Address
Unité française d'Eurydice
Ministère de l'Éducation
nationale, de l’Enseignement supérieur et de la Recherche
Direction de l’évaluation, de la prospective et de la
performance (DEPP)
Mission aux relations européennes et
internationales (MIREI)
61-65, rue Dutot
FR-75732 Paris Cedex 15
Tel: +33 1 55 55 67 63
E-Mail: depp.mirei@education.gouv.fr
Website
http://www.education.gouv.fr
https://www.education.gouv.fr/eurydice-reseau-europeen-sur-les-systemes-educatifs-3182
2025
“Plan Avenir” (Future Plan)
Implementation period: Starting in the 2025 school year.
Status: In effect.
Responsible authorities: Ministry of National Education, Higher Education, and Research.
Reasons/objectives: To support teaching teams in providing more accurate guidance to each student, balancing personal development with the country's economic needs.
Main measures adopted:
Priority 1. Make guidance a shared project:
- Measure 1: a tailor-made guidance project in each school;
- Measure 2: homeroom teachers, the primary actors in guidance, with the support of national education psychologists;
- Measure 3: families, key partners in guidance;
Priority 2. Educate students about career guidance to enable each student to take control of their own path:
- Measure 4: Career guidance as a common thread from middle school onwards;
- Measure 5: Half-days to explore the professional world and open up the field of possibilities in terms of further education;
- Measure 6: Avenir(s), the platform that supports students in developing their career guidance plans;
- Measure 7: Taking non-academic skills into account for career guidance in vocational education;
- Measure 8: Simplifying pathways to provide greater flexibility between vocational, technological, and general education;
Priority 3. Better prepare students for higher education:
- Measure 9: Parcoursup, faster and clearer;
- Measure 10: a more objective assessment of math skills taken into account in Parcoursup;
- Measure 11: Mon Projet Sup, the guidance coach for future students;
Priority 4. Facilitate the transition from high school to higher education:
- Measure 12: A valued gap year;
- Measure 13: Enhanced support for success in BTS (advanced vocational training certificates);
- Measure 14: New paths to specialization and success;
- Measure 15: Tailor-made preparatory classes for vocational baccalaureate holders;
- Measure 16: Higher education accessible throughout the country;
- Measure 17: Generalization of the preparatory year at university;
Priority 5. Better take into account the needs of the country, particularly in the digital, technological, and engineering fields:
- Measure 18: Science and technology accessible to all from middle school onwards;
- Measure 19: Meetings and mentoring with inspiring professionals;
- Measure 20: Modernized programs for technology education;
Priority 6. Strengthen the complementarity of national and regional actions in the area of career guidance:
- Measure 21: A stronger alliance between the national government and the regions for career guidance;
- Measure 22: Career guidance solutions tailored to each region.
- Measure 23: Training that meets the needs of the economy.
Funding and material resources:
Funding: Not specified
Material resources:
- A platform dedicated to career guidance: the OISEP's Avenir(s) digital platform.
Evaluation and monitoring mechanisms: Not specified
References:
https://www.education.gouv.fr/plan-avenir-l-orientation-pour-que-l-avenir-soit-un-choix-450556
https://eduscol.education.fr/4234/des-ressources-pour-le-plan-avenir
‘Girls and Math Plan’
Implementation period: Starting in the 2025 school year.
Status: In force
Responsible authorities: Ministry of National Education, Higher Education, and Research
Reasons/objectives:
Mobilize the educational community and parents to encourage young girls to study engineering and digital sciences:
- Boost girls' confidence in mathematics and develop teaching methods that are more conducive to their success;
- Analyze professional practices and raise awareness of the risks of unintentionally reproducing stereotypes that appear, for example, in the management of classroom participation or in assessments on school report cards;
- Reiterate points to watch out for in order to better prevent the reproduction of stereotypes, etc.
