VAE must become more attractive for job seekers as well as for employees undergoing professional retraining. One of the objectives of the renovation of VAE is to combat recruitment tensions in the labour market, i.e. in the health and social care, early childhood, and social economy sectors.
One main goal is to increase the number of beneficiaries, by targeting 100 000 beneficiaries per year by 2027. It is important to note that the results in 2021 showed 30 000 beneficiaries. Additionally,...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The minister delegated for vocational training announced an ambitious reform at the end of 2022.
Law No 2022-1598 of 21 December 2022 on emergency measures relating to the functioning of the labour market includes several provisions that reform VAE along three lines:
simplification: facilitating the admissibility stage, shortening routes and harmonising funding rules;
making validation paths more secure: the law individualises and strengthens the support provided to candidates, giving...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
This plan reflects a strong commitment of the Government not to leave any young person without a solution, by proposing measures adapted to every situation. To address the economic and social consequences of the health crisis, actions are guided by three priorities:
facilitating entry into working life;
offering career guidance and training to 200 000 young people in the professions and sectors of the future;
supporting 300 000 young people who are long-term unemployed by building tailored...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The total budget of the youth plan is EUR 6.7 billion, with measures to support young people aged 16-25 after the COVID-19 crisis. It mobilises a set of tools: hiring assistance, training, support, financial assistance for struggling young people, etc. to respond to different situations.
Under priority 1 - facilitating entry into working life;
compensation of EUR 4 000 of costs to the businesses for any young person recruited between 1 August 2020 and 31 March 2021;
exceptional support to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education and Youth
Delegate Minister for VET under the education and labour ministers
The focus is on facing the challenge of avoiding an increase in inequalities. This recovery will, therefore, be a solidarity recovery, which makes it possible to:
support and assist young and vulnerable people, including people with disabilities, in securing employment;
safeguard jobs by strengthening vocational training.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
France Relance has a budget of EUR 100 billion in total over two years, out of which 15 billion is for vocational training. The main measures in terms of education and vocational training offered in both IVET and CVET (excluding exceptional employment subsidies) are:
Training young people in strategic and promising sectors
100 000 qualifying training courses via the Regional skills investment pacts; with a revaluation of the remuneration for trainees undertaking professional training;
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Economy, Finance and Recovery
Ministry of Higher Education, Research and Innovation
Ministry of Labour, Employment and Professional Integration (until 2022)
Monitoring VET graduates aims at fostering the development of training that enables professional outcomes (in terms of access to employment) and at transforming the training courses with the lowest outcome levels. It is a task that requires fine-grained knowledge of course participant job integration rates.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2016 Labour Law (Law No 2016-1088 of 8 August 2016 on labour, modernisation of social dialogue and securing career paths) created new obligations in terms of information to be provided by training institutions and apprentice training centres. It is now mandatory for them to provide information on participation and completion rates as well as the destination and employment rates of their graduates. These data will be aggregated at education district level and will be broken down according...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
This policy development aims at developing a quality assurance system based on continuous improvement in IVET.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
An online guide, Qualéduc, was made available to education institutions and inspectorate bodies in April 2016 to help them develop a quality assurance system based on continuous improvement.
By March 2017, 25 out of the 30 existing education districts (académies) had been involved in Qualéduc. Two national conferences were organised in 2016 to promote the use of this tool among schools and inspectorate bodies. The tool has since been complemented with sections to guide on how to adapt the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Delegate Minister for VET under the education and labour ministers
Quality requirements aim to make training provision clearer to individuals, companies and funders. The individualisation of pathways and the reduction in intermediaries - particularly via the personal training account (CPF) - support transparency and help individuals in selecting a training programme. For funders, the certification makes it possible to evaluate organisations based on common indicators.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, a decree on continuous professional training defined six criteria for ensuring the quality of training financed by public funds, and launched a label for providers that meet these criteria. A 2017 decree (Decree No 2017-239 of 24 February 2017) introduced the Eduform quality label for CVET providers. The label is granted for three years, based on a decision by the Minister for National Education following an audit and proposals from a national labelling commission.
