Relevant bibliographies by topics / University education in France

Academic literature on the topic 'University education in France'

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Published: 26 July 2024
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Journal articles on the topic "University education in France"

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TROQUET, MICHEL. "University Education of Engineers in France." European Journal of Engineering Education 15, no. 4 (January 1990): 349–55. http://dx.doi.org/10.1080/03043799008939492.

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Chevaillier, Thierry, and Jean-Jacques Paul. "University?Industry Relations in France." Higher Education Quarterly 47, no. 1 (January 1993): 41–51. http://dx.doi.org/10.1111/j.1468-2273.1993.tb01613.x.

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Durdas, Alla. "UNIVERSITY EDUCATION IN THE FRENCH REPUBLIC: STRUCTURE AND LEGAL FRAMEWORK." Modern Higher Education Review, no. 4 (2019): 57–65. http://dx.doi.org/10.28925/2518-7635.2019.4.7.

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The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.
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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 249–54. http://dx.doi.org/10.14516/ete.391.

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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.
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Loseva, Evgeniya A. "Evolution of cooperation between France and Germany in the field of higher education." Journal of the Belarusian State University. History, no. 1 (January 31, 2020): 69–77. http://dx.doi.org/10.33581/2520-6338-2020-1-69-77.

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For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.
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Rath, Barbara. "Public perception and vaccine efficacy for influenza: an interview with Barbara Rath, Vienna Vaccine Safety Initiative." Future Virology 14, no. 9 (September 2019): 573–76. http://dx.doi.org/10.2217/fvl-2019-0103.

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Biography Barbara Rath is a board-certified pediatrician and infectious disease specialist with 20+ years’ experience in clinical trials in USA, Latin America and Europe. Dr Rath is a cofounder and chair of the Vienna Vaccine Safety Initiative and Research Director at the University of Bourgogne-Franche-Comté, France. Dr Rath received her medical education in Germany, USA and Spain, and her doctoral degrees and habilitation in Switzerland and France. In addition to an infectious disease fellowship at Stanford, she received residency and subspecialty training at Duke and Tulane University. Dr Rath chairs the ISIRV Epidemiology Group and is (ex-officio) board member for ISIRV. She also serves on the board for ESGREV, the ESCMID respiratory virus study group.
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Martinez, Marc. "Solving a challenge for Lyon’s Library and University." ABI Technik 40, no. 4 (November 1, 2020): 342–45. http://dx.doi.org/10.1515/abitech-2020-2034.

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AbstractSeveral higher education institutions in Lyon, France, are engaged in a merger to create a new Université de Lyon in a complex and moving environment. Within this framework, four university libraries are working towards their merger. Both the larger project and the libraries are facing critical key points and strong opposition in the very near future that could threaten their very existence.
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Masseyeff, Rene F., C. Dreux, and Y. Goussault. "The impact of clinical biochemistry on university education in france." Clinica Chimica Acta 232, no. 1-2 (December 1994): 143–52. http://dx.doi.org/10.1016/0009-8981(94)90170-8.

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Durdas, Alla. "THE STRUCTURAL FEATURES OF THE HIGHER EDUCATION OF THE FRENCH REPUBLIC." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 113–20. http://dx.doi.org/10.28925/1609-8595.2018(1-2)113120.

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The article deals with the complex and multistage system of higher education in the French Republic. The main types of higher educational institutions in France and their peculiarities have been determined. A large variety of educational institutions, including specialized schools, have been emphasized in the article. The ability of French higher education establishments to be clearly oriented in the training of specialists for the requirements of the present has been specified in the article. The university education, consisting of several cycles, and the conditions for entering the institutions of higher education in France have been analyzed. The scale of grades has been outlined. A special system of French diplomas has been considered in the article. A role of grand schools in the French society has been stated. A national character of the French higher education has been specified in the article. The degrees of higher education in the French Republic and in Ukraine have been disclosed. The peculiarities and advantages of the French university education have been determined. Forms of organization of the educational process in the universities of France have been disclosed. A French analogue of the MBA has been described and the features of business education in the French Republic have been stated. The peculiarities of the specialized higher education in France have been outlined. The role and activities of the Agency for the Evaluation of Quality of Scientific Research and Higher Education in France have been determined. The regulatory bodies and the laws in the higher education systems in France and in Ukraine have been stated. A comparative analysis of the higher education systems of the French Republic and Ukraine has been carried out.
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Mai, Anh Ngoc. "The Effect of Autonomy on University Rankings in Germany, France and China." Higher Education for the Future 9, no. 1 (October 10, 2021): 75–92. http://dx.doi.org/10.1177/23476311211046178.

