Education policy and equality in France: the socialist years

This article analyses the design of French Socialist egalitarian education policy, defined in terms of a number of indicators: organizational aspects of the education system, financial aspects of education policy and the size of the education system. It considers the extent to which the Socialists altered the institutional structure of the education system in order to create opportunities for lower class pupils or students to study. The performance of the Socialist government suggests that the institutional structures of education tend toward a high degree of continuity and are difficult to change in a short period of time. Nevertheless, despite this pattern of continuity, the Socialists did reform the education system in a way that seems slightly more egalitarian. The article does not attempt to provide a comprehensive explanation of this continuity, but points out some of the factors that account for continuities in certain elements of education policy related to the aim of equality.     

How classmates interact with an autistic child in a mainstream class

ABSTRACT

In Italy, Law 517 has since 1977 sanctioned the right for all children to attend ordinary schools in normal classes, reduced in number (maximum 20). Integration has been particularly difficult with children affected by various forms of autistic behaviour. In this paper, we shall study the interactive process that has gone on in two of the ten classes of a primary school where ten autistic children have been integrated, each in a different class. The study has been conducted through observation of interaction in the classes, Moreno's sociometric approach and the psycholinguistic analysis of fairy tales written by classmates on the autistic child, compared with ones written on a classmate of their own choice. The autistic child has an average sociometric status (i.e. he is chosen by an average number of classmates who are very popular in the group). Moreover, observation shows that very vulnerable children with fear of confusion of their own identity reject or imitate the autistic children, while bright, well‐adapted and emotionally rich children interact with them in different ways (listening, teaching). These last children in fact observe their autistic schoolmate and try to explain his symptoms and to propose therapies for the disorder. They have also a clear representation of the disorder and its symptoms.     

Supporting academic persistence in low‐skilled adult learners

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research‐based strategies aimed at supporting learner persistence, particularly for low‐skilled adults. Elements of three theoretical frameworks, namely, expectancy‐value theory (EVT), goal theory (GT) and self‐determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post‐secondary education and/or career training. Questions guiding the current study include identifying research‐based strategies that instructors can use, and elements of programme design that support student persistence.     

Sustaining advocacy and action on women��s participation and gender equality in adult education

This article gives an overview of the development of gender equality and women??s participation in adult learning and education in the history of the International Conferences on Adult Education (CONFINTEA). Though the equality of rights was highlighted throughout the various conferences, the first Global Report on Adult Learning and Education (GRALE) observed that a gender gap in the participation in adult learning and education still persisted in 2009. This is especially remarkable with regard to the impact of CONFINTEA V in 1997, because it focused on the issue of women??s participation and gender equality. A review of the CONFINTEA VI programme elements and the national reports prepared by UNESCO Member States in 2008 reveals that gender issues have to some extent moved from the centre of attention to the periphery. This article therefore tries to explore how gender principles are acknowledged in CONFINTEA VI and its follow-up.