The 2018 Law for...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
The national framework for initial and continuing teacher training aims to develop professional skills that meet personal demands and the needs of the institution.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A December 2015 circular created more opportunities for school staff to work with the business world, including courses for head teachers and CPD modules on entrepreneurship; it also contributed to the CPD of VET school teachers. One of the measures included in the circular introduced compulsory traineeship in companies for teachers.
The June 2015 quality assurance decree was rolled out for the first time in January 2017. It requires training bodies to be able to demonstrate that staff in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The support systems for apprenticeship mentors/tutors are aimed at improving the integration of young people into the company, spreading the work-based learning culture, and improving employee retention.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
For both existing alternating training schemes, the young person is under the responsibility of a professional within the company where he/she is employed. This person is named 'apprenticeship mentor' for the apprenticeship scheme, and 'tutor' for the 'professional development contract' scheme.
In initial VET, the 2015 circular addressing the introduction of apprenticeships into the non-industrial and non-commercial public sector required that apprenticeship mentors (maître d'apprentissage)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
The objective of this development is to improve initial teacher training and create more attractive pathways into the profession.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Teacher training was one of the major challenges to be addressed in the Social Agenda (2018-19) developed by the Ministry of Education and Youth. The reform of human resources policy in education promotes support to teams and staff, as well as the empowerment and fulfilment of teaching staff valuing commitment and merit, and reinforcing quality for student success.
A national process of consultation, launched in October 2020, resulted in a set of measures introduced by the Minister of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A scheme called Students as apprentice teachers (étudiants apprentis-professeurs) was introduced in the 2015/16 school year, replacing a similar scheme called Future jobs for teachers. The scheme is designed for students from disadvantaged backgrounds who are at the start of their university studies and aiming to become teachers. In this respect they integrate a 3-year pre-professionalisation pathway from the second year of the Bachelor degree. During this training programme, participants...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2017, the PIX platform was established as a free online public service used to assess, develop, and certify digital competences, intended for secondary and university students in initial education and training as well as workers.
Based on the DigComp 2, European skills reference framework, PIX offers all users the chance to determine their level of proficiency in 16 different skills/areas of competence.
These skills/areas of competence are: conducting research and information...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Public non-profit organisation PIX
Ministry of National Education and Youth
Ministry of Higher Education, Research and Innovation
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to combat illiteracy and promote proficiency in the French language in three ways: partnerships between the State and local authorities, social partners, public institutions and the voluntary sector; preventative actions for those not subject to compulsory schooling and specific actions within the remit of vocational training policies; State assistance for the pooling of teaching resources and best practice.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016, the national agency for literacy (Agence nationale de lutte contre l'illettrisme, ANLCI) developed a key competences framework for work situations. The framework proposes a list of key competences which can be used to describe work situations and to design training programmes.
In order to improve the training available to illiterate persons wishing to earn the certificate for knowledge and professional skills Cléa (Certificat de connaissances et de compétences professionnelles)...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
The CléA certificate is aimed at individuals without qualifications and serves to identify achievements, rather than shortcomings, to establish a basis for further development and training. Employers use it as a tool to support their employees. For recruiters, it is a new, unique certification which is comparable across sectors (no levels or grades).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2015, the national cross-sector jobs and training committee (Comité interprofessionnel pour l'emploi et la formation, COPANEF) introduced the CléA Certificate (Certificat de connaissances et de compétences professionnelles, CléA) for adults willing to certify their key competences for employability and for access to further learning. A nationwide publicity campaign and a call for training projects towards this qualification were organised. By February 2019, approximately 27 000 CléA...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
National cross-sector jobs and training committee (COPANEF) (until 2019)
This common foundation of knowledge, skills and culture is structured around five areas of training which cover the primary educational goals of compulsory schooling.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In 2016-17, a 'common base of knowledge, competences and culture', to be acquired by all learners, was defined. The common base includes languages for thinking and communicating; methods and tools for learning; education for the individual and the citizen; natural systems and technical systems; representations of the world and human activity.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The objective of the investment plan is to support access to employment for two million people, mainly those socially excluded, and prepare them for the challenges of the future.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The French government announced a EUR 57 billion five-year investment plan (Grand plan d'investissement), of which 15 billion is dedicated to 'building a skills society'. The training activities to be funded will be oriented particularly towards supporting the employability of the low-skilled unemployed and that of young people, including dropouts, and promoting innovative approaches to the training of teaching staff. The plans involve the Regions, through State-Region agreements.