Main measures adopted:
Pillar 1: Train and raise awareness among all staff:
- Measure 1: Training on gender bias for all staff from the start of the 2025 school year: a mandatory two-hour awareness session must be completed before September 15. This session will be led by the school principal, head teacher, or gender equality officer, who will themselves have received training;
- Measure 2: Multi-year training plan on preventing gender bias and stereotypes in mathematics education: Starting in the 2025 school year, the 370,000 elementary school teachers, 24,000 middle school mathematics teachers, and 12,000 high school mathematics teachers will receive at least one day of training;
- Measure 3: Display of a charter to combat stereotypes in staff rooms and teachers' rooms;
Pillar 2: Bringing girls closer to mathematics and science:
- Measure 4: Setting targets starting in high school: +30,000 girls in 2030 who choose mathematics as a specialty and continue with it in their final year. This target will be included in the objectives of school principals;
- Measure 5: Creation of classes with flexible schedules in 8th and 9th grade in mathematics and science;
- Measure 6: Setting targets for girls entering scientific CPGE (preparatory classes for the grandes écoles): By 2030, each scientific preparatory class must have at least 30% girls in its enrollment, and no less than 20% girls by the start of the 2026 academic year;
- Measure 7: Balanced representation among teachers in scientific preparatory classes.
Pillar 3: Broadening young girls' horizons and inspiring vocations:
- Measure 8: Systematic meetings with role models from 9th to 12th grade.
Funding and material resources:
Funding: Not specified
Material resources: Not specified
Evaluation and monitoring mechanisms: Not specified
References:
Affective, Relational and Sexual Life Education Program (EVARS)
Implementation period: from the start of the 2025 school year
Status: In progress
Responsible authorities: French Ministry of Education
Reasons/objectives: to help students gain a better understanding of their bodies, emotions and relationships.
Main measures adopted:
- At primary level, the focus is on learning about oneself, promoting well-being, respect and preventing sexist and sexual violence.
- In the second grade, the program tackles more complex subjects, such as sexuality, health, prevention of sexually transmitted infections (STIs), and the fight against discrimination and harassment.
Financial and material resources:
Funding: unspecified.
Material resources: unspecified.
Evaluation and monitoring mechanisms: unspecified.
References:
2024
Measures for a more accessible school
Implementation period: starting in the 2024-2025 school year
Status: In force
Responsible authorities: Ministry of Education
Reasons/objectives: To promote better care for students with special educational needs.
Main measures adopted:
- Creation of schooling support poles: 100 schooling support poles deployed in the prefigurator départements (Aisne, Eure-et-Loir, Côte-d'Or and Var) to offer immediate, tailored responses to the difficulties encountered by pupils, providing them with enhanced support in their educational pathway;
- Increased human support: 3,000 new posts for support staff for pupils with disabilities (AESH), bringing the total to 88,502, to support pupils with disabilities during school hours, as well as during lunchtime;
- Adapted teaching aids and materials: development of localized units for school inclusion (ULIS), particularly in middle schools; delivery of adapted teaching aids extended to a maximum of 12 weeks;
- Medical and social services working alongside students.
Financial and material resources:
- Funding: unspecified.
- Material resources: unspecified.
Evaluation and monitoring mechanisms: unspecified.
References :
Revised moral and civic education (EMC) program
Implementation period: from school year 2024-2025
Status: In force
Responsible authorities: Ministry of Education
Motives/objectives: To train students in citizenship.
Main measures adopted:
- Enable students to develop a clear awareness of their rights and duties, understand the notion of the public good and learn to live together in a pluralistic society.
- Structure students' citizenship pathways and ensure the progression of their civic learning throughout their schooling.
Financial and material resources:
Funding: unspecified.
Material resources: unspecified.
Evaluation and monitoring mechanisms: unspecified.
References:
https://www.education.gouv.fr/sites/default/files/ensel934_annexe_ok.pdf
New measures for students in priority education areas
Running period: starting with the 2024-2025 school year
Status : In force
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives:
- Providing better learning conditions for students and better teaching conditions for teachers;
- Promoting academic success and personal fulfilment for students in priority education areas.
Main measures adopted:
- The generalisation of class splitting (between 12 and 15 pupils maximum), now effective for the last year of pre-primary school as well, and up to the second year of primary school;
- Secondary school students in priority education areas can take part in educational activities at the school from 8am to 6pm. The activities on offer are designed to broaden their interests through academic, educational, cultural, artistic and sporting workshops before or after school. As part of this, two extra hours of sport per week may be offered to those students who are furthest away from any form of sport.
