Files

on School
Education

School Education
in France

2012

2012
eduscol.
education.fr/
dossiers
Content

______
General principles 2
______
Devolved Powers 4
______
Teachers 4
______
The Common Core of Knowledge and Skills 6
______
The Structure of the School System 8
______
Primary School 9
______
Lower Secondary School: le Collège 11
______
Upper Secondary School: le lycée 15
______
Equal Opportunities Policy 20
______
French Schooling Overseas 22
______
Key Figures (2011) 23

School Education in France - 1

General principles
The French constitution states that it is ‘the duty of the state
to provide free, compulsory, secular education at all levels’.
The French school system was founded on general principles
that were inspired by the 1789 revolution, and were added to
and have taken shape with a set of legislative texts from
the 19th century to the present day.

■ Academic freedom
State schools and private schools that have a contract with the state
coexist within the state system. In exchange for signing a public
contract, private schools benefit from state support but are subject
to regulation and must respect the national curriculum.
The state alone awards diplomas. Exams are set at the national level.
83% of pupils are schooled in the state system and 17% in private
schools. A small number of pupils are taught in private schools that
have not signed a public contract.

■ Free provision
Provision of schooling at level 1 (premier degré: nursery and elementary
schools), level 2 (second degré: lower secondary/collèges and upper
secondary general, technological and vocational lycées) is free in state
schools. Building, equipment and running costs are divided between
the various local authorities.

At primary level, local authorities (municipalities/les communes)

provide school supplies and – in many cases – textbooks. The State also
provides free textbooks in collèges (lower secondary). Theoretically in
lycées (upper secondary) parents are responsible for buying textbooks
but in practice the conseils régionaux (regional authorities) may make
the decision to provide them free of charge.

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Teachers at different levels of the school system are paid by the State,
according to their qualifications, diplomas and experience.

■ Neutrality
The curriculum and content of teaching have to respect the principle
of neutrality. Teachers and pupils are required to show philosophical
and political neutrality.

■ Secularism (Laïcité)
The French school system has been based on the principle of secularism
since the end of the 19th century. State schooling has been secular since
the Jules Ferry Education Act of 28 March 1882.

The respect for the beliefs of pupils and their parents means the
absence of religious teaching in the syllabus – which does not prevent
the teaching about religion – and the banning of proselytism. The
principle of religious freedom led to the introduction of one day off
every week to allow for religious teaching outside school.

■ Compulsory Education
Schooling has been compulsory since the law of 28 March 1882. It is
compulsory from the age of six for all French or foreign children of both
genders who are resident in France.
Initially schooling was compulsory until the age of thirteen but was
extended to the age of 16 in 1959.
However (with a prior declaration) the family can home-school their
children.

School Education in France - 3

Devolved Powers
Since the 1980s the State has been devolving powers in order
to strengthen the role of local authorities in the management of
the school system. The ‘recteur’ is the ministry representative
at local level, within académies (30 local authorities).

Nursery and Lower

Overview of competencies Upper Secondary
Primary Secondary

Investment (construction,
reconstruction), infrastructure, Municipality Département Region
running costs

Pedagogical costs Municipality Conseil général Conseil régional

Teaching staff
(recruitment, training, State State State
allocation, pay)

Curriculum State State State

Awarding diplomas N/A State State

NB. France has 26 regions (30 académies responsible for the local administration of education),
101 départements and 36,851 municipalities.

Teachers
In France, teachers are recruited by competitive exam
and become State civil servants. Teachers from private
schools that are under contract with the State are
also recruited by competitive exam. They have the status
of public contractors.

As of 2011, candidates must have a two-year master in order to enter

the competitive exam with a view to raising the qualification level of
teachers.

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 Whilst preparing for the competitive exam at university, students
can undertake work placements in class, either through observing or
teaching, with the support of another teacher or with sole responsibility
for a class. Afterwards successful candidates become trainee teachers:
they are assigned to a school for a year. They are awarded permanent
status at the end of their first year of teaching and training, if the
outcome of their assessment is positive.

■ Several Competitive Exams

In order to teach at primary level, candidates take the primary teacher
recruitment competition (CRPE) organised by the regional education
authority (académie).