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As previous research has not addressed the relationship between university autonomy and university rankings within countries where the state control model is used, this study explores universities’ strategies to achieve top university rankings in accordance with their autonomous rights and financial as well as political support. Specifically, this article examines the similarities and differences in university autonomy across Germany, France, and China. The results provide a clarified picture for university leaders in other countries to comprehensively understand these elite universities' effective strategies. The findings also reveal that the strategies to obtain a high position in the university league tables differ across the three countries, due to differences in cultural and national characteristics. Despite these differences, the selected countries broadened their procedural and substantive autonomy, used financial incentives to attract outstanding scholars and researchers to improve research capacities, and obtained political and financial support from their governments.
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Dissertations / Theses on the topic "University education in France"

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Parrique, Timothée. "Economics Education for Sustainable Development: Institutional Barriers to Pluralism at the University of Versailles Saint-Quentin (France)." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201465.

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While commitments made at the Rio+20 conference paved the road for the building of a green and fair economy, the ability of economics to provide a satisfactory intellectual framework to support this process has been increasingly questioned, particularly since the 2008 global financial crisis. In order to make economics more responsive to present and future challenges, this study argues that education in economics must be centred on the pursuit of sustainable development with what has been termed Education for Sustainable Development (ESD). To qualify as ESD, this paper contends that economics education must embrace pluralism on four levels (theoretical, methodological, disciplinary and pedagogical). This fourfold pluralism will improve economists’ capacity to deal with societal challenges and allow for the long-term building of resilient green-er and fair-er economies. The University of Versailles Saint-Quentin (France) Bachelor of Economics and Management is chosen as a case study to identify the current institutional factors hindering the opening of economics education to pluralism. The thesis draws on relevant literature in the field, and also utilises interviews undertaken with five economic professors teaching in the Bachelor. Following analysis of the case study, five main barriers to a plural economics education were found; these barriers are professionalisation, recruitment, evaluation, laziness and performance.
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Thiou, Eric. "L’université de Besançon et les étudiants comtois à la fin de l'Ancien Régime." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC002.

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La présente recherche appréhende l’université de Besançon et ses étudiants dans les dernières décennies de l’Ancien Régime. Les 1300 étudiants inscrits entre 1767 et 1789 sont étudiés à travers leur origine sociale et géographique, leur évolution socio-professionnelle et leur cursus. La peregrinatio academica comtoise vers d’autres universités françaises est aussi abordée. L’université, pour sa part, est analysée dans son fonctionnement interne (gestion financière et seigneuriale, étude des locaux). Le corps enseignant est examiné sous le prisme du recrutement et des carrières respectives des professeurs. La faculté de droit, qui accueille le plus d’étudiants, voit nombre de ses diplômés occuper une place notable dans la société comtoise jusqu’au début du XIXe siècle. Les diplômés de celle de médecine font de la Franche-Comté une province riche en praticiens. La faculté de théologie est surtout réduite à octroyer des doctorats à des clercs ambitieux. À travers cette recherche, l’on s’est attaché à brosser le portrait et le destin d’une génération de l’élite comtoise, placée à la lisière de l’Ancien Régime et de l’époque des révolutions
The present research deals with the university of Besançon (France) and its students in the last decades of the Ancien Régime. 1300 students registered between 1767 and 1789 are studied through their social and geographical origins, their social and occupational evolution and their studies. The peregrinatio academica towards other French universities is alsoapproached. The university, for its part, is analyzed in its internal functioning (financial and seigneurial management, study of buildings). The teaching profession is examined under the prism of the recruitment and the respective careers of the professors. The faculty of law, whichwelcomes most students, sees a lot of its graduates occupying a notable position in the society of Franche-Comté until the beginning of the XIXth century. The graduates of the faculty of medicine make Franche-Comté a province rich in practitioners. The faculty of theology is reduced to grant doctorates to ambitious clerks. Through this research, we have attempted to paint the portrait and the fate of a generation of Franche-Comté’s elite, from the last decades of the Ancien Régime to the age of revolutions
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Aquilina, Dawn A. "Degrees of success : negotiating dual career paths in elite sport and university education in Finland, France and the UK." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/15993.