A strand...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
Regional councils for employment, training and vocational guidance
The establishment of a framework improves the visibility of qualifications for all those involved in the training-employment relationship, by associating each vocational qualification with a level of qualification based on the grading criteria for the necessary professional skills. This is recognition for access to further studies and offers practical value for the market, aiding comparisons and mobility at national and international levels.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the reporting period, work to adapt the current five-level structure of the French framework to the eight-level structure of the EQF was carried out. Article 31 of the 2018 Law for the freedom to choose one's professional future introduced a new vocational qualifications framework, which establishes the correspondence between the national five-level structure and the EQF levels. The EQF NCP for France is, as of 1 January 2019, hosted by France Compétences.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
It will make it possible to adapt reference bases more quickly when certain areas of competence are impacted by technological developments.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Three decrees issued in 2016 reorganised vocational diplomas by dividing them into skills sets. An adult candidate who has successfully completed training relating to a particular skills set will receive the corresponding certificate. The change already applies to the professional skills certificate (certificat d'aptitude professionnelle, CAP), the vocational baccalaureate (since 2016) and the higher technician certificate (brevet de techniciensupérieur, BTS, since 2017). Work is also in...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
France Compétences
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The measure aims to facilitate access for new graduates of the vocational baccalaureate wishing to enrol into the higher technical section (Section de technicien supérieur, STS).
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A new scheme for progression from upper secondary VET to tertiary technological education is being piloted, from September 2017, for three years in three education districts (académies). The aim is to allow students who obtained the baccalauréat (end of upper secondary diploma) in vocational education to pursue their studies in higher technological education (section de technicien supérieur, STS).
Previously, admission to higher technological education programmes was preferably granted to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Higher Education, Research and Innovation
Ministry of National Education, Youth and Sports (from 2020 till 2022)
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A circular from the Ministry of Education issued in March 2016 allows students who made a wrong choice of VET programme to change their mind and move to another programme, whether in VET or general or technological education.
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Reducing school dropout is a priority. A right to delayed training aims to give young dropouts a chance to return to initial education and training under scholar or trainee status.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Any student who, at the end of compulsory schooling, has not attained a level of training recognised by a national diploma or a professional qualification registered and classified at or above level 3 of the national register of professional qualifications (RNCP) must be able to pursue studies to acquire a qualification. The State provides the means necessary, as part of its responsibilities, for the resulting continued schooling. Any young person leaving the education system without a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
The aim of the 2018 legislation is to transform radically the French continuing vocational training system and apprenticeships to meet the needs of businesses, particularly those of very small and medium-sized enterprises, and to promote access to training for all workers, especially the least qualified.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2018 Law for the freedom to choose one's professional future provides for:
the creation of the agency France Compétences: continuing training in France is a shared responsibility between the State, the regions and the social partners. The new agency, France Compétences, brings together these three stakeholders. It will be in charge of regulating the quality and the price of training supply, and handling funding discrepancies across sectors;
reforming funding mechanisms to establish a...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
This policy development aims at raising the attractiveness of VET and meeting the economic challenges and local needs of the territories.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of the 2016 State-Regions partnership agreement, 500 new training courses are offered in VET upper secondary schools (lycées professionnels) from September 2017. The new offer is driven by local skills needs, the need for new skills, emerging jobs (digitalisation of professions, ecological transition), and labour shortages in sectors (in the industrial sector: welding, aeronautic, boiler-making, naval mechatronics; in the tourism sector: hotels and restaurants; in the...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the initiatives is to ensure the success of young people seeking apprenticeship training.