There are several national competitive exams for teaching

in the public sector at secondary level:
_  The Certificate of Aptitude in Secondary Teaching (Certificat
d’aptitude au professorat de l’enseignement du second degré,
CAPES);
_ The Certificate of Aptitude in Physical and Sporting Education
teaching (Certificat d’aptitude au professorat d’éducation physique
et sportive, CAPEPS);
_ The Certificate of Aptitude in Vocational Teaching (Certificat
d’aptitude au professorat de lycée professionnel, CAPLP);
_ The Agrégation (more selective than the CAPES and leading
to different teaching conditions).

859,300 teachers including 720,655 in the state sector.

Key Figures

375,200 teachers (including 7,400 trainee teachers)

at primary level.
 84,100 teachers (including 8,400 trainee teachers)
4
at secondary level.

Source: Repères et références statistiques 2011 – The State of Schools - Direction de l’évaluation, de la
prospective et de la performance (Assessment, Forward-Planning and Performance Directorate), – Ministry
of National Education, Ministry for Higher Education and Research)

School Education in France - 5

The Common Core of Knowledge
and Skills
Nursery, elementary and lower secondary education must allow
pupils to acquire the Common Core of Knowledge and Skills.
It is based on the recommendation of the European Parliament
and the European Council on ‘key competences for education
and lifelong learning’.

■ The framework for drafting syllabuses

The Common Core of Knowledge and Skills is the ‘cement’ of the nation
and constitutes a framework for developing the curriculum for primary
and lower secondary education.

The text presents the set of values, knowledge, languages and practices
that need to be mastered in order for each pupil to successfully
complete his or her schooling, continue his or her education, build his
or her personal and professional future and be a successful member
of society.

It sets out the minimum standards to be attained by all by the end of

compulsory schooling.

For modern languages, the curriculum has been designed and drawn
up in application of the ‘Common European Framework of Reference
for Languages’ (CEFRL).

■ Key competences
The Common Core of Knowledge and Skills is organised around seven
key competences:
1. command of the French language;
2. proficiency in a modern foreign language;

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3. the key elements of mathematics, scientific culture
and technology;
4. mastery of ordinary information and communication skills;
5. humanist culture;
6. social and civic skills;
7. autonomy and initiative.

Each of these key competences is intended to be a combination of

basic knowledge, skills to be used in various contexts and essential
attitudes throughout life.

■ Three stages of the common core of knowledge and skills

The first stage of assessment is at the end of CE1 (year 2 at primary
school). It measures the acquisition of three competences: proficiency
in the French language, basic mathematics, social and civic skills.
The second stage is also in primary at the end of CM2 (last year of
primary) and allows pupils to be assessed at the end of primary in the
seven competences.
There is a third and final assessment at the end of compulsory schooling,
usually in troisième (year 9), last year of lower secondary.

Since 2011, command of the seven skills – as certified by the head

teacher at the end of troisième – is a compulsory prerequisite for the
Diplôme National du Brevet (DNB), the end of lower-secondary school
exam.

Competences are acquired progressively throughout compulsory

schooling. Pupils who have difficulty acquiring the common core of
knowledge and skills are offered a tailored programme of support. This
syllabus can be continued in lower secondary as needed.

School Education in France - 7

The Structure of the School System
Children can attend nursery school from the age of 2 subject
to available places. Almost all attend school from the age
of three even if school is not yet compulsory.

The structure of the school system

Nursery school _ Petite section

cycle 1
(école maternelle) _ Moyenne section
3 - 6 years old _ Grande section

cycle 2
Primary Elementary school _ Cours préparatoire (CP)
(école primaire) (école élémentaire) _ Cours élémentaire 1ère année (CE1)
3 - 11 years old 6 - 11 years old _ Cours élémentaire 2e année (CE2)

cycle 3
_ Cours moyen 1ère année (CM1)
_ Cours moyen 2e année (CM2)

Lower secondary 6e
(collège)
11 - 15 years old 5e

4e

3e
Secondary
(secondaire) Upper secondary General route Vocational route
11 - 18 years old (lycée) Technological
15 - 18 years old (*) route
Seconde Seconde
Première Première
Terminale Terminale

Baccalauréat général Baccalauréat

et technologique professionnel

This age range does not apply to the lycées professionnels as study can combine a two-year CAP
(*) 

or a three-year baccalauréat professionnel

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Primary School
■ A National Structure
Since 1990, the skills that are expected of pupils have been set by stage
(cycle) (see ‘The Structure of the School System’ table). Teachers are
provided with assessment tools. As such they have access to national
benchmarks in order to measure the attainment of all pupils and better
identify those who are experiencing difficulties. The curriculum proposes
annual improvement in almost all disciplines.

