Originally published in 1985. The French education system is unique in many ways and provides a useful contrast for those in all English-speaking countries to their own education system. The nature of the system; the resulting multiplicity of Inspectors; emphasis on nursery and primary schools and on vocational training; and the distinctions between different categories of teachers. This book provides an overview of the French education system and all its components. It discusses developments since the start of the Fifth Republic in 1958 and it relates the developments to changing political forces.

71% of French school children “regularly suffer from irritability.” 63% are nervous. One in four has stomach or headaches once a week or more. 40% complain of frequent insomnia. Why is France the only nation in the world that discourages its children for what they aren’t, rather than encouraging them to be who they are?

In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.

Before French conquest, education played an important role in Moroccan society as a means of cultural reproduction and as a form of cultural capital that defined a person's social position. Primarily religious and legal in character, the Moroccan educational system did not pursue European educational ideals. Following the French conquest of Morocco, however, the French established a network of colonial schools for Moroccan Muslims designed to further the agendas of the conquerors. The Moroccan Soul examines the history of the French education system in colonial Morocco, the development of Fren.

This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

Toussaint L’Ouverture was the leader of the Haitian Revolution in the late eighteenth century, in which slaves rebelled against their masters and established the first black republic. In this collection of his writings and speeches, former Haitian politician Jean-Bertrand Aristide demonstrates L’Ouverture’s profound contribution to the struggle for equality.