French Education System Essay Example for Free

French Education System Essay In France, education has a clear goal: the system must always produce a group of well-educated individuals with a common culture, language and abilities that can then serve the State. The French educational system has a very large emphasis on content, culturally specific knowledge, scientific and mathematic knowledge. The system is designed to serve the needs of the state; the individuality and originality are not considered worth while values The French Republic has 60 million inhabitants, living in the 22 regions of metropolitan France and four overseas departments (1. million). Despite the fact that the population is growing slightly (up 0. 4% a year), the number and proportion of young people under 25 are, however, falling: there are now fewer than 19 million of them in metropolitan France, i. e. 32% of the total population, compared with 40% around 1970 and 35% at the time of the 1990 census. France is seeing a slow aging of the population — less marked however than in other neighbouring countries (Germany and Italy), especially as the annual number of births is currently increasing slightly. 5 million pupils and students, i. e. a quarter of the population, are in the education system. Just over 2 million are in higher education. In 1999, Frances GDP was close to FF 9,000 billion (EUR 1,330 billion), i. e. FF 150,000 (EUR 22,000) per inhabitant. Of this total, just over FF 600 billion (EUR 95 billion) were devoted to initial or continuing education: 7. 2% of GDP. As far as school education spending is concerned, France is in a middle position, behind the Nordic countries (Sweden and Denmark), but fairly significantly ahead of Italy and Japan. France has a workforce today of 26 million, of whom fewer than 2 million are unemployed: the unemployment rate recently fell to below 9%. 6% of the labor force (about 1. 5 million jobs, including 1 million civil servants and local government officers) are undergoing training. Educational Structure Around 13 million pupils attend school in France. The system is a unified one, whose present general structure (primary schools, colleges, lycees) was gradually put in place during the 1960s and 1970s, ending the formerly more compartmentalized system which was based on a clear separation between rimary and secondary education. Since the 1970s, France has also had an outstanding record with respect to the development of pre-school education; all 3- to 5-year-olds can go to nursery classes. Since 1967, school attendance has been compulsory for those from 6 to 16 years of age. France has 60,000 primary schools catering to pupils during their first five years of formal education: the first three years (CP cours preparatoire cours elementaire 1 and 2) provide a grounding in the basic skills. The next stage CM1/CM2 (cours moyen 1 and 2) takes the children up to the end of primary school. Secondary schooling is divided into two successive stages, known as cycles. From 11 to 15 years, almost all children now attend a college, taking them from form 6 (sixieme) to form 3 (troisieme) (1). Since 1975 there has been a single mixed-ability college for all pupils regardless of their level of achievement. After form 3, they move onto a general, technical or vocational lycee. These prepare pupils for the corresponding baccalaureatexaminations (referred to as le bac), which they normally take at the age of 18.

Case Study on Coke versus Pepsi Essay -- Business, Marketing

The case study "Cola Wars Continue: Coke and Pepsi in the Twenty-First Century" focuses on describing Coke and Pepsi within the CSD industry by providing detailed statements about the companies’ accounts and strategies to increase their market share. Furthermore, the case also focuses on the Coke vs. Pepsi goods which target similar groups of costumers, and how these companies have had and still have great reputation and continue to take risks due to their high capital. This analysis of the Cola Wars Continue case study will focus mainly on the profitability of the industry by carefully considering and analyzing the below questions: Why is the soft drink industry so profitable? Compare the economics of the concentrate business to the bottling business: Why is the profitability so different? How has the competition between Coke and Pepsi affected the industry’s profits? Can Coke and Pepsi sustain their profits in the wake of flattening demand and the growing popularity of non-carbonated drinks? The soft drink industry is a highly profitable industry and its success is due to the large consumption of non-alcoholic beverages through which both concentrate producers and bottlers are profitable. Given the U.S. Industry consumption Statistics, Exhibit 1, it is clear that, after deducting beer and wine, soft drinks account for about 90 % of the total liquid consumption, while Coke and Pepsi account for about 75 % of the soft drink industry. The high consumption of CSDs is related to the soft drink industry selling to consumers through five principal channels: food stores, convenience stores, vending, fountain and other. Out of the five channels the case describes vending as the most profitable channel for the soft drink... ...e and Pepsi’s already established image as producers of premium product is key to discouraging other companies from entering the soft drink industry. However, as the market in the U.S has leveled off, they should continue to invest globally in marketing and advertising for further profit growth, which will in turn positively influence their well established brands to further increase soft drink sales and profits. The marketing campaigns must be tailored to meet the foreign markets’ demands, by respecting the consumers’ culture and flavor preferences. Furthermore, in the foreign markets the local brands must not be underestimated as these present high competition for Coke and Pepsi, therefore in order for the kings of the soft drink industry to expand their reign globally they must partner with the local soft drink firms and customize soft drinks with local tastes.