Funding and material resources:
Funding: not specified.
Material resources: not specified.
Evaluation and monitoring mechanisms: Not specified.
References: https://www.education.gouv.fr/rentree-2024-ce-qu-il-faut-savoir-415001
Strengthening the teaching of certain subjects at "collège"
Running period: starting with the 2024-2025 school year
Status : In force
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: Raise the academic level of all students.
Main measures adopted:
- French and maths lessons are now organised in groups for the first and secod year of "collège". Teaching alternates between time in groups and time as a whole class (up to 10 weeks a year). The composition of the groups changes during the year to take account of pupils' progress through the collège ;
- For all students in "collèges", 30 minutes of moral and civic education per week are now clearly identified in the timetable. This teaching is provided by history and geography teachers. Students in their second year of "collège" take part in citizenship, media and information education and sustainable development projects, up to a maximum of 18 hours per year.
Funding and material resources:
Funding: not specified.
Material resources: not specified.
Evaluation and monitoring mechanisms: Not specified.
References:
https://www.education.gouv.fr/rentree-2024-ce-qu-il-faut-savoir-415001
https://www.education.gouv.fr/bo/2024/Hebdo24/MENE2413934A
New national assessments
Running period: starting with the 2024-2025 school year
Status : In force
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: Better meet the needs of pupils throughout their school career.
Main measures adopted:
- National assessments in mathematics and French have been introduced for pupils in third and fifth year of primary school. School teachers now have assessments at each level of primary schools.
- National assessments in mathematics and French for students in their second and fourth year of lower-secondary education may be carried out in voluntary "collèges". These will complement the assessments already carried out throughout "collège" and "lycée".
Funding and material resources:
Funding: not specified.
Material resources: not specified.
Evaluation and monitoring mechanisms: Not specified.
References:
https://www.education.gouv.fr/rentree-2024-ce-qu-il-faut-savoir-415001
https://www.education.gouv.fr/l-evaluation-des-acquis-des-eleves-du-cp-au-lycee-12089
France 2023-2024: An Olympic and Paralympic year at school
Running period: All through the school year 2023-2024
Status : Ongoing
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: All schools are asked to encourage pupils to take part in physical activity and sport, and to promote the values of Olympic and Paralympic sport: commitment, excellence, equality, respect, friendship, inclusion and sharing.
Main measures adopted:
- Encouraging pupils to take part in physical activity and sports as a guarantee of well-being, good health, readiness to learn and access to a wide range of sporting activities;
- A popular ticketing programme for school children, with more than 190,000 tickets for the Paralympic Games reserved for schools, based on an educational project from among different calls for expressions of interest ;
- "La Danse des jeux" (‘Dance of the Games’): A competition - run jointly by Paris 2024 as part of the Cultural Olympiad, the Ministry of National Education and Youth, school sports federations - is associated with the deployment of this choreography.
- The 'Generation 2024' label makes possible to develop structuring projects with local sports clubs, to take part in Olympic and Paralympic events, to support high-level sports students and to open up sports facilities in schools.
Funding and material resources:
Funding: not specified.
Material resources:
-
‘Generation 2024’, the Paris 2024 education platform, offers resources to which the Ministry of National Education and Youth contributes, as well as information on the highlights of the school year.
Evaluation and monitoring mechanisms:
- There is a selection process for the ticketing programme, as well as a competition associated with the choregraphy “La Danse des jeux”, but no other evaluation and monitoring mechanism is specified.
An internship for all students in "seconde générale et technologique"
Running period: From June 2024 onwards.
Status : In force
Responsible authorities: Upper secondary schools
Reasons/objectives: Improve the career guidance policy for young people and make the link between schools and all employers more dynamic.
Main measures adopted:
- An internship is introduced for all pupils in the first year of upper secondary school for a period of two weeks (the second half of June). This compulsory observation placement can take place in companies, associations, government departments, public institutions or local authorities;
- An agreement is signed between the school and the employer, available in electronic form on the 1jeune1soultion.gouv.fr platform. Internship offers are published on the same platform.