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The requirements placed on Olympic and professional athletes in contemporary world sport are such that they need to dedicate themselves more and more to achieving excellence. This immediately implies that most athletes' time is dedicated to developing their sporting career, with very little time left to develop other aspects of their lives outside their sport. The reality facing many elite athletes is that few are sufficiently financially rewarded to allow them to make a living out of their sport, and even fewer can rely on measures in place in their own country to assist with the financial and psychological impacts of their retirement from sport (Stambulova, Stephan, & Japhag, . 2007). This places even more importance on the need for the athlete to either have a 'dual career' or else to prepare for a post-athletic career while still participating in elite sport. However, though policy makers have begun to demonstrate an awareness of these needs, and programmes have been developed to assist in the educational and vocational development of athletes, little effort has been made to identify how athletes perceive the choices which face them and how they negotiate a way through the challenges of developing and maintaining a dual career. To redress this, a life story approach has been adopted during this research study to try to elicit student-athletes' own life experiences and to identify and evaluate the decision-making processes they go through, in order to combine an academic and elite sporting career successfully. The athletes selected for the development of life-stories are drawn from three countries, Finland, France and the UK which reflect different approaches to state intervention in sport/education (Amara, Aquilina, Henry, & Taylor, 2004). Crucial to an evaluation of these national systems is an understanding of what these policy systems are seeking to achieve. This may be expressed in terms of a balance between the roles; rights and responsibilities of the main stakeholders (including the athlete, the university, the Member State and the European Union) which are articulated within the study. This research study therefore seeks to develop an understanding of the perspectives on student-athletes' development in academic and sporting terms, identifying the principal challenges faced and how these may be overcome, and considers the implications of such insights for practitioners and policy makers.
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Filimonova, Ekaterina. "« Université-monde » : l'internationalisation des politiques universitaires en France et en Russie." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0452/document.

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La thématique de la thèse concerne un sujet très actuel, car elle s’inscrit dans le contexte de larecomposition du monde universitaire visant à réussir dans la compétition mondiale des systèmesuniversitaires. Dans notre recherche, nous considérons l’internationalisation, d’abord commecatalyseur, puis comme analyseur de changements produits dans le système universitaire. Pourétudier ces changements, nous recourrons à l’approche de B. Jobert et P. Muller, par référentiel, etfaisons l’hypothèse qu’au milieu des années 2000 nous assistons à la formation d’un nouveauréférentiel de « l’université compétitive», dont le degré supérieur de développement est l’université« de classe mondiale ». Ce référentiel, commun à plusieurs pays, présente des particularités àdifférents niveaux des systèmes universitaires. Ainsi, la première partie de la thèse est une réflexionsur la construction d’un nouveau système de représentations dans le domaine de l’enseignementsupérieur et de la recherche. Dans la deuxième partie, nous poursuivons la recherche avec une étudede terrain, afin d’évaluer dans quelle mesure ce référentiel change en pratique
The thesis is devoted to a topical issue of universities reorganization in condition of internationalcompetition of university systems characteristics. In our research we consider the internationalizationas a catalyst, on one hand, and as an analyzer of changes in university systems, on the other hand. Forthe purpose of studying these changes, we appeal to B. Jobert’s and P. Muller’s concept ofréféréntiél. The basis of our hypothesis is the fact that since the middle of 2000s we could witness аcreation of a new référéntiel of a « competitive university » that could set a new standard of a“world-class university” in the nearest future. Even though this référentiel is common for manycountries, it presents some particularities when applied to different levels of university systems.Thus, in the first part of the thesis we would like to present the main principals of a new socialrepresentation system in terms of higher education and research. In the second part of this work, wehave recourse to a field study in order to explore if the référentiel changes in reality
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Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.

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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
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Prokou, Eleni. "Higher education reforms in Greece, France and Germany : a comparative approach with special reference to the non-university sector in Greece, as a European semi-periphery." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019051/.

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This thesis is about higher education reforms - with special reference to the institutions of the non-university• sector of higher education - in Greece, in comparison to apparently similar reforms in France and Germany. Overall, the thesis attempts to analyse and explain the similarities and differences in these reforms (starting from the late 1960s) through an interpretation of Greece as a 'semi-peripheral' society within Europe. Chapter One presents an overview of the thesis, and thus introduces the background of the research problem, the comparative framing, the purpose, the theoretical orientation, the main argument and the organisation of the thesis. Then, the thesis has two parts. The first Part is both descriptive and analytical and sets out to show the apparent similarities in the reforms of higher education in the three countries. Chapter Two outlines the higher education reforms in Greece. Chapter Three analyses the reforms in France and Chapter Four analyses the reforms in Germany. Chapter Five summarises the similarities and the differences. The second Part of the thesis is both theoretical and descriptive. It interprets the Greek case. Chapter Six works on two theoretical approaches to 'semiperipheral' societies. Chapter Seven presents, in detail, the case of Greece as a 'semi-peripheral' society within Europe. Chapter Eight offers a reinterpretation and an analysis of the similarities and differences in higher education reforms identified earlier, in terms of the 'semi-peripherality' of Greece. This Chapter is also the conclusion of the thesis.
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Moreau, Thomas. "Etudier, enseigner, rayonner : l'Université de Caen 1793-1944." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC044/document.

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Cette thèse vise à étudier et comprendre l’histoire de l’Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l’histoire des institutions sur la période donnée, c’est-à-dire l’évolution structurelle de l’enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l’Empire sous la forme de facultés et enfin rassemblé en université en 1896.L’étude ne vise pas seulement à retracer l’histoire institutionnelle de l’université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l’évolution des bâtiments et surtout en intégrant l’ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l’université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel
This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel
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Besançon, Maud. "Collèges, lycées et université en Franche-Comté au cœur des grandes mutations de l’éducation au milieu du XXème siècle : Ruptures, renouveau et continuités (1938-1947)." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCA021.

