A Study On French Citizenship Education

Citizenship education has become a key concern of educational policy and debate in economically advanced countries as well as in developing countries. The question of what constitutes education for citizenship in different nations is critical in both national and international contexts.China is no exception as it emerges from its most recent era of self-enforced isolation and much can be drawn from China's transformation from the classical idea of its people being subjects of an absolute monarchy claiming divine right to rule in an authoritarian and arbitrary way to the modern democratic concept of citizenship of a country where people enjoy essential equality as human beings and the fundamental freedoms of conscience, religion, opinion, expression and the right to vote, which play permanent role in French citizenship education.In France, citizenship education is the construction of the nation via the formation of the citizen as a consequence of Article 3 of the 1789 Declaration of Human Rights. French governments gave great impetus to citizenship education. Notably, French schools are being required to fulfill new missions, such as increasing young citizens' political interest and competence, developing their civic sense as well as trying to counter the increase of violence. Citizenship education in France is the implicit solution to the school crisis, the explicit answer to the declining authority of teachers, the indispensable project to impulse students' implication into their schools and the very ideal of a truly democratic school.National cultural factors affect education systems. The French syllabus of citizenship emphasizes a commitment to anti-racism, human rights and civil action against injustice. Its theoretical basis in the French Republic, committed to individual equality without distinction based on its culture.Citizenship education matters a great deal for students development and for their countries.For the teaching practices, the study presents that political socialization in the form of knowledge transmission is the most emphasized objective in the country' schools. The study concludes with recommendations to education policy-makers to consider the need to improve the quality of civics materials and sufficient training. In this study,I focuses on teachers can follow to implement action research to motivate public understanding and participation in the social studies classroom. The study, Finally, it recommends that cross-national studies need to consider and theorize as much about similarities and common features among various educational systems as they currently do for the differences among these systems. Also, it suggests a need to develop a more inclusive theoretical framework of citizenship.China faces an immense challenge in raising the educational expectations and standards of its vast population. School education programme has traditionally been allotted the task of moulding the sort of citizens that society wants, needs and expects. The rapid pace of cultural and economic change has affected expectations of citizenship. Nowadays it must be less radical and political. However, it does not yet have a clear dimension. If Citizenship Education is to survive and develop in order to prepare cultured citizens with a democratic outlook and a sense of national identity, innovation is inescapable, but it takes time. But it is not an isolated process and needs to be based upon systematic research into the whole educational system and political and economic innovations. Otherwise, misinterpretation may deflect the most determined efforts and result in failures of implementation. Participatory democracy, the public, including public school teachers, must engage in public discussion and become active in the citizenship education.