Funding and material resources:
Funding: not specified.
Material resources:
- The 1jeune1soultion.gouv.fr platform is published by the Ministry of Labour (General Delegation for Employment and Vocational Training).
Evaluation and monitoring mechanisms:
- Not specified
Raising salaries and improving career prospects for educational teams
Running period: From the beginning of the 2023-2024 school year
Status : In force
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: Improve conditions of the teaching profession, make it more attractive in the long term and recognise teachers' commitment to serving pupils.
Main measures adopted:
Unconditional pay rises for all teachers:
- Doubling of statutory bonuses;
- Increase in the attractiveness bonus at the start of a career;
- Measures to boost purchasing power.
Better prospects for career development:
- Easier promotion to the "hors-classe" and exceptional classes;
- Recovery of seniority for competitive examination winners.
Complementary and attractive missions for volunteer teachers:
- Teaching or educational tasks carried out in the presence of pupils;
- Student support or guidance assignments or innovative teaching assignments carried out during the school year;
- Attractive remuneration for additional tasks.
Funding and material resources:
- Not specified
Evaluation and monitoring mechanisms:
- Not specified
2023
Expansion of the programme to combat bullying in schools called pHARe
Deadline: Announced on 4 September 2023
Status: In force
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: The pHARe program will be extended to secondary schools, and a vast plan to raise awareness among teachers will be launched from the start of the 2023-24 school year, in order to combat bullying at school.
Main measures adopted:
First introduced in 2021 and extended to all primary schools (écoles) and lower secondary schools (collèges) at the start of the 2022-23 school year, the programme to combat harassment at school, called pHARe, is a comprehensive plan to prevent and deal with harassment. From the start of the 2023-24 school year, there are plans for:
- Mandatory roll out of pHARe in 100% of primary schools (écoles) and lower secondary schools (collèges) and upper secondary schools (lycées).
- A harassment coordinator to be appointed by the school Head of each collège.
- The introduction of a new regulatory framework enabling a bully/student who has committed harassment to be transferred to another school.
Funding: Not specified.
Evaluation and monitoring mechanisms: the effectiveness of the implementation of pHARe is monitored at national level, in académies (i.e. regional branches of the Ministry) and départements (i.e.territorial authority and administrative district), in close collaboration with the prefects (state representative in the départements). Steering committees chaired by the recteur (Head of académie) enable the harassment advisors in académies and départements to communicate on the implementation of pHARe and current situations. In the académies and départements, at least one liaison officer is appointed full-time. In each département, an intervention team is set up by the Director of départements’ services from the ministry of education (Dasen) can visit schools to help resolve complex situations.
References : pHARe : un programme de lutte contre le harcèlement à l'école ; Dossier de presse : Unis pour notre école – Rentrée scolaire 2023-2024
20 measures for the ecological transition at school
Deadline: Announced on 23 June 2023
Status: Implementation at the start of the 2023-2024 school year
Responsible authorities: Ministry of National Education and Youth
Reasons/objectives: The 20 measures for the ecological transition at school are designed to give students a better understanding of the issues involved in the ecological transition as part of their teaching. They encourage students' civic commitment and promote the work of eco-delegates throughout the country. They make schools places in ecological transition, in their operation and in their buildings, in conjunction with local authorities.
Main measures adopted:
- From the start of the 2023-24 school year, a set of skills relating to the ecological transition will be published.
- From the start of the 2024-25 school year, technology teaching and “moral and civic education” will incorporate the challenges of the ecological transition.
- A free online course (Le b.a.-ba du climat et de la biodiversité du Cned) will be available to teachers, students and ministry staff. The acquisition of skills relating to the ecological transition will be assessed in the 3rd and 4th years of lower secondary education (i.e. grade 8 /quatrième & grade 9/troisième).
- A comprehensive range of training courses in education for sustainable development will be rolled out in all académies (i.e. administrative divisions of central authorities).
- By 2027, all national education staff will be trained in the challenges of the ecological transition.
- The Educational Innovation Fund, which will receive 500 million euros over the five-year period, will be used to support sustainable development education projects.