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Les études historiques sur Vichy et l’Occupation allemande ont accordé très peu d’intérêt au système éducatif français et à ses acteurs. Pourtant, cette époque est souvent présentée comme un moment de bouleversements majeurs pour la société française : du côté du régime de Vichy, un nouveau projet de société en rupture avec la tradition républicaine du développement de l’éducation ; du côté de l’occupant, une politique de domination et de transformation idéologique de la France pour l’intégrer dans une Europe nazifiée. La réforme de l’enseignement (secondaire, professionnel et supérieur) et la jeunesse sont des éléments récurrents au cœur des discours du nouveau régime. En quoi a consisté la philosophie de cette réforme et comment a-t-elle été transformée en politique éducative ? Quelles ont été les perceptions, les réactions et les pratiques des acteurs de ce système ? Peut-on évaluer l’impact de cette politique ? Quelle importance accorder aux circonstances de la guerre et de l’Occupation qui ont créé une situation d’exception et provoqué la désorganisation du système ? Comment se sont combinés les éléments de rupture et de continuité avec la politique d’avant- guerre et d’après-guerre ? Comment a-t-on tenté de concilier la volonté politique et les contraintes extrêmes produites par l’événement ? Tel est le questionnement général qui est à l’origine de cette thèse.Afin de pouvoir cerner le phénomène au plus près de la réalité, une région a été choisie, la Franche-Comté, sur une période élargie allant de 1938 à 1947. Il s’agit d’examiner la manière dont les établissements scolaires d’enseignement secondaire, professionnel et supérieur de la région Franche-Comté ont évolué durant cette période critique et comment, durant cette période de basculement, s’est amorcée une mutation profonde du système éducatif. Ces établissements ont été confrontés à une double pression. Tout d’abord le contexte politique (la guerre, l’Occupation allemande et le régime de Vichy) : la proximité de la région avec l’Allemagne nazie en fait un espace stratégique dans la politique expansionniste allemande. Le poids de la guerre s’y fait particulièrement ressentir. Ensuite, la succession des réformes de l’éducation et de l’enseignement qui se multiplient dès l’avant-guerre sans parvenir à prendre corps dans la réalité institutionnelle. La Franche-Comté est une région importante dans l’application des réformes de l’éducation, car certains établissements scolaires ont été désignés comme pilotes pour la réforme de Jean Zay dans le sillage du Front populaire, mais aussi pour le plan Langevin-Wallon. Ce processus de réformation se poursuit bien après la Libération, porté par le programme de la Résistance et la volonté de reconstituer de nouvelles élites tout en amorçant une politique de démocratisation de l’accès à l’enseignement.L’objet de cette étude est donc d’appréhender à la fois l’évolution du quotidien éducatif franc-comtois d’une époque à l’autre, mais aussi de souligner les spécificités régionales dans l’organisation et la gestion des établissements scolaires et des enseignements dispensés aux élèves et aux étudiants, pour tenter de mesurer l’impact de ces politiques successives sur la société éducative
The historical studies undertaken on Vichy and the German Military Administration of occupied France give little attention to the French educational system and its actors. Nonetheless, this period has often been presented as a time of major upheavals for the French society, such as Vichy regime’s new project of society that breaks with the Republican tradition of education enhancement and the German occupiers’ policy of ideological control and transformation of France to integrate the country into a Nazified Europe. The (secondary, vocational and higher) education reform and the youth are both recurring topics in the new regime’ speeches. What was exactly the philosophy guiding this reform and how was it turned into an educational policy? What were the system actors’ perceptions, reactions and practices? Is it possible to measure the impact of this policy? What weight should we give to the circumstances of war and occupation that produced this exceptional situation and occasioned the disorganisation of the system? How did the elements of disruption and continuity combine with the pre-war and post-war policies? How was it intended to conciliate the political will with the extreme constraints linked to the war? This is the overall questioning that originated this thesis.In order to identify what happened while staying true to the facts, a region, the Franche- Comté, was selected for study over an extended period from 1938 to 1947. The purpose was to review how the secondary, vocational and higher education schools of Franche-Comté had evolved over a critical time and how, during this changeover period, was initiated a deep transformation of the education system. These institutions faced a double pressure. On one hand, there was the political context (the war, the German Military Administration and the Vichy regime). The proximity of the Nazified Germany with the region turned it into a strategic area within the German expansionary policy. The region was seriously affected by the war. On the other hand, the education and instruction reforms proliferated as of the pre-war era, failing at taking shape within the institutional reality. The Franche-Comté was an important region for the implementation of the education reforms as some schools were appointed pilots as part of the Jean Zay Reform supported by the French Popular Front, and also within the framework of the Langevin-Wallon Plan. This reformation went on way after the liberation of France, carried by the French Resistance’s program and the will to train new elites while introducing an access to education democratization policy.The purpose of this study is thus to comprehend the evolution of the education daily life in Franche-Comté over different periods, while also highlighting the regional specificities with regards to the organisation and management of the schools and the education provided to the pupils and students, in order to measure the impact of the successive policies on the education society
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Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040219.