As of the 2008-2009 academic year, pupils are taught for twenty four
hours a week, spread over eight or nine half days. Those with learning
difficulties can also benefit from tailored support for two hours a week.

■ Nursery School
The specificity of the French school system is that pupils have access
to nursery education before the age of six, when compulsory schooling
begins. It is often divided into three levels according to the age of the
children. Although it is optional, nine out of ten children attend nursery
school from the age of three.

The curriculum of nursery education (early learning cycle or cycle 1 – up

to 6 years old) initial is divided into five areas:
_ appropriating language and getting ready to read and write;
_ becoming a pupil;
_ corporal movement and expression;
_ discovering the world;
_ seeing, feeling, imagining, creating.

The main purpose of nursery education is to allow pupils to develop

their full potential and to have a successful first experience of school.

The emphasis is on the acquisition of language and its development,

the discovery of the world of writing and that of numbers as well as
learning to ‘live together’.

School Education in France - 9

 ■ Elementary School
The main priority of elementary education during the basic skills cycle
or ‘cycle 2’ (GS-CP and CE1 – up to seven years old – see inset), is
learning the French language and mathematics.

In addition to these core subjects there are foreign languages, activities

for discovering the world, artistic practices (visual arts and musical
education), the history of art, physical education and, in some schools,
a regional language.

The development stage or ‘cycle 3’ (CE2, CM1 and CM2 – up to 11 years

old) is a continuation of ‘cycle 2’. New disciplines are introduced in
addition to the core subjects, history, geography, experimental science
and technology.

Information and communication technology are tools used to support

a range of school activities and proficiency in it leads to the first level
of the Information technology and internet brevet qualification (B2i).

Schools take into account the different aptitudes of each pupil. In addition
to reasoning and intellectual thought, a taste for experimentation,
sensitivity, motor skills and creative imagination are developed.

■ Support for Pupils Experiencing Difficulties

‘Tailored’ responses for pupils experiencing difficulties in the form of
two hours support is provided by teachers every week.

Refresher classes aimed at pupils in the last two years of primary school
(CM1-CM2) who show serious shortcomings in French and maths are
provided in addition to the tailored support. These courses are spread
over three periods: one week over the spring holidays and the first and
last week of the summer holidays. They take place over five days with
three hours of daily teaching tailored to the needs of the pupil.

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Educational Support is aimed at pupils from elementary schools
in priority education zones and is provided after class. The scheme
offers help with homework and classwork, practising a modern foreign
language or a sport or familiarisation with art and culture. It is a ‘bridge’
between the school and the family.

School Education in France - 11

Lower Secondary School: le Collège
Lower secondary schools take all pupils from elementary
school without an entrance exam from the age of 11.
Its primary objective is to help all to master the Common Core
of Knowledge and Skills.
It also prepares pupils for the rest of their general,
technological or vocational schooling.

■ What is taught
Teaching in the lower secondary is organised by subject: French,
mathematics, history and geography, civic education, life and earth
sciences, technology, art, musical education, physical education,
physics and chemistry, two modern languages as well as the cross-
curricular teaching of the history of art.

The objectives are set through a national curriculum.

■ Organisation
The four years (sixième - cinquième - quatrième - troisième: years 6
to 9) of compulsory schooling are organised in three stages or cycles.

Sixième (year 6): the adaptation cycle

The purpose is to consolidate the achievements of primary school and
initiate pupils in the working methods of lower secondary education.

Particular emphasis is placed on integrating pupils particularly when

they make the transition from primary to lower secondary school. This
link favours joint-working between the teachers of last year of primary
and those of first year of lower secondary, ensures continuity of learning
and allows the pupil’s difficulties to be tackled in the most appropriate
way [‘Programme personnalisé de réussite éducative – passerelle’,
tailored support…].

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All pupils benefit from two hours tailored support a week. In sixième,
pupils continue learning the modern foreign language taken up in primary.
In so-called ‘bilangue-two languages’ classes they take up a second
modern foreign language.

