034-7

[NCID] AN10185602