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Le premier objectif de cette thèse est de réfléchir aux conditions de la genèse des grandes réformes universitaires à travers l’étude de la loi Faure de 1968 et de la loi Savary de 1984. Il s’agit d’essayer d’évaluer les rôles des différents acteurs, selon leur fonction et leur mode de pensée, dans le cadre du processus d’élaboration de la réforme. L’autre ambition assignée à ce travail est de tenter d’évaluer le degré d’application de la loi Faure de 1968 dans les universités. Une telle étude revêt une importance toute particulière dans la mesure où les historiens ont montré que cette loi est la première qui offre les moyens aux universités de devenir autonomes. Jusqu’à cette date, et malgré les réformes républicaines de la fin du XIXe siècle, l’enseignement supérieur français est resté tributaire de la « tyrannie des facultés » instituée par Napoléon en 1808. Nous avons donc cherché à évaluer le degré d’autonomie dont disposent les universités au lendemain de la loi de 1968 dans les domaines des diplômes, des finances et de la participation. Les sources autorisant la conduite d’une telle analyse sont très variées : dossiers des ministres en charge des universités, archives de l’Élysée, de différents rectorats, transcriptions des débats tenus à l’Assemblée nationale et au Sénat, rapport des commissions parlementaires, témoignages oraux a posteriori, etc... Pour ce qui concerne les sources émanant des universités, nous avons axé nos recherches sur les archives relatives à trois établissements : Paris VII, Rennes I et l’université de Picardie
Our project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset
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Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Electronic Thesis or Diss., Paris 4, 2016. http://www.theses.fr/2016PA040219.

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Le premier objectif de cette thèse est de réfléchir aux conditions de la genèse des grandes réformes universitaires à travers l’étude de la loi Faure de 1968 et de la loi Savary de 1984. Il s’agit d’essayer d’évaluer les rôles des différents acteurs, selon leur fonction et leur mode de pensée, dans le cadre du processus d’élaboration de la réforme. L’autre ambition assignée à ce travail est de tenter d’évaluer le degré d’application de la loi Faure de 1968 dans les universités. Une telle étude revêt une importance toute particulière dans la mesure où les historiens ont montré que cette loi est la première qui offre les moyens aux universités de devenir autonomes. Jusqu’à cette date, et malgré les réformes républicaines de la fin du XIXe siècle, l’enseignement supérieur français est resté tributaire de la « tyrannie des facultés » instituée par Napoléon en 1808. Nous avons donc cherché à évaluer le degré d’autonomie dont disposent les universités au lendemain de la loi de 1968 dans les domaines des diplômes, des finances et de la participation. Les sources autorisant la conduite d’une telle analyse sont très variées : dossiers des ministres en charge des universités, archives de l’Élysée, de différents rectorats, transcriptions des débats tenus à l’Assemblée nationale et au Sénat, rapport des commissions parlementaires, témoignages oraux a posteriori, etc... Pour ce qui concerne les sources émanant des universités, nous avons axé nos recherches sur les archives relatives à trois établissements : Paris VII, Rennes I et l’université de Picardie
Our project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset
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Books on the topic "University education in France"

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Benedictine monks at the University of Paris, A.D. 1229-1500: A biographical register. Leiden: E.J. Brill, 1995.

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European Workshop on Microelectronics Education (3rd 2000 Aix-en-Provence, France). Microelectronics education: Proceedings of the 3rd European Workshop on Microelectronics Education hosted by ST University (ST Microelectronics), France, May 18 & 19, 2000. Edited by Courtois B. Dordrecht: Kluwer Academic Publishers, 2000.

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Ivor, Grattan-Guinness, and Société française d'histoire des sciences et des techniques., eds. History in mathematics education: Proceedings of a workshop held at the University of Toronto, Canada, July-August 1983. Paris: Belin, 1987.

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Intellectual culture in medieval Paris: Theologians and the university, c.1100-1330. Cambridge: Cambridge University Press, 2012.

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France, Ministère de l'éducation nationale Direction de l'organisation et des personnels administratifs ouvriers et de service Service de la formation administrative. L' organisation du Ministère de l'éducation nationale. 4th ed. [Paris]: Ministère de l'éducation nationale, Direction de l'organisation et des personnels administratifs, ouvriers et de service, Service de la formation administrative, 1985.