Cinquième and quatrième (years 7 and 8): the central cycle

The objective is to enable pupils to develop their ‘knowledge, skills
and behaviour’. This cycle is characterised by its consistency over
two years and the gradual enrichment of the syllabus through the
introduction of optional subjects. A pathway for familiarisation with
the world of work and training is offered to all pupils.

In cinquième physics and chemistry are taught for the first time.
­Pupils can take Latin as an optional module and continue learning it
in quatrième and troisième.

In quatrième pupils choose a second modern foreign or regional language.

Troisième (year 9): the orientation cycle

It allows pupils to build on what they have learned in lower secondary
and to work towards general, technological and vocational study.

Pupils continue learning the modern foreign languages studied in

quatrième. They can also choose, as an optional module, an ancient
language (Greek) or a three hour weekly module of vocational
familiarisation. Moreover, families can also request entry to a vocational
preparation class with an adapted syllabus to reconcile mastery of the
common core of knowledge and skills with developing educational plans
at the end of collège, focussing on the vocational route.

At the end of this year, pupils sit an exam to gain the diplôme national
du brevet (DNB) which assesses the knowledge and skills learned in
lower secondary and certifies the command of the Common Core of
Knowledge and Skills. It takes coursework into account and includes
three written tests in French, mathematics, history and geography, civic
education and an oral exam in art history.

School Education in France - 13

 Pupils who experience serious academic difficulties when starting
college can, through referral units, the sections d’enseignement général
et professionnel adapté (SEGPA), over four years of collège – benefit from
tailored support, adapted timetables and vocational familiarisation.
Upon the successful completion of these classes, which draw on the
same syllabuses and skills as mainstream collège, pupils sit the certificat
de formation générale (CFG) or even, in some cases, the Diplôme national
du Brevet (DNB).

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Upper Secondary School: le lycée
Pupils attend the lycée at the end of 3ème and can take
one of three routes:

■ General and technological routes

To gain access to these routes pupils attend a seconde in a lycée
général et technologique. At the end of this year they enter the ‘cycle
terminal’ made up of première (lower sixth) and terminale (upper sixth).
The general route leads holders of the baccalauréat towards extended
study whereas the technological routes favour the continuation of
higher technological study, mainly in technical careers (over two years)
and, beyond, towards vocational bachelors and masters or engineering
studies.

How teaching is organised:

Seconde (Year 10): The Initiation Cycle
It teaches all pupils general culture which allows them to discover new
literature, artistic, scientific or technological subjects or go on to further
study. The second modern language is incorporated into these classes
and is compulsory for all pupils.

­ pper secondary school pupils choose two compulsory exploratory

U
disciplines, one of which is in the field of economics. The second
exploratory subject is to be chosen from a list which includes:
_ scientific and technological courses (scientific methods and practices,
engineering science, science and laboratories, technological creation
and innovation, basic principles of the economy and management
and design culture);
_ literary courses (literature and society, languages and cultures of
Antiquity, that is Latin or Greek, Modern Language 3);
_ artistic courses (artistic creation and activities).
These choices do not determine access to a particular specialism for
the last two years of upper secondary.

School Education in France - 15

 Première and terminale: the last two years of upper secondary school
Pupils specialise gradually: they choose a general or technological
route. This cycle leads them to the baccalauréat.

At the end of the last year, pupils sit the baccalauréat exam – the first
higher education diploma – which entitles the holder to enter the first
year of university study. Some parts of the exam are taken the previous
year (for example a French paper in all series).

■ the vocational route

The vocational route allows pupils to gain vocational skills as well as
knowledge and know-how in a given field.

The reform of this route in 2009 helped to raise the qualifications of young
people, improve their entry into the world of work and facilitated further
study in higher education where relevant.

In the lycée professionnel, pupils attend seconde to prepare for a

baccalauréat professionnel over three years or a first year leading to the
certificat d’aptitude professionnelle (CAP) over two years.

Part of provision is delivered in the work place. Skills gained during

these periods, defined by the framework for each diploma, are assessed
through an exam.

At the end of final year of upper secondary, pupils sit the vocational
baccalaureate, a national exam that, like other baccalaureates, gives
a level IV end of secondary schooling certificate (French classification,
see inset).

