HLG

GOOD FOR YOUR SON!!! :-) :-) Sounds like your son may also be bored because it's too easy for him...? The teacher may be a "Modern French" teacher forced to teach the year8's?  I know that in foreign languages, pupils are  not supposed to read "made up" texts but only "real" texts (textes authentiques) so perhaps the kids don't get to read any stories until they are able to read real literature excerpts? What's the textbook like? Out of curiosity - is the teacher making up his own method or is he blindly following the textbook?

Based on my experience, it depends what kind of school your child goes to. In some schools, Latin is used as a process-to-an-end type of class - supposedly the top 25% of all students (from all classes) are taking it, but in some schools that's how they regroup the best for the Latin-German track that will lead them straight to Le Bac S avec Mention (unless the child is of a different mind.) So WHAT is taught in latin isn't the issue but rather who is placed into the class. The teacher often read classics at uni and will expect students to keep going at lycee level, although virtually none will. In other schools, the spirit of the law is respected and thus all kids enroll in Latin. Class is expected to be half civilization, with studies of myths, customs, etc., and half grammar/translation. the teacher may not have read classics at uni but may have studied the basic latin course required French literature -- sufficient for a lower-level 3-year course in Latin  but light on grammatical items. Kids tend to be fascinated with gladiators, amphitheaters, etc. It's a good way to get them to love classics.... if it's well done. As for the fun factor, well, it really depends on the teacher.   Your son's teacher may well have been a lover of classics, enthused by Cicero, and thus may have no clue how to teach 13-year olds when "love fo Cicero" isn't a criterion for joining the class (ie., his idea of fun may not be your son's!). OR, alternatively, the teacher may not have been trained to teach Latin at all. Or.... your son may be bored by lessons that don't correspond to what he expected? On a broader topic: I'd suggest you go see most teachers, especially the music/arts/sports teacher (who see very few parents, = short line.... and may be able to throw in a good word for your child during the Conseil.) Don't forget the "professeur principal". I know it's a chore, sitting on those uncomfortable chairs with teachers who tell you about your child, but it's useful for you to know what's going on AND it may help your child rack in "brownie points" (sorry). Unless your child's grades are stellar and thus essentially doesn't need you, you ought to show much interest in what he does. (The obvious reason being, like in the UK, that he'll feel he has to do well - that isn't the issue here, as I'm sure he knows your concern, etc. So I'll skip to reason #2.)  But also that a "concerned, polite parent" is the ideal parent type according to the French-Teacher-Mindset. You should come when summoned, listen carefully, ask intelligent questions ("Comment puis-je l'aider a progresser?", "Y a-t-il un domaine où il se montre plus doué et que je pourrais encourager?" "Avez-vous des ouvrages a me recommander?"), never badger or threaten the teacher, be tactful  -- when the teacher's wrong and you're sticking up for your child, all of this will come into play as to whether they'll listen to you or not.

As far as I know, the math content of "Sixieme" is the same as that of "CM2" except that the reasoning and approach are different - supposedly they train children to think abstractly (? sp?). Scientific reasoning is part of the package. Up until parents can give you better ideas, here's one of mine: You could invite a classmate over and have the classmate do one random "opération" in front of you, (observse and take mental notes) then have your daughter use the "English" approach. They could teach each other under your supervision. This way it'd be kind of a mutual system but you'd still figure out what the teacher wants with the "new" approach. If the math teacher is open-minded, s/he might even be interested in hearing about the "other" (English?) approach. I know of a class that adored "Egyptian math" and would actually request exercises!!! So the class and the teacher may use that as a pedagogical device (ie., there's more than one way to get to a solution.... something that seems essential to me in science and thus should be appealing to a "scientifique".)

Hi Sara and Martin, I wouldn't think that the "treachery" of it would be much of a problem as it'd be seen as a good systeme D way to kick the authorities (a French sport). However you open yourselves up for a heap of problems IF the owner isn't honest-to-his-word (as opposed to honest-to-the-law). Ie., if the utilities aren't in your name, how do you know how much to pay? Would you just give the owner whatever he asks for, or ask to see the bill or be given the bill? In my opinion, it's something you can do only if you can check up on the owner (ie., people have done this and have no complaints - you could tell him it's a deal if he can refer you to 2-3 previous tenants. If the previous tenants say it's a good deal, just a tenacious peasant who won't trust authorities and degrudges his taxes, as it may simply be a the case, then it's okay...) But there'll likely be a bunch of difficulties if you must justify your address and if you decided to move, you'd have no proof of lease, no utilities bill, etc, ie., with the French system, you wouldn't be able to rent legally (unless you could produce a lease from England, etc, etc.)

practical question: what do you do when there's a strike? do you stay home? (does your pay get cut down if you do? Are there systeme-D ways not to be "penalised"?) do you get organised with other mothers, taking turns watching the kids? Find a babysitter? Ask the eldest teen to watch the younger ones?