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Skalnik, James Veazie. Ramus and reform: University and church at the end of the Renaissance. Kirksville, Mo: Truman State University Press, 2002.

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Lusignan, Serge. Vérité garde le roy, la construction d'une identité universitaire en France, XIIIe-XVe siècle. Paris: Publications de la Sorbonne, 1999.

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1835-1912, MacDonald R., ed. St. Francis Xavier's College, Antigonish, N.S.: Prospectus and course of studies with the introductory lecture on Catholic higher education delivered by Rev. R. Macdonald, P.P., Pictou, at the opening of the college, Sept. 10th, 1878. [Pictou, N.S.?: s.n.], 1994.

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Tappan, Henry P. University education. London: Routledge/Thoemmes, 1994.

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Université D'été D'Histoire Religieuse (13th 2004 Paris, France). Education et religion, XVIIIe-XXe siècles: Actes de la XIIIe Université d'été d'histoire religieuse, Paris, 10-13 juillet 2004. Chambéry: Université de Savoie, Langages, Llittératures, Sociétés, 2006.

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Book chapters on the topic "University education in France"

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Scott-Baumann, Alison. "Ricœur’s Early Language, Activism and Algeria." In SpringerBriefs in Education, 49–64. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3475-1_4.

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AbstractThis chapter on Algeria, and Chaps. 5 and 6 on Nanterre and Chicago respectively, present certain historical and conceptual aspects of Ricœur’s activism on campus and outline his intellectual development. I will demonstrate the irrefutable connections between his ideas and his applied work. As a junior academic, Ricœur held utopian ideas about the university as a site for self-development and rich educational opportunities for all, as well as a locus for political activism. In this chapter, I consider the role of the university campus in Ricœur’s early to mid-career struggles with abuses of power in the idealism that followed World War 2, reflected through his philosophy. As a relatively junior academic, his approach, based on polemical discussion with students, was successful from 1947 in opposing colonial France in Algeria.
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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices, 141–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Bonnardel, Nathalie. "Education of Ergonomists in France: From the CE2 Actions to the Master Program in Ergonomics at Aix-Marseille University (Aix-en-Provence)." In Advances in Intelligent Systems and Computing, 699–705. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96080-7_84.

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Monnin, Éric. "France." In Olympic Education, 161–76. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-17.

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Legrand, Andre. "France." In Special Education, 151–60. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_13.

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Potter, John, and Michelle Cannon. "14. The Observatory of Children’s Play Experiences during Covid-19." In Play in a Covid Frame, 299–316. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0326.14.

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This chapter is a photo essay which presents twelve images selected from among those collected by the Play Observatory in the UK, along with a commentary further outlining the context. This was a study of children’s play experiences during the pandemic, conducted almost wholly online over a seventeen-month period, between October 2020 and March 2022. It was funded in the UK by the Economic and Social Research Council (ESRC) as part of the UK Research Institute (UKRI) Rapid Response to Covid-19 call and was a collaboration between researchers at the IOE, University College London’s Faculty of Education and Society, the School of Education at the University of Sheffield, and the UCL Centre for Advanced Spatial Analysis. A key aim of the project was to collect, analyze and preserve for future generations material from children and adults in the form of text, images, moving images and more, which represented their play experiences at such a challenging and difficult time but also demonstrated the function of play in their lives in terms of well-being and resourcefulness. The commentary which accompanies the images contains some background information. However, the authors invite readers to form their own interpretations in the light of their own experiences of Covid during 2020-2022.
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Rotunno, Laura. "University Education." In The Palgrave Encyclopedia of Victorian Women's Writing, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02721-6_290-1.

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Rotunno, Laura. "University Education." In The Palgrave Encyclopedia of Victorian Women’s Writing, 1624–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78318-1_290.

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Kadri, Michele Salles El, Luciana Cabrini Simões Calvo, and Telma Gimenez. "13. English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil." In Preparing Teachers to Teach English as an International Language, edited by Aya Matsuda, 181–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-015.

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Smith, Richard. "University Futures." In Education Policy, 129–46. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.ch11.

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Conference papers on the topic "University education in France"

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Simon, Bruno, Christian Bourret, and Karim Fraoua. "APPRENTICES’ SKILLS APPROACHES (STUDENTS WORKING IN COMPANIES) AND THEIR POSITIONING BETWEEN UNIVERSITY AND COMPANIES IN FRANCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1005.

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Régnier, Jean-Claude. "Statistical Education and E-Learning." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03203.