The 2015 Success in apprenticeship initiative supports apprenticeship programmes for young people from prioritised disadvantaged urban areas underrepresented among apprentices. The Prépa apprentissageprogramme, established by the 2018 law, aims to meet the needs of young people wishing to move into apprenticeship training and needing support to prepare and strengthen their basic skills to...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The 2015 Success in apprenticeship initiative has put in place 142 projects in 20 regions, most involving the local youth employment and social integration centres (Missions locales) in partnership with apprentice training centres (Centre de formation d'apprentis, CFA). Programmes last 12 months and include guidance. The 2018 Law for the freedom to choose one's professional future sets up a mechanism to support those target group members who wish to enter an apprenticeship with a view to...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim is to support NEETS and low-qualified young people in access to training and to acquire a qualification at EQF levels 3 and 4 and contribute to equality of opportunity.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Within the framework of 2016 partnership agreement between the State and the regions to support employment and social inclusion, a strategy was set out to extend the range of qualifications that can be gained through apprenticeship. The aim is to support NEETS and low-qualified young people in access to training and acquire a qualification at EQF levels 3 and 4. At least 11 sectors have expressed interest in the approach, including the construction, temporary work, metalwork, plastics and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
In the past, policies have been short-term, based on the sole criterion of gaining employment within six months after the end of the training. Currently, policies are focusing on the medium and long term to raise the overall level of qualification. This involves adapting the training offer and improving its quality, promoting individual autonomy, developing career guidance and counselling for jobseekers and ensuring effective funding.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A plan to create 500 000 training places for jobseekers (Plan 500 000 formations pour demandeurs d'emploi) was launched in January 2016. It included the provision of VET to people in long-term unemployment and training tailored for those unemployed aiming to set up or take over a business. The final total of beneficiaries in 2016 was 945 000. The plan has been continued in 2017. This plan was extended in the first semester of 2017 with 200 000 additional training courses especially targeted...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Modernising IVET aims at making school-based VET more effective (securing ability to self-direct lifelong learning and employability), more attractive (addressing challenges of the 21st century such as digital technology and energy transition), and more open to Europe and the world (through stronger partnerships with institutions in other countries).
The new phase in the transformation of the school-based vocational system is designed to meet two major objectives:
faster transformation...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The transformation of the vocational high school, which began in 2018, aims to improve the link between apprenticeship and the academic path. It is a systemic transformation (covering content and pedagogy, organisation of pathways, evolution of the training offer) in order to make vocational education more effective and more attractive; it aims to involve VET further in preparing learners for promising future jobs, especially in digital technology and the energy transition. Measures include:
...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
reduce inequalities in access to training for low qualified workers and ease (re)training and skills acquisition;
support the transformation of companies, building employee loyalty and improve risk prevention.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A pilot to explore new ways for apprenticeship and work-based learning was initiated by the Ministry of Labour in 2015 along with stakeholders: the social partners; the National Employment, Training and Vocational Guidance Council (Conseil national de l'emploi, de la formation et de l'orientation professionnelles, CNEFOP); the National Agency for the Improvement of Working Conditions (Agence nationale pour l'amélioration des conditions de travail, ANACT); and training funds (Organismes...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Ministry of Labour, Employment and Professional Integration (until 2022)
This policy development is aimed at developing relationships between businesses and education through career guidance and work-based training for young people.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A circular of 2 December 2015 from the Ministry of Education announced 12 measures aimed at developing relationships between businesses and education through career guidance and work-based training for young people. They include work placements and measures to help pupils gain a better understanding of the world of work. School staff will have more opportunities to interact with the business world through courses for head teachers and continuous professional development modules on...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Delegate Minister for VET under the education and labour ministers
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Strengthening the professional aspect of Erasmus, in order to enable young apprentices to benefit from the same opportunities for international mobility as students and thereby democratise and amplify the mobility of young people around Europe.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A French-German pilot project to support the mobility of young apprentices was launched in November 2015 and involved 50 young apprentices working in 11 participating large enterprises (Allianz, Michelin, Danone, Bosch, BASF, L'Oréal, Siemens, BNP Paribas, ENGIE, Airbus and Safran). The main aim was to raise awareness about apprenticeship among education and counselling staff in charge of school pupils. The initiative was supplemented by an online continuous professional development course...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Employment and Professional Integration (until 2022)
Fostering cooperation between higher education and economic sectors to match supply and demand for qualifications more effectively, and expanding the trades and qualifications campuses initiative were among the national policy priorities in VET for 2016-20. The second generation of campuses aims at establishing VET as an excellence pathway, strengthening the linking between the world of education and the world of business. It is part of the actions taken under the continuing reform of May...