Yes, apparently there have been huge cuts in the number of teaching posts offered - and we can all see that the situation in secondary schools isn't getting any easier so how thegovernment expects to get things right with fewer teachers is beyond me. Well at least we can take comfort after reading the Guardian's article, where we learn that 2/3 British schoolchildren have been bullied or have bullied someone, that roughly a quarter of the girls and a large majority of the boys have punched another pupil....

hi Lori, There's an American newsletter/website dedicated to helping parents make rules for chatrooms, handling discussions about media, etc. I was a bit skeptic at first (worried it was some kind of freak right-wing christian thing) but not at all: it's managed by parents who want healthy kids from the "Media generation".  it is very well-done and sound. they also give their opinions of TV shows, films, books, music, video games, etc... http://www.commonsensemedia.org/ The columns that most apply to your daughter's situation would be http://www.commonsensemedia.org/newsletter/archive.php?id=2005-06-10 http://www.commonsensemedia.org/newsletter/archive.php?id=2005-08-19 http://www.commonsensemedia.org/newsletter/archive.php?id=2006-01-20 http://www.commonsensemedia.org/newsletter/archive.php?id=2005-08-05 Here's a website that should be safe for 11-14 year olds: http://www.okapi-jebouquine.com/ (click forum for unsynchronized discussion - no IM available) http://www.takatrouver.net/forum/index.php3 (for 8-12 mostly, requires parental permission ) search engine to kids and teens: http://www.kidadoweb.com/ (can be your daughter's opening page?) At first I was concerned your daughter might be bullied; teenage girls can be vicious and the old "stick and stones" advice simply doesn't apply.  A change in participation and grades usually indicate that "something" has happened. You're lucky she has such a concerned teacher. Overreacting seems such a better alternative than ' I wish I had"... Good luck and keep us updated.

The point is that it DIDN'T. American culture didn't "adapt" to foreigners. Foreigners had to adapt to whatever was in place when they arrived, or pick up and go where they could make up their own laws. The idea was that America would welcome ALL people (the poor, the unwashed, yearning to be free, etc) as long as  the poor understood that the majority's culture was to be adopted.  Up until the 1960s immigrant children were thoroughly trained in believing that there were "higher races" and "lower races". Up until 1968, Cajun children (from French speaking Canada) would be whipped for using French in school. Up to roughly the same date, Aborigens (Native Americans/Indians) were sent to special schools to be "whitewashed", domesticated, and "purified" from any savage influence such as pagan religion, long hair, native language and customs, etc. (The suicide rate was reamarkable, which was seen either as a testimony Indians were inherently unable to be civilized or that the alternate doctrine, that of 'total elimination', was better.) Asians were forbidden to own land. There were riots against Germans becoming too big a group and corrupting culture in the Midwest.  In the early 1900s, Jews successfully lobbied so that they wouldn't be added to the list of the latter (as the Senate planned to.) It all changed in the 1970s and 1980s but you shouldn't be fooled. Granted though, it's by the added layers of cultures becoming progressively acceptable that the current American culture was built. However I see little difference there with French or British cultures. Americans are more vocal about it and the French aren't very aware of it, but it's there nonetheless...

I was stunned too -then I read that in Charente the majority of immigrants had been British FOR THE PAST FIVE YEARS... and in some parts of France, mostly the South West, British families make up to 75% new immigrants! Bergerac, a small town in Dordogne, now has daily flights to London to serve British expats who live in France and half-work in England.. :-) Let's face it: British people are the Bengali of Western France. :) Tourangelle, I don't have stats, but you're right - it's location-specific. I haven't heard of many British people settling in Perpignan, Dijon, or  Aix Les Bains. :-) :-) In Marseilles there is a strong Comorian population, in Alsace there are many Kurds... Where do you think most "new immigrnats" come from, in Lyon?