- The process of adapting vocational diploma reference framework will be accelerated. Vocational diplomas will be created and renovated to take into account the challenges of the ecological transition.
- From the start of the 2023-24 school year, the discovery of careers will be extended to all lower secondary schools, making it possible to publicise and promote careers related to the ecological transition.
- Create 18,000 educational areas by 2030.
- Create 300 river educational areas from the start of the 2023-24 school year.
- From the 2024 session, a vote will be organised so that the eco-delegates themselves can choose the winners of the Eco-Delegate Action Prize, based on the jury's pre-selection, in order to highlight the commitment of the eco-delegates and raise awareness of the projects.
- Eco-delegates will receive better support and training.
- As part of the Universal National Service, work will be done to raise awareness of environmental issues.
- By 2030, the number of civic service missions in the environmental field will have increased tenfold.
- Continue to roll out the E3D label (École/Établissement en Démarche de Développement Durable i.e School with a sustainable development approach):
- Double the number of labels awarded, i.e. 20,000 by 2025;
- Reaching 100% of schools with the label by 2030.
- Education for sustainable development (EDD) will be systematically integrated into the work of the committees for education in health, citizenship and the environment.
- A guide entitled « Agir pour la transition écologique dans les écoles, collèges et lycées » will support the E3D certification process.
- At the start of the 2023 school year, the poster "Mes 8 gestes pour la planète" (My 8 gestures for the planet) will be distributed to all schools.
- By 2024, new documents will be added to the Bâtir l'École (i.e. Building the School) collection, notably on nature at school and greening projects, school catering and the specific features of overseas France.
- As part of the ÉduRénov programme, the Ministry will be involved in the thermal renovation of 10,000 schools by 2027.
Funding: Not specified.
Evaluation and monitoring mechanisms: Not specified.
References : 20 mesures pour la transition écologique à l'École ; Plan climat, biodiversité et transition écologique, éducation au développement durable : l'école premier lieu de l'engagement pour la transition écologie
Redefining the teaching profession: the stages and progress of the consultation cycle
Deadlines: Consultations launched on 18 January 2023, synthesis in March, for introduction at the start of the 2023 school year
Status : Concertations in progress
Responsible authorities: Ministry of National Education, Youth and Sports
Reasons/objectives: The objective of this new concertation is twofold: to substantially improve teachers' pay with the ultimate aim of improving the quality of education for all pupils. This concertation will make it possible to better identify and recognise all of the teachers' missions that contribute to the success of students.
Main measures adopted :
The additional budget for national education in 2023 represents 3.6 billion euros. The aim of the consultation is therefore to specify the modalities of this upgrading, which has two components: the first for all teachers and similar staff and the second to allow the remuneration of certain missions, on a voluntary basis.
- The revaluation of salaries, known as the "base" revaluation
This upgrading will concern all teachers, as well as CPEs and psychologists in the national education system, by setting priorities with regard to the attractiveness of the profession and career development. Thus, compared to 2020, teachers will earn on average 10% more on 1 September 2023, and those at the very beginning of their career will benefit from a minimum salary of 2,000 euros net. This revaluation must pursue the objective of aligning the remuneration of primary school teachers with that of secondary school teachers and must not lead to professional inequalities between women and men.
- The pay upgrade linked to the exercise of new missions, known as the "Pact".
Teachers who so wish will be able to take on new tasks, such as short-term replacement in order to reduce the number of hours lost. This could also include individualised pupil monitoring, guidance or vocational integration support or coordination tasks. Additional remuneration will be provided for voluntary teachers carrying out these tasks according to the needs determined in each school or establishment. Consultation with the trade unions will make it possible to specify the additional tasks that will be offered to teachers and how they will be organised within schools. Thanks to this new pact, volunteer teachers will benefit from an increase in pay corresponding to 10% of the average salary, i.e. €3,650 per year.
Funding: €3.6 billion.
Evaluation and monitoring mechanisms: Not specified.
References: MENJ: Revalorisation of the teaching profession: stages and progress of the consultation cycle
Extension of the exhaustive evaluations to grades 4 and 8
Deadline: Announced end of 2022
Status: Established in September 2023
Responsible authorities: Ministry of National Education, Youth and Sports
Reasons/objectives: Following the September 2022 experiment, CM1 and 4e classes will be added to the comprehensive evaluation system known as "Repères".