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Since the start of the 2002 academic year, the Department of Sciences of Education of the University of Lyon2, in partnership with the University of Rouen and the CNED (Centre National d'Enseignement à Distance ) of Poitiers (France), has put forward a pedagogical plan of action allowing students to prepare a B.SC degree in Sciences of Education. The goal of this article is the presentation of the problematic of the teaching - learning of the Statistics in this context. Key-words: guidance, e-learning, statistical education, teaching and learning of statistics . A long French version of this article is accessible to URL : ftp://nte.univ-lyon2.fr/users/regnier/public/IASE/BERLIN/.
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Tabaa, Omar Al, Etienne Gaix-Fontaine, Julia Herrou, Frederic Lioté, Thomas Bardin, Pascal Richette, Aline Frazier, and Hang Korng Ea. "SAT0412 DOES THERAPEUTIC EDUCATION IMPROVE GOUT MANAGEMENT: THE EXPERIENCE OF LARIBOISIERE UNIVERSITY HOSPITAL PARIS-FRANCE." In Annual European Congress of Rheumatology, EULAR 2019, Madrid, 12–15 June 2019. BMJ Publishing Group Ltd and European League Against Rheumatism, 2019. http://dx.doi.org/10.1136/annrheumdis-2019-eular.4032.

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Ramond, Bruno. "A New Concept in Mechanical Design Education: The Mechanical Systems Engineering at the University of Technology of Compiegne (France)." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0214.

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Abstract This paper presents the Mechanical Systems Engineering at the University of Compiegne. After a description of the education system at UTC, we examine some particular aspects of MSE and the main ideas we had in mind when we have developed this project.
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Diaconu, Luminiţa. "The benefits of multilingualism in education luminita diaconu, university lecturer." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.24.

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The article gives a brief analytical survey of multilingualism practices, its consequences, its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competence Generally there are both the official and unofficial multilingualism practices. A brief survey on multilingualism practices indicates that Canada, Belgium and Switzerland are officially declared multilingual countries. Multilingualism exhibits both the political and the linguistic consequences. The linguistic consequences include the development of a lingua franca, creation of mixed languages within a linguistic milieu, enhances cross cultural communication strategies and cross cultural communication skills. Benefits of multilingualism practices in education include the creation and appreciation of cultural awareness, adds academic and educational value, enhances creativity, adjustment in society and appreciation of local languages.
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Chevallier, Georges M., and Jacques Duchene. "Biomedical engineering education in université de technologie de compiègne (France)." In 1992 14th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1992. http://dx.doi.org/10.1109/iembs.1992.5761377.

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von Hoyningen-Huene, Martin, Walter Wedig, Julie Jeanpert, and André Edel. "A Comparative View of Engineering Training in the US, Germany, and France With Special Focus on Turbomachinery-Relevant Skills." In ASME 1999 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/99-gt-323.

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In this study, the status quo of university engineering education in the US, Germany, and France is presented. The different ways of training mechanical and aeronautical engineers are compared. Based on this, the strengths and weaknesses of their “products”, the outcoming engineers at Bachelor’s and Master’s level, are analyzed in respect to the needs in industry. After a presentation of new tendencies and concepts in engineering education in the three countries under concern, the authors outline their vision of an engineer’s training. Some of these proposals are currently under realization in the Department of Mechanical Engineering of the University of Karlsruhe and at the Grande Ecole ENSAM in Paris that jointly have pursued this broad study.
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Oprescu, Claudia. "EXPLORING THE POTENTIAL OF THE BLENDED LEARNING METHOD IN THE ROMANIAN PRE-UNIVERSITY EDUCATIONAL SYSTEM." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-166.

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Blended Learning Concept designates a form of mixed education, that combines traditional teaching methods with tools of communication technology. In the pre-university educational system in Romania the traditional process of teaching and learning is more often used; thus, the student is studying in a certain classroom in an educational unit, being supervised by a teacher. The fast pace of e-learning development determines the emergence and use in the Romanian educational space of a new context for learning, the Blended Learning method, a new learning space, student centred. The group of Web 2.0 technologies (blog, wiki page, podcast, RSS feeds) have changed the way interpersonal communication takes place, this new perspective being associated with a rich repertoire of services and applications, creating a new context for viewing, accessing and producing information. Blended learning method thus becomes a viable alternative to traditional education methods. The main change registered in accessing the method of mixed learning is the reconfiguration of the role of the teacher and student - teacher relationship; it is recommended to adopt certain roles of the users, both in terms of their pedagogical function as well as accessing/configuring online rights. Therefore, the new environment which is constantly evolving, its development plans will be analysed. The research employed a mixed method of analysis, triangulating the data from 10 interviews realised with teachers from urban school community. Whenever data is available, the paper uses a comparative perspective with other EU countries (Finland, France, Germany), particularly regarding the BL methodology in educational process.
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Al-Abdallat, Yousef, and Tarek A. Tutunji. "Faculty for Factory program: A University-industry link in Jordan." In 2012 9th France-Japan & 7th Europe-Asia Congress on Mechatronics (MECATRONICS) / 13th Int'l Workshop on Research and Education in Mechatronics (REM). IEEE, 2012. http://dx.doi.org/10.1109/mecatronics.2012.6451056.