sure: http://crdp.ac-bordeaux.fr/cddp24/enaf/une.htm beside the picture-dictionary, there's also a test that can be presented to teachers, to estimate what class the child should be placed in; vocabulary most likely encountered in school (such as common oral directions), math vocab, etc. Plus a list of teacher-approved methods for children learning French. The Cavillam has excellent stuff too but I don't know the website. I think an article in "Monde de l'education" sums it up well: If the child had a "normal" time at school in England and if the parents have actual plans, problems are solved within 3 months. If parents just "up and go", without any idea of what they'll do in France, without learning French, without preparing children... then it spells disaster for the children. (article is int he september 2005 issue - shoudl eb available at your local public library or if there's a "CDDP" around. A "CDDP" is a kind of pedagogical library.) Another factor is finding French friends for one's children. British kids need to have "fellow expats" who can relate but also "local friends" who can introduce them to French childhood lore, games, etc... Anything that will speed their socialization process will help them cope with school (what TV shows MUST be watched? What games MUST one play? What color must one wear - for girls-...) As far as I can tell "Didle" toys are big with 7-10 year old girls and "totally spies" is the cartoon of choice.... It may make the transition easier for your children!

Jo53 You're right, many French schools aren't about "the joy of learning" but rather about " the duty of knowing". Hence the word for homework, "devoirs" (duties). :-) :-) I feel sorry for your child. Not all classes are boring in France, but it really depends on the teacher. At least he's not terrified of a teacher who yells or pushes. You might want, for the time being, try "what did you like best about today at school?" After a couple days of answering "nothing", your child will try and pay attention to that one bright moment and it'll help him get through the day. You can also meet (reverently) the High and Mighty Teacher and offer (o-so-humbly) to come 'round once a week to teach the class a little song in English (Mary had a little lamb will do - the point being that your son will associate you+ fun+ school =>  school  can be good). There are Freinet schools in about every Département and Freinet classes about everywhere. They're regular classes in public schools.  They're NOT advertised by the Education Nationale (which tolerates them but views them as threatening - gee wonder why? kids who actually *refuse to leave class because it's so much fun learning*!!!???!!!! Surely these teachers must drug them or worst!! Everyone knows kids hate school!) So they're hard to find... most parents stumble upon them!!! If you can tell us in which area you are, I can try and look it up (it's kind of hard to do and I wouldn't know how to explain...)

In "saint simon" near Jonzac there's a little cluster of public schools that have wonderful teachers. The wife and husband teach all kids 8-12. They look pretty unassuming but don't be fooled - they're very respected  nationally and the kids have an experience that you'd only expect from private schools (over the course of the years, these classes published books, cut a demo tapes with songs they'd written, met important people... including the ambassador of China and some researchers... it really depends on the year and the children's interest. In any given year they have drama, improv, cooking.... things most French schools simply have no concept of.) Just don't mention it to them because they hate parents who think you can "shop" for schools and "buy" them. For them it's a matter of public service and conviction that all kids, even in remote areas, should receive an education that stimulates their sense of citizenship along with their creativity. So implying you're "shopping" for school is an insult, as if their ideals were just another commodity. A good way is to contact the mayor and indicate you plan on settling there, then ask about the school. Small villages there depend on new arrivals, otherwise Paris will shut their schools down and from there the village dies. (That's why choosing a private school when you settle in a small village with a school is considered a betrayal of the worst sort.) So the mayor will likely tell you all about the school and you can then indicate your plans. They've had a few British kids over the past 10 years and it's always gone well except for once:  they once had a very bad experience with a family that showed up one day out of the blue during class time and demanded their kid be registered immediately; they had no papers for the child so the teachers asked for some ID: the father behaved so horribly (threats and near punches) the mother felt obliged to come back the following day and apologize. As you can imagine, they were not looking forward to having the child in class. Otherwise the teachers are very accomodating and understanding to children. (Just don't say you're choosing  the school because of them.... but because you believe in public education. :) )

By "knowledge-based" I mean that your child, his needs, abilities, and preferences are of no incidence to what is expected. For a "humorous" (?!?) series of stories you can check out French Toast by Harriet Welty Rochefort, the chapter is entitled 'schoool daze'. "oral" answers don't count. "knowledge" means not just bare facts but the ability to express ideas in correctly written French (later on, beautifully written French). Unless your child has the ability to "speak like a book" wrting is better. Spelling counts up to a foruth of a grqde, only to remove points because good spelling is expected. Research labs have virtually no contact with teaching institutes - researchers aren't practicians (can't be). You may want to look into your local IUFM and call their director to ask who teaches the classes in learning disabilities. Then this person may be able to direct you toward une orthophoniste or someone who can help. I've also heard of special classes in private schools for dyslexic kids. It's all very round-about. Probably your local chapter of Associaiton Francaise pour la Lecture, they're a good group. But since knowledge in France implies the ability to express oneself in written form (it's a major discriminant for natives) there will never be oral exams replacing written exams - once again, unless a child can express himself in oral form such as it can make the listener forget that the child is not reading from the paper he's written in his head. And even then....

