The history of France from the beginning of the 19th century onwards can be seen as a succession of stages in which education for the common people are stabilized and differentiated. In this report all the statistics which will enable a review of the current situation in France are provided; the best way of approaching these problems and organizing the compilation of information is considered from a theoretical and methodological point of view. The paper begins by an examination of the real extent of educational inequality. A model distinguishing between the different causes of inequality and studying their interaction is constructed. Finally, the extent to which acquired education is a factor making for social mobility and as such capable of promoting equality in social conditions is considered. Discussants' comments are attached and here various points are raised that supplement the Eicher-Mingat report. Generally, a number of important directions in which research might be channelled so as to achieve a better understanding of the relationship between education and equality in France are suggested. (Author/AM)