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Alves Baptista, Tatiane. "THE ROLE OF THE UNIVERSITY AS A VECTOR OF ECONOMIC AND SOCIAL DEVELOPMENT: CARTOGRAPHY OF THE HIGHER EDUCATION AND RESEARCH SYSTEM IN FRANCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0042.

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Reports on the topic "University education in France"

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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw, and Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, December 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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van Puffelen, Emiel, and M. A. A. U. van Oppen. Supporting cross-cultural university education. Gothenburg, Sweden: Chalmers University of Technology, 2020. http://dx.doi.org/10.18174/531990.

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4

Lozynskyi, Maryan. Книгообмін Львівського державного університету імені Івана Франка: аналіз архіву з кінця 1940-х років. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11745.

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One of the components of the publishing activity (book exchange) of the Ivan Franko State University of Lviv in the post-war period, in particular, in 1946-1947, when the University, while reconstructing and repairing educational buildings, etc., began to build a publishing and printing base, has been revealed. It has been established that the administration of one of the leading educational institutions at that time encouraged the scientific and pedagogical staff to write and print teaching aids, textbooks, monographs, etc. in every possible way. The article analyzes archival documents testifying to the cooperation of the rectorate of the Ivan Franko State University of Lviv with some educational institutions of Ukraine and from outside its borders in the matter of exchange of scientific works written and published by researchers of the Franko University. This article will be of particular value primarily for those who are interested in the history of the Ivan Franko National University of Lviv concerning the development of the publishing business in the post-war period, as well as significant scientific works that were published within the framework of this educational institution. Keywords: book exchange, textbook, monograph, scientific notes, libraries, universities.
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Cherniavskyi, Ruslan, Yaroslav Krainyk, and Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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6

Lozynskyi, Maryan. Main Features of Publishing Activities of the Ivan Franko National University of Lviv (end of the 1990s – first two decades of the 21st c.). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11392.

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The article desribes the main features of the publishing activity of the Ivan Franko National University of Lviv from the end of the 1990s and in the first two decades of the 21st century. The aim of the author was to show this activity with the help of stages of formation of the Publishing Centre at the University. For this purpose, he used historical method, the methods of analysis, synthesis, content analysis etc. One of the important landmarks of the end of the 20th century in the publishing activity of the Ivan Franko National University of Lviv which has its traditions in the past was the foundation of the mentioned Publishing Centre on the basis of Editing and Publishing Department, Machine Offset and Polygraphic Laboratories. This process was favoured by the administration of the University which supported the transfer of printing base to another building of the University. Professionals with respective qualification level and experience in the sphere of publishing and printing were gathered there. Another stage of the development of the Publishing Centre of the Ivan Franko National University of Lviv was the creation in 2006 of the Publishing Board within the University which became a generator of ideas on the development of scientific book publishing and actively cooperated with printing enterprises of Ukraine (the author of the article was a member of this board). The administration of the Ivan Franko National University of Lviv provided a substantial financial support for publication of educational and scientific literature of different genres and on different topics for educational needs both of the University itself and Ukrainian educational sphere in general. As a result of active publishing activity, the Publishing Centre of the Ivan Franko National University of Lviv since 1996 has published more than 4.5 million copies of publications whose authors are members of the academic community of the University. Among the significant publications of the Publication Centre of the last two decades the article notes Ivan Franko (10 volumes, authors – R. Horak and Ya. Hnativ), Encyclopedia. The Ivan Franko National University of Lviv (2 volumes), Social Geography (2 books, author – Prof. O. Shabliy) and others. The results of the activities of the Publication Centre of the Ivan Franko National University of Lviv were demonstrated during participation at Book Forums and other events in the publication and printing sphere. This article permits researchers in Humanities to analyze and evaluate the achievements and at the same time problems of the scientific publication activity of the Ivan Franko National University of Lviv.
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Bajorek, Stephen M. Matching grant program for university nuclear engineering education. Office of Scientific and Technical Information (OSTI), October 2002. http://dx.doi.org/10.2172/805477.

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8

Megahed, Nagwa. Gender equality in university education in Egypt [Arabic]. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1088.

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9

Livne, Eli, John Valasek, Ryan Starkey, and Thomas Strganac. Integrated Research/Education University Aircraft Design Program Development. Fort Belvoir, VA: Defense Technical Information Center, April 2017. http://dx.doi.org/10.21236/ad1031586.

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10

Rohatgi, Ajeet, Abasifreke Ebong, Dong Seop Kim, Vijay Yelundur, Mohamed M. Hilali, Brian Rounsaville, Kenta Nakayashiki, and Vichai Meemongkolkiat. University Photovoltaic Research, Education, and Collaboration. Final Report. Office of Scientific and Technical Information (OSTI), March 2007. http://dx.doi.org/10.2172/936176.

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