The "inspecteur" is named by the minister. He probably doesn't really know what's going on... it's like any political nominee, you know. I bet it's the same in Australia. The school probably accepts foreign students without telling... so if you mentioned it to the "inspecteur" you might have gotten the principal there in trouble! "systeme D" is essential in French education. A lot of things are told but done differently; a lot of things aren't told... in order to get things smoothed out and all easy for you, you need to use "sesame" words. For the principal, I can help you here... He thought you were saying "austria". I'm not kidding. :) (ost- rah-lee is how Australia's pronounced in French, otherwise it sounds like Austria for them.) Yes I agree there are big problem but "English" expectations about schooling simply don't apply. No matter what we do, it saves us frustration and time to rad up about education in France. I can prepare a list of books about schools if some parents are interested. The lycee's already specialized, like colleges in Australi - when you're above the "seconde" level, it's truly a nightmare because your child is supposed to have chosen his "major" (like, he's reading math or literature or political science or engineering...) and be placed in the correct track. It's easier if you pretend the kid is an "AFS" type "exchange student, as most principals have dealt with those. :) Once your kid's enrolled in the right track, then it doesn't matter. :) The main resource is the CIO or the CIDJ. The CIO contains all the schools with all the tracks; languages, and specialites. The CIDJ is more teen-friendly. One of the difficulties is that official documents try to uphold ideals and the reality is kind of different. Like, if there's a mention stating "the following course does not require students to enroll in track x" implies that 99.9% students in the course are sent to track x. I can try and answer your son's questions directly too, if it helps.

it's not based on percentage of recognition in schools but on how language (itself) affects dyslexi - ie., it's unrelated to the cultural perception and treatment of the disability.  It's due to the graphem/phonem relation, essentially. The study was related to the brain and linguistics... English actually has the highest incidence of Dyslexia among European languages; Italian has the slightest. Spanish and French are in-between. Essentially; English has two big problems for dyslexic children (versus one in French): for one sound you can write several letter combinations; AND when you read a letter combination, you have to choose from a handful of possible sounds! When your brain "scrambles" combinations, you can imagine that your brain is constantly in whirl-mode and has so many opportunities ot get you confused! (plus, it's exhausting). In French, basically, a letter combination is always pronounced the same way and grammatical analysis takes care of the rest. (ie., usually "ent" is pronounced "[ã] but in 'ils mangent", it's actually silent... but if you remember that it's a verb with the correct verb-ending then it's no problem, it's always silent.  You still have to handle the fact one sound = many different letter combinations. For example, [o] can be written o, ot, eau, au, aud.... I am sorry, I no longer have the actual numbers, but it was like if in Italian it's "1", in French it's "3", in English it's "10".  Perhaps the study can be found online? IUFMs have very different ways of teaching and different required courses. A good way to explain it is to explain that your child's brain "sees" letters differently, in the same way that short-sighted kids "see" differently. "It doesn't mean the child is stupid, if they're short-sighted... just that they need glasses". Unfortunately there aren't any equivalent to glasses for dyslexic kids. "orthophonistes" can't "cure" dyslexia but if you're honest, you'll have to admit that an orthophonist will help a child cope - which is what they need, anyway. If your "orthophoniste" is worthless, you can find another one. And they DO work regularly with schools, at least in towns. Otherwise, you can make a request for "maitre E": they provide one-on-one tutoring but I have no idea whether they know the slightest thing about dyslexia or even whether they're qualified. In a knowledge-centered system, your child's needs aren't as important as his ability to grasp the requisite knowledge, regardless of how s/he does it.

