France (2021)

Overall, at the level of the Ministry for National Education and Youth, in order to develop its European and international dimension, each regional education authority (Académie) defines a strategy and an action plan. The Académie’s Delegation for European and International Relations and Cooperation (DAREIC) is responsible for steering initiatives and ensuring synergy between the actors concerned. The DAREIC relies on a network of reference teachers for European and international action. These teachers implement the Académie’s priorities locally. As points of contact on a day-to-day basis for those teachers and stundents who wish to take part in European or international projects, the reference teachers provide both impetus and coordination, and thus facilitate all mobility, exchange, twinning, visit or partnership projects (1).
On the information side, a Standing Committee on European and International Mobility for Young People (Comite permanent des opérateurs de la mobilité internationale et européenne des jeunes) was set up on 9 October 2013. The Committee operates at country level. It comprises five thematic working groups composed of institutional representatives of the Central Government and its decentralised services, the Regional Governments, mobility structures and associations. The role of the working groups is to suggest concrete actions and new avenues for exploration, including regarding information on IVET mobility. The development of the "Discover the World" portal is the result of the work carried out by this Committee (2). The setting of the national Standing Committee was complemented in 2015 through the creation of COREMOBs ("Regional Committees on European and International Mobility for Young People"). Jointly chaired by regional representatives of the Central Government (Regional Prefect and Rector) and the President of the Regional Government, Coremobs are bodies responsible for implementing at regional level the national guidelines set by the Standing Committee. Coremobs design the mobility policy and strategy at regional level. They bring together all stakeholders involved in mobility. Their mission includes provision of information on mobility (3). The agency Campus France manages mobility for foreign students and interns – including IVET learners – having received scholarships, so that they can study in France or abroad.
On the guidance side, a National Council (4) and Regional Councils (5) for Employment, Training and Guidance were instituted in 2014 to coordinate policies in this area on national and regional levels. A national framework agreement was also signed in 2014 between all stakeholders in the area of guidance in order to ensure the provision of a ”Regional Public Service of Guidance”. The 5 sept Act abolished the national council. It set up a new national institution: France Compétences whose mission is to ensure funding, regulation and improvement of the vocational training and apprenticeship system.(6)
Law No. 2018-771 of 5 September 2018(7) on “the freedom to choose one's professional future” enables the different stakeholders in guidance to complement each other thanks to a clear sharing of State/Regional competences. The State retains responsibility for defining at national level the policy for guidance of pupils and students in schools and higher education establishments. It is also responsible for the educational and pedagogical dimension of guidance and the assignment of students. The Regions see their field of intervention extended to include the missions carried out in terms of disseminating information on trades and drawing up documentation of regional scope for pupils and students.

The respective roles of the State and the Regions and their joint intervention in institutions are defined in the national reference framework established jointly by the State and the Regions, signed on 28 May 2019. The national framework is intended to be applied in each region by means of a regional agreement signed with the academic region(8) (9) .
Coupled with the reform of the general and technological uppers secondary schools, this territorial approach to guidance will offer pupils greater freedom of choice and enhanced support by 2021.

Since the start of the 2018 school year, students in the first year of upper secondary school (“classe de seconde”) have hours dedicated to helping them choose a career path. This dedicated timetable is gradually being extended to all students from the 4th class (“classe de quatrième”, penultimate year in “collèges”) year onwards. It represents an indicative annual duration of 12 to 36 hours in junior high school and 54 hours in general and technological upper secondary school. It can be as long as 91 hours per year for the vocational path.
(3) 23 February 2015 Circular
(4) Conseil national de l’emploi, de la formation et de l’orientation professionnelles - CNEFOP
(5) Conseils régionaux de l’emploi, de la formation et de l’orientation professionnelles – CREFOPs