Comparative Analysis on Education System Between France and the U.S.

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Comparative Analysis on Education System between France and the U.S. Throughout our lives, we acquire knowledge and as we continue to grow, so does our learning process. Everyday we learn something new, whether it be about ourselves or the way life seems to work. People strive to educate their children in order to prepare them in becoming a fruitful member of society. It starts off while being a young child; we obtain information through our parents or close relatives. However, as we grow up, we are put in educational institutions where our learning is thus obtained through professors and people whom we surround ourselves with. Education is one of the prime essential tools we need to get us to achieve our biggest goals in life. Although…show more content…
That is up until the students decide to focus more on a specific subject. Despite these similarities, the secondary educational system differs when it comes to who attends and the next step after high school or lycée’s. In America anyone is guaranteed public education and the opportunities to attend a secondary school different from the high school allocated in their district can be reached with minimal effort. Meanwhile in France, “Most lycée’s are state run and in cities; few are in rural France. Admission is competitive, and the curriculum is demanding. Students complete the lycée with an examination at age 18 and get a baccalauréat, which entitles them to a university admission” (Roskin 97). With this being stated, we can easily grasp the concept that being a student in America, one can effortlessly get by. On the other hand, if being a student in France, it requires a little more effort. Moreover, there are standardized exams in both France and the U.S. that a student must take when reaching the end of the high school education, in order to move forward to a University. In France these exams are called the baccalauréat or BAC. Unlike the U.S. these exams are pass or fail and only occur once a year, in June after lycée is over. It is stated, “It focuses too little on logic or creativity, many complain, and too much on rote knowledge and the esoterica that thrill the Parisian cultural aristocracy” (Sayare). It is evident that
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