GCSE = brevet (if any vocational course, add BEP + the trade, ie BEP maçonnerie, BEP électro-technique, etc..) The other diplomas = bac + indication of "academic orientation", where S= mostly science courses, ES= social sciences, L= arts and humanities, STT= accounting, management, secretarial, SMS= paramedical, STI= applied science WZRNING "nivea bac" means you took the course but either failed the exam OR never took the exam.

Wen, you can't compare food with schools!!! First of all, France has adapted very well to food imports... to the point most French people don't even consider them as imports. When asked what their favorite French foods were, the survey found that the top 3 answers were... Couscous, pizza, and Paella! Except for the group of French people over 50 who chose "steak frites" and "blanquette de veau". "Quiche" was ranked 4 in all groups (coming from Lorraine, which is borderline German...) But do you SERIOUSLY believe that a country should change its ENTIRE educational system to fit to British people who have chosen to move there? The French educational system prepares children to fit in and live in France. Granted, it's got many downsides (rigidity and disregard for children's creative needs come to mind) but... you can't move to France and expect the country to revolve around your ideas and values. Furthermore, if the French system were to become "like" the British system, seriously.. it'd be chaos. [:P] Finally, the department of Dordogne has set up two special "school intendents" whose position is entirely devoted to working with primary school teachers whose classes include British children. Where in England do you know of such a position to help teachers deal with Somali or Bengali children? There's even a website for parents and teachers, to help kids settle in, including a picture dictionary in half a dozen languages that can be printed out for free by any parent before their child is sent to school.

One crucial thing that British parents must realize is that British schools are child-centered whereas French schools are knowledge-centered.  Also, the teacher is more important than the parent. It will be expected that you be deferrent. If you're not, you may expose yourself or your child to being ignored. Just as, in Japan, you'd bow before a teacher, act according to the native customs. For public school teachers who are more, errmmm forward thinking, I'd recommend checking out whether Freinet teachers teach in your local primary school - then choose the village or neighborhood according to your findings (in towns, full-fledged Freinet schools accept up to 30% kids from other areas.) Before you make a request, be SURE to read either Nicholas Beattie's "The Freinet Movements of France, Italy, Germany" (skip the Italian and German parts!!!) - probably in your Uni library as it's a scholarly book of sorts, but very easy to read (actually gives good info about French schools at large and lots of history) OR/AND for a simpler approach with lots of tips about French primary schools in general, check out Lee and Sivell "French Primary Education and L'Ecole Moderne". (fittingly enough, l'ecole moderne is the real name of the Freinet network.) This is a PUBLIC school system with a particular philosophy, so you ought to know the philosophy before you enquire. It's not a private school where the Head seeks to encourage parents to register, but rather only enrolls children whose parents understand the difference between a progressive public school and a private school. Acting like a client is SURE to irk them (it's happened... Ie., people who demand information or that their child be registered, want to know the fees or if giving money will help registration...!!!) Other progressive teacher groups include AFL and GFEN.  For dyslexic children: your child has a RIGHT to a state-subsidized ORTHOPHONISTE for as many lessons per week as is needed. Please note that up until 1992 primary school teachers were not informed of the existence of dyslexia or other learning disabilities, so if your child's teacher is older than 35, in all likelihood you'll have to take it upon yourself to explain what it is (buy her a good, serious book about it, and offer it, with a desultory shrug that "c'est un.) That's why many teachers think the child is "stupid". A good way to eschew this difficulty is to have your child take an IQ test in the UK, in English, and show the test results, especially if they are 120 and above. Secondary school teachers receive no pedagogical/psychological training whatsoever so NONE of your child's teacher at the collège and lycée levels will have any idea of what you're talking about unless they themslves have a dyslexic child (I mean, sure, they've heard about it on talk radio, but it's about as reliable regarding the disability as the Sun's page 2.). However, mentioning that your child attends "une orthophoniste" will help a lot. Your child can get "certified" dyslexic (though it's a real ordeal - so bring rom the UK  a certificate with all the medical stamps you can find). This certificate grants the child rights towards exams, especially toward the brevet and the bac exams. One good news though: the incidence of dyslexia in French is much,much lower than in English; so your dyslexic child in English may not be in French!

