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
2026
Year of Engineering
Implementation period: 2025–2026
Status: in progress
Responsible authorities: Ministry of National Education and National Centre for Scientific Research
Reasons/objectives:
- Promoting engineering careers to students, particularly young women, to combat stereotypes and encourage gender diversity in scientific and technical fields.
- Raising awareness of the challenges of the 21st century: adapting to climate change, preserving resources, industrial sovereignty, energy and ecological transitions.
- Bringing together the worlds of education, research and business to highlight technological advances and their applications.
- Develop critical thinking and scientific inquiry in pupils, preparing them to understand societal and environmental challenges.
- Promote careers in engineering by highlighting the diversity of pathways (from vocational qualifications to doctorates) and breaking down stereotypes.
Funding and material resources:
Funding: not specified
Material resources:
- Dedicated website: engineeringyear.co.uk (educational resources, events, career information, teachers' area).
- Presentations by professionals (technicians, engineers, researchers) in the classroom, at companies or in laboratories.
- The "Back to My Secondary School" initiative enables engineering students to return to their former secondary schools to talk about their courses and interact with current pupils.
Evaluation and monitoring mechanisms: not specified
References:
Collèges en progrès (Lower-secondary schools making progress)
Implementation period: 2026-2027
Status: preparation for effective deployment for the start of the 2026 school year
Responsible authorities: Ministry of National Education
Reasons/objectives:
- Reduce significant academic difficulties in approximately 800 lower-secondary schools where at least 4 out of 10 pupils score below 8/20 in French and mathematics in the Brevet examination.
- Ensure that no pupil becomes permanently stuck in academic failure, by prioritising action where the needs are greatest.
- Improve the well-being and sense of professional effectiveness of teachers, educational teams and management.
- Promoting the future social and professional integration of pupils in difficulty.
Funding and material resources:
Funding: not specified
Material resources:
- Standardised time for teaching staff (two full days or four half-days dedicated to this activity).
- Shared diagnosis to identify barriers to learning and build a multi-year roadmap.
- Teaching tools: small group work, co-teaching, tutoring, mentoring, success workshops, initiatives to improve the school environment, etc.
- National training for school heads (webinars and seminars).
- Local resources tailored to identified needs (e.g., reading reinforcement, French/maths support).
Evaluation and monitoring mechanisms: not specified
References:
Reform of teacher training
Implementation period:2026, subject to the adoption of the 2026 Budget
Status: implementation of the reform with a view to full application by the start of the 2026 academic year
Responsible authorities: Ministry of National Education and Ministry of Higher Education and Research
Reasons/objectives:
Why this reform?
- Attract more candidates by opening competitions to those with three years of higher education.
- Better prepare future teachers by incorporating progressive, professional training from the undergraduate level onwards.
- Combating inequality by training teachers to be better equipped to support all pupils.
- Enhancing the profession with an attractive status and remuneration from the first year of the master's degree: €1,400 net/month in M1 and €1,800 net/month in M2.
- Talent retention and loyalty: 4-year commitment to serve (salary starting at €2,100 net/month)
Key objectives
- Early professionalisation: Internships starting at bachelor's degree level and gradual immersion in the profession.
- Versatility: Preparing school teachers to teach all subjects (English, maths, science, physical education, etc.).
- Adaptation to local needs: Training rooted in the realities of classrooms and schools.
- Gender balance and diversity: Encouraging vocations, particularly among young women and in priority areas.
Funding and material resources:
Funding: not specified
Material resources:
- Creation of a Primary School Teaching Degree (LPE):
- 500 hours of multidisciplinary training (maths, English, science, etc.).
- 10 weeks of school placements.
- Modules for preparing for competitive examinations (CRPE, Capes, etc.).
- Masters in primary and secondary education
- 12 weeks of internships in M1 (observation and supervised practice).
- 18 weeks of part-time internship with responsibility in M2.
- 450 to 500 hours of training in M1, 300 hours in M2.
Evaluation and monitoring mechanisms: not specified
References:
- https://www.education.gouv.fr/la-reforme-de-la-formation-initiale-des-professeurs-450109
- https://www.enseignementsup-recherche.gouv.fr/fr/reforme-formation-initiale-professeurs
- https://www.devenirenseignant.gouv.fr/etudiants-en-l3-la-rentree-2025-tout-savoir-sur-la-reforme-de-la-formation-des-enseignants-1515
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