Main measures adopted :
From the start of the 2023 school year, all pupils in CM1 and 4e will take national assessments in French and mathematics that will provide teachers with pedagogical benchmarks. Like the other comprehensive assessments, they will enable teachers to better assess the level of their pupils in order to support them.
Funding: Not specified.
Evaluation and monitoring mechanisms: Not specified.
References: MENJ: Collège: what will change for pupils in 6e at the start of the school year 2023
Collège: what will change for 6th graders at the start of the 2023 school year
Deadline: Announced in February 2023
Status: to be implemented in September 2023
Responsible authorities: Ministry of National Education, Youth and Sports
Reasons/Objectives: Although the results of pupils leaving primary schools have improved over the past five years, particularly in terms of their ability to read aloud fluently, they are still insufficient: at the start of the 6th grade, 27% of pupils do not have the expected level in French and nearly a third in mathematics. The aim is to establish a new class of 6th graders that can ensure that each student masters the fundamental knowledge and remedies the academic difficulties.
Main measures adopted :
- A focus on writing in the fourth and fifth grades
In order to prepare for entry into secondary school, the daily practice of writing will be reinforced: it will have to be done for at least two hours a day. All forms of writing will be promoted in the classroom: writing, writers' notebooks, science reports and copying.
- Facilitating students' entry into secondary school
From September 2023 onwards, school teachers will work in the 6th grade to promote the transition from school to collège and support the learning of basic skills. In addition, each pupil will benefit from a weekly hour of support or further study in mathematics or French, based on key skills, in order to remedy the difficulties of the most fragile and to cultivate the excellence of those who are most at ease. Finally, the 'Homework done' scheme will be made compulsory in order to give pupils more autonomy and thus reduce inequalities in learning
Funding: Not specified.
Evaluation and monitoring mechanisms: Not specified.
References: MENJ: Collège: what will change for pupils in 6e at the start of the school year 2023
Digital Education Strategy 2023-2027
Deadline: Announced 27 January 2023.
Status: In force.
Responsible authorities: Ministry of National Education, Youth and Sports
Reasons/objectives: It is necessary to strengthen the digital skills of students, because it is first and foremost an issue for democratic life, but it is also an issue for the professions of the 21st century. Digital technology is transforming all sectors of the economy: most young people today will be working in a profession transformed by digital technology in the future.
The Digital Education Strategy for 2023-2027 aims to address several challenges:
- Strengthen national and local cooperation between education stakeholders around educational projects that use digital technology where it is relevant;
- Develop students' digital skills, on issues of digital citizenship, by developing critical thinking and strengthening media and information literacy; then, provide them with a reinforced digital skills base; finally, promote the attractiveness of specialities and baccalaureates leading to digital professions
- Provide teachers with digital tools and resources to put digital technology more at the heart of their practices, and encourage their use by offering more training and support;
- Ensure the robustness, security, accessibility, quality and environmental responsibility of the Ministry's IT tools.
Main measures adopted: These 4 axes are each the subject of several key actions:
1. A renewed ecosystem
- Strengthening digital governance for education at national and local levels ;
- Sharing indicators for steering and evaluation purposes ;
- Define a typical individual student's equipment (middle and high school).
2. Developing citizenship and digital skills
- Ensuring the acquisition of digital skills throughout the school career;
- Enabling students to become informed citizens in the digital age
3. The educational community supported by relevant, sustainable and inclusive digital tools
- Supporting the development of digital resources;
- Simplify access to digital services by creating a "resource account";
- Putting digital technology at the service of inclusive schools;
- Better training of educational teams in digital pedagogy;
- Supporting teachers in digital education ;
- Organise digital education services according to an interoperable platform logic;
4. A departmental information system at the service of users
- Increase efficiency by expanding and supporting mutualisation;
- Improve fluidity and quality by integrating the principles of agility and user experience;
- Develop eco-responsibility.
Funding: Not specified.
Evaluation and monitoring mechanisms: Not specified.
References: MENJ: Digital Strategy for Education 2023-2027.