For the sake of anyone who might be in this girl's situation or in her parents', teachers', or classmates', here are a few solutions: 1) students in the 14-15 age range should enroll in Troisieme; in the 15-17 age range, in Seconde, regardless of French skills, UNLESS they want to pursue vocational education (mechanics, cooking, etc) in which case they should enroll directly into the BEP the schoolyear when they are 16, regardless of results in "Troisieme". If your child has studied another foreign language (I., Spanish, German), see if there is a "German LV1" or "Spanish LV1" track where they won't have to bear the drag of three hours repeating "where is John? John is at the supermarket. Where is Keisha? Keisha is at at school" AND where they'll be on part with other students. Sometimes this scheme is called "bilangue" (not to be confused with "bilingue"). If your LV1 of choice isn't offered, youve got the right to register your child to the CNED (www.cned.fr)  where for a small fee you'll get instruction in LV1 such as Hebrew, Arabic, Portuguese, Finish, or whatever isn't offered at your school! 2) in parrallel, arrange for private tuition in French, either by reputable co,panies like Acadomia, Sylvan, etc., or simply by asking your baker whether a local student (enrolled in a FLE program at Uni) is available. If you pay "above board" using a special "cheque emploi", you get a 50% discount on  the fee. Don't skimp on this for the first few months. EVEN IF YOUR KID IS KICKING AND SCREAMING!!!! 3) if your child is under 12, remember that the MAJORITY of schools in the Western part of France have fewer than 4 classes and just as few teachers, with many 2-room schoolhouses. The teachers may not be able to help your child but if you ask politely and express thanks, they will likely offer one-on-one free tutoring or suggest people who can help as a start before you find the tutors described above. If your child is 11, enroll him/her in CM2 unless they're bright or/and make friends easily. If your child is 12 or above, s/he'll have to enroll at the local "collège". Avoid "English LV1" as much as possible - pick "Sixième bilangue" if it's offered or "Sixième européenne" even... (3 hours each of English and Spanish, with upper school classes progressively taught in these languages; not sure what the difference is, except that "européenne" has a special curriculum and is selective). If only "anglais LV1" is offered, offer that your child not attend the classes and instead attend "FLE" lessons (paid by yourself). FLE= French as a Foreign Language or Francais langue étrangère. Before registering your child at the collège, meet the principal and ask a) what percentage of students pass the "brevet" (quel pourcentage des élèves réussit le brevet?) - anything below 70% is bad news; 2) what percentage of students are sent to a lycée (quel pourcentage des élèves est orienté en lycée général et technologique?) If your child is bright, indicate that your child plans to become "cadre" and "faire une prepa apres le bac ES" ; if she's good at math, indicate that she plans on being an engineer and "faire une prepa scientifique apres un bac S-maths" - and say that you want to make sure she is enrolled in a class that will allow her to achieve this. 4) Okay, for this girl, I highly doubt she "learned no FRench". She's simply pretending so that her parents will send her back to England. It's physically impossible not to pick up French when living in France, especially when you attend school and are fairly young. Obviously she hates being in France... but in all likelihood, she won't find the England of her dreams when she returns. This has happened several times to kids I know. A good way for any kid to enjoy French is to have them register for activities they enjoy: basketball, rock-climbing, photography, bird-watching, hang-gliding... The list available should be presented at the mairie, at the maison pour tous, at the MJC, at the CIDJ, at the CIO, at the office du tourisme... of your area. 5) Since your son's friend  wants to go back to England, unless she plans to take root upon her grandmother's couch, she'd better make herself employable. Now, if she returns to England and says she can't speak French, what do you think the employer will say? (lazy/stupid come to mind... Unable to seize an opportunity, not a risk taker would be the mildest...) Ie., her best bet to return to England is to learn the language as fast as possible and make it work in her favor there. Watching "friends" in French can be hilarious. Sports and activities are another way (see above). Anything will work. :) Then, she should pick a vocational scheme that will be an added point when she returns to England, one "traditionally" expected to be better in France. One comes to mind: cooking. Now, there are excellent co-ops ("apprentissage", "alternance") in cooking. The student has 13 hours in basic general classes and 26 weeks working in a restaurant, gaining experience and getting about 800 euros a month. This leads to the BEP ( kind of vocational Olevels) and then there are several choices: direct employment (in cooking, this is usually not a problem); specialization in pastry, meat, chocolate, in one year; "seconde hoteliere" in a special "lycee hotelier" (very selective but a garanteed job at the end of the 3-year scheme); Bac Pro in 3 years with a specialty in cooking (also possible "en alternance", as an apprentice, and also garanteeing a job at the end.) NOw, a pastry chef returning with a French degree would find "reinsertion" to England much easier than a non-French-speaking girl, wouldn't you say?