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
In the reporting period, the initiative was further extended through labelling 95 campuses covering 12 growth and job-creating sectors: food and food-processing; chemistry and biotechnologies; creation, design, audiovisual; infrastructures, construction, eco-construction; materials, innovative materials; mobility, aeronautics, terrestrial and maritime transport; digital, telecommunications; business services, logistics; innovative services, mechatronics; tourism, gastronomy; energy...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Ministry of Higher Education, Research and Innovation
Ministry of Economy, Finance and Recovery
Ministry of National Education, Youth and Sports (from 2020 till 2022)
Ministry of Labour, Employment and Professional Integration (until 2022)
National guidance policies aim to provide learners with information and guidance on their future education and career options, including apprenticeships, and to provide individualised support for forward planning.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
The Pathways for the future (Parcours d'avenir) measure, announced in 2015, has been in place in all lower secondary education schools since September 2015. It is available to all learners from lower to the end of upper secondary years (from Sixième to Terminale). A particular focus is placed on apprenticeships.
A practical guide for the implementation of the Parcours d'avenir measure has been circulated to the heads of institutions. It emphasises the importance of raising awareness of...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Regional authorities
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
The aim of the measures is to provide legal security to both employers and training organisations that offer alternance training schemes involving training mobility abroad.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Apprentice mobility was enshrined in the Labour Code (2017). New legal provisions have come into force, aimed at removing obstacles to long-term mobility in Europe for apprentices and trainees in alternance training schemes. Recent laws reforming the Labour Code (March 2018) and vocational education and training (September 2018) include measures that apply to all young people under the apprenticeship contract (contrat d'apprentissage) and the professional development contract (contrat de...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of National Education and Youth
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Erasmus+ National Agency (Erasmus+ France Education and training)
Ministry of Labour, Employment and Professional Integration (until 2022)
Ministry of National Education, Youth and Sports (from 2020 till 2022)
This policy development aims at increasing the number of apprentices in the public sector.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
A 2015 circular set the conditions for apprenticeship contracts in the non-industrial and non-commercial public sector. In addition to the overall target of setting up 500 000 apprenticeships by 2017, specific targets to create 10 000 apprenticeships in the public sector were set: 4 000 starting in September 2015, with a further 6 000 by September 2016.
A practical guide for human resources services has been issued. The objectives have been achieved: 4 420 and 8 300 recruitments in 2015 and...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
A reform of apprenticeship contract had been initiated in October 2017. Its overall intention is to make the most of apprenticeship, regarded as an excellence training pathway, to ensure educational success and professional integration, in the respective interests of all: young people, businesses, local territories, and national economic and social development.
Description
What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.
Social partners have been involved in the design of the reform, along with regional authorities, chambers of commerce, and experts. Stakeholder consultation lasted from November 2017 to January 2018. The September 2018 Law for the freedom to choose one's professional future includes provisions regarding apprenticeship and work-based learning.
The opening of new apprentice training centres no longer requires administrative approval (previously issued by the regions). Sectors and businesses...
Bodies responsible
This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
Ministry of Labour, Full Employment and Inclusion
Delegate Minister for VET under the education and labour ministers
Ministry of Labour, Employment and Professional Integration (until 2022)