Whats in a Name?

George Ramone College Composition I Prof. Loscano September 14, 2011 In Henry Louis Gates Jr. ‘s, â€Å"Whats in a Name? â€Å", Gates deals with a sort of life changing reality as a young boy. He recalls the incident from a time when prejudice and discrimination against African Americans was perfectly normal. Gates and his father went to the drugstore in town, where his father was the only colored person that could eat there out of the whole town. As Gates was eating his ice cream, his father greets Mr.Wilson and he responds by saying â€Å"Hello, George. † Gates then finds out that Mr. Wilson calls all colored people â€Å"George†. In my opinion, Gates said he never looked Mr. Wilson in the eye again, because he knew he was racist. He had a completely different opinion of him after the incident and didn’t want to look at him. Maybe because he disrespected his father in such a manner. He also could have felt intimidated in a way and was afraid he would f ace the same as his father.After a long pause his father told him, â€Å" He knows my name boy and that he calls all colored people George. † The author then realized that his father didn’t feel bothered by this. What I found interesting was that the Gates family was different than the other African American families in the town. They were treated with a mix of dislike and respect. An example would be them being allowed to eat where other blacks couldn’t due to Mr. Gates’ reasons and were of privileged status.Once the incident with Mr. Wilson had occurred the author might have felt ashamed or a bit embarrassed. Consequently, at the end of this essay there is a moment of silence when the author calls it â€Å"One of those things as his mother called it. † He described it as a seeing into another world where reality was bitter. The mood suddenly shifts into Gates talking about Jackie Robinson being the best at hitting better in a clutch than anyone. Overall I liked this essay cause of the details and its honesty. Whats in a Name? George Ramone College Composition I Prof. Loscano September 14, 2011 In Henry Louis Gates Jr. ‘s, â€Å"Whats in a Name? â€Å", Gates deals with a sort of life changing reality as a young boy. He recalls the incident from a time when prejudice and discrimination against African Americans was perfectly normal. Gates and his father went to the drugstore in town, where his father was the only colored person that could eat there out of the whole town. As Gates was eating his ice cream, his father greets Mr.Wilson and he responds by saying â€Å"Hello, George. † Gates then finds out that Mr. Wilson calls all colored people â€Å"George†. In my opinion, Gates said he never looked Mr. Wilson in the eye again, because he knew he was racist. He had a completely different opinion of him after the incident and didn’t want to look at him. Maybe because he disrespected his father in such a manner. He also could have felt intimidated in a way and was afraid he would f ace the same as his father.After a long pause his father told him, â€Å" He knows my name boy and that he calls all colored people George. † The author then realized that his father didn’t feel bothered by this. What I found interesting was that the Gates family was different than the other African American families in the town. They were treated with a mix of dislike and respect. An example would be them being allowed to eat where other blacks couldn’t due to Mr. Gates’ reasons and were of privileged status.Once the incident with Mr. Wilson had occurred the author might have felt ashamed or a bit embarrassed. Consequently, at the end of this essay there is a moment of silence when the author calls it â€Å"One of those things as his mother called it. † He described it as a seeing into another world where reality was bitter. The mood suddenly shifts into Gates talking about Jackie Robinson being the best at hitting better in a clutch than anyone. Overall I liked this essay cause of the details and its honesty.

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