A level V intermediary qualification (CAP or BEP) is taken in the course

of the three year period of study to ensure that each young person gains
a qualification.

Through an apprenticeship, young people can also work towards a

vocational diploma in an Apprentice Training Centre and with day release

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to an employer. They have a status of young private sector employee and
report to a head tutor or can also work in the public sector.

Qualifications:
_ Certificate of professional aptitude (CAP): level V, 2 years of study,
over 200 specialisms;
_ Le baccalauréat professionnel (vocational baccalaureat): level IV,
3 years of study, 70 specialisms;
_ Le brevet professionnel (BP ): level IV, (only through apprenticeship)
2 years of training after a CAP, 68 specialisms;
_ La mention complémentaire (MC: optional qualification): level
V or IV, one year after the CAP or baccalauréat professionnel,
57 specialisms;
_ Le brevet des métiers d’art (BMA: arts vocational qualification):
level IV, 2 years after a CAP in the vocational arts, 26 specialisms.

School Education in France - 17

■ French classification framework

ISCED European
French Qualification International Qualifications
Classification Level classification Framework
equivalent (2) Levels

Short vocational secondary diploma such as

Level V 3c 3
Certificat d’Aptitude Professionnelle – CAP

Diploma such as the baccalauréat

Level IV 3 4
professionnel (Vocational baccalauréat)

Diploma after two years of post-baccalauréat

education such as the Brevet de Technicien
Level III 5b 5
Supérieur (BTS) or the Diplôme Universitaire
de Technologie (DUT) (1)

Bachleor type diploma such as the Licence

Level II 6 6
Professionnelle (1)

Masters-type diploma (such as

Level I 6 7 and 8
the ingénieur diploma) and doctorate (1)

(1) These diplomas are awarded by the Ministry of Higher Education and Research.
(2) “International Standard Classification of Education (ISCED) created by UNESCO.

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 ■ The Reform of Upper Secondary
It relates to several key points:
1. the gradual orientation of upper secondary pupils;
2. tailored support for all pupils (see inset);
3. learning of and proficiency in two modern languages.

Core classes make up around 60% of the timetable of pupils in première.

This reform facilitates changes of course and allows pupils to choose
a different series during or at the end of première.

This reform will be completed in all series by the start of the 2014-2015
academic year.

Tailored support

A major reform of the lycée, tailored support is offered to all pupils.

It is included in their timetable and does not add to their overall
workload.

In seconde and première, the two first years of upper secondary

school, tailored support allows pupils to adapt to the demands
of work at upper secondary and to learn the methods to prepare
them for higher education and develop their career plans.

It includes:
_ support for pupils experiencing difficulties;
_ building on existing knowledge or a different approach to the
disciplines studied;
_ methodological support;
_ c areers guidance.

School Education in France - 19

Equal Opportunities Policy

■ Priority Education
The priority education policy aims to correct the effects of social and
economic inequality in educational attainment, ensure command of
the common core by all pupils at the end of compulsory schooling and
reduce the attainment gap between pupils. This policy targets, first
and foremost, schools with the greatest difficulties.

As such, at the start of the 2012 academic year primary and secondary
schools tackling academic ambition, innovation and success, the
écoles, collèges et lycées pour l’ambition, l’innovation et la réussite
(ECLAIR) programme involves:
_  2,189 nursery and elementary schools, i.e. 6% of school pupils;
_ 303 collèges, i.e. 5.5% of lower secondary pupils;
_ 21 vocational lycées;
_ 11 general and technological lycées;
_ 4 boarding schools.

The objectives of the ‘ECLAIR’ programme are to improve the academic

results of pupils by:
_  establishing an academic environment which favours success for all;
_ reinforcing the stability of teams;
_ favouring equal opportunities;
_ developing academic ambition.

Secondly, and more generally, priority education also encompasses

réseaux de réussite scolaire (RRS) (Academic Success Networks) which
welcome a more socially heterogeneous group of pupils. They include
nearly 8,000 primary and secondary schools.

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■ Boarding Schools for Excellence
Boarding schools for Excellence are for girls and boys who are motivated
and do not have a suitable environment for studying and succeeding. It
offers these pupils additional support and living conditions that boost
their chances of academic success and contribute to their personal
development.

In boarding schools. pupils benefit from an environment that is

favourable to study, systematic help with homework, cultural and
sporting awareness delivered through partnerships which favour
international awareness.

Attending a boarding school develops self-esteem through the active

participation of citizens in school life and favours individual academic
ambition. This choice – offered by the school or requested by the family
and pupil – is part of the pupil’s academic plan.

At the start of the 2012 academic year, 45 Boarding Schools for

Excellence were opened across the country. Ultimately, all boarding
schools in their diversity must offer excellence to pupils who attend
to contribute to equal opportunities and success for all.

School Education in France - 21

French Schooling Overseas
Schools overseas which deliver the French curriculum
in primary and secondary schools approved by the Ministry
for Education in agreement with the Foreign Affairs Ministry.

Their purpose is to extend the public education service overseas for

the 110,000 pupils who attend. They also contribute to the cultural
influence of France by providing schooling for 190,000 foreign pupils.
Most of these schools have a private status and charge fees.

Two networks oversee the pedagogical quality of provision and bring

together most of these schools:

1. The Agence pour l’enseignement français à l’étranger (AEFE:

The Agency for French Schooling Abroad), a public body under the
Ministry of Foreign Affairs. The Agency is responsible for managing,
supporting and coordinating the global network of French schools.

A few figures:
_3 00,000 pupils including 110,000 of French nationality;
_4 85 schools established in 130 countries;
_A round 12,000 pupils pass the baccalauréat each year;
_O ver 6,500 Education Ministry staff and 15,000 local recruits.

2. The Mission laïque française (MLF) has 118 member schools
established in 48 countries and attended by 47,000 pupils.

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Key Figures (2011)

Pupils at primary level 6,664,300

Of which 126,300 in adapted schooling and disabled schools,
including 43,000 pupils attending CLIS (Classes pour l’inclusion scolaire:
Classes for Social Inclusion)

_ In nursery schools 2,539,200

_ In elementary schools 4,080,800

_ ASH: special Schools and Schooling

44,300
for Disabled Pupils

Pupils at secondary level 5,353,200

Of which 75,100 in adapted secondary schools,
including 20,200 pupils attending ULIS (Unités localisées
pour l’inclusion scolaire - Local Social Inclusion Units)

_ In lower secondary schools collèges 3,126,400

_ In general and technological upper secondary schools 1,425,700

_ In vocational lycées 705,500

_ Adapted secondary schooling: referral units 95,600

(SEGPA: Sections d’enseignement général et professionnel adapté)

Teaching staff, public or private sector (total) 859,300

As of January 2011, the National Education Ministry was paying
984,800 people of which 846,200 public sector staff and 138,600 private
sector staff in a contract with the state. 87.3% of these were teachers.

_ Primary school teachers (43,7 %) 375,200

_ Secondary school teachers (56,3 %) 484,100

School Education in France - 23

Schools
125.000 staff serve as administrative, technical managers, school leaders,
inspectors, educators, career’s guidance advisors in state schools, local
education authorities or central administration.

_ Number of schools,
65,173
including 56,404 state schools

_N
 umber of primary schools 53,798

_ Number of collèges 7,018

_ Number of general and technological upper 2,640
secondary schools

_ Number of vocational lycées 1,637

_ Special Schools 80

Budget

_ Domestic education spending 2010 € 134,8 billion,

€ 95,5 billion,
(i.e. 7% of the GDP):
including schooling

_ Average expenditure by pupil or apprentice

8,150 €
at primary or secondary level
_ Average expenditure per inhabitant 2,080 €

Source: Repères et références statistiques 2011 – The State of schools 2011 – Direction de l’évaluation,
de la prospective et de la performance (Assessment, Forward-Planning and Performance Directorate), –
Ministry of National Education,Ministry for Higher Education and Research)

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Files on School Education § School education in France §
§
Directorate General for Schools European and International
Relations Unit § Ministry of National Education § Contact:
[email protected] § november 2012§ Graphic
§
conception: Delegation of communication Photographs: Joan
Bardeletti, Bruno Fert, Sophie Brändström, Patrick Gaillardin,
Xavier Schwebel/Picturetank - Philippe Devernay/MEN
Printing: Printing Office of MEN - 1 500 copies
§

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