- 2017Approved/Agreed
- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Apprenticeship programmes were offered for all qualifications registered in the National directory of professional qualifications (RNCP). The directory included all formal VET qualifications. Apprenticeship was accessible to young people aged between 16 and 25. Workplace training (up to 75% of the contract duration) was combined with training in an apprentice training centre (CFA). The policy for work-based learning in VET was faced with the challenge of bringing VET institutions and enterprises closer: there was still an insufficient number of apprenticeship places for the least qualified. In 2014, the Law on VET, employment and social democracy (Law No 2014-288 of 5 March) reforming continuing vocational training introduced subsidies for micro-enterprises (fewer than 11 employees) that recruited apprentices. The same year, the national EAfA commitments included a number of measures such as creating career paths for apprentices, also at regional level, and setting up a clear apprentice status including social rights as well as strengthening the capacity of apprentice training centres (CFA). An apprenticeship-relaunch plan was initiated in 2014, oriented to developing apprenticeship also in the public sector, with a target of 60 000 apprentices. The plan was supported by national advertising campaigns.
Objectives
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
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 have, therefore, more room to create apprenticeship centres. Public funding allocated to CFAs will be based on the number of apprenticeship contracts they have signed.
- The conditions applicable to apprenticeship contracts have been simplified: the age limit for entering apprenticeship has been extended to 29 (as opposed to 25 previously); the minimum duration of a contract has been reduced to six months (as opposed to one year previously); entry into an apprenticeship programme is now possible at any time of the year; international mobility of apprentices is facilitated, for instance through the newly-added possibility to suspend contracts during mobility.
- Additional financial support for apprentices is introduced, in the form of a EUR 30 increase in monthly remuneration for apprentices under age 20 and EUR 500 allocation to apprentices preparing for their driving licence.
- The financial support to SMEs offering training to young VET...
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 have, therefore, more room to create apprenticeship centres. Public funding allocated to CFAs will be based on the number of apprenticeship contracts they have signed.
- The conditions applicable to apprenticeship contracts have been simplified: the age limit for entering apprenticeship has been extended to 29 (as opposed to 25 previously); the minimum duration of a contract has been reduced to six months (as opposed to one year previously); entry into an apprenticeship programme is now possible at any time of the year; international mobility of apprentices is facilitated, for instance through the newly-added possibility to suspend contracts during mobility.
- Additional financial support for apprentices is introduced, in the form of a EUR 30 increase in monthly remuneration for apprentices under age 20 and EUR 500 allocation to apprentices preparing for their driving licence.
- The financial support to SMEs offering training to young VET learners will be simplified in the form of a single allocation.
Efficient funding was looked for: a single tax to finance apprenticeship (as opposed to two currently); and introduction of the number of apprenticeship contracts signed as a criterion for the funding of apprentice training centres, to encourage the development of apprenticeships.
The reform increases the role of sectors in the funding of the apprenticeship system. Sectors now also play a greater role in the design of vocational degrees, training guidelines and examination rules, further supporting the learning outcomes approach. Ex-ante evaluation was carried out and outlined a range of possible benefits, including increased permeability and flexibility (through bringing closer formal education and apprenticeship); supporting diversity in education; and increasing the labour market relevance and attractiveness of apprenticeship.
Among the issues encountered is the reluctance of the regions to lose their power in the steering of the vocational apprenticeship system; they lose jurisdiction over shaping the geographic distribution of apprentice training centres (CFAs). Whereas the regions previously had the power to regulate the opening of CFAs, sectors or businesses may now set up one. However, the regions still have some financial leverage 'when territorial development and economic development needs so require'.
The main provisions of the law came into effect on 1 January 2019.
Apprentice European mobility periods abroad are foreseen through the Erasmus Pro programme in 2021-22.
The law of 5 September 2018 modifies the management, organisation and monitoring of training through apprenticeships.
For diplomas under the authority of the Ministries of National Education and Higher Education, the order of 25 April 2019 sets out the organisation and operation of the mission for the pedagogical monitoring of apprenticeship training.
The circular of 3 October 2019 defines the scope of the pedagogical monitoring, the pedagogical organisation of training in training centres and in companies: training content taught face-to-face or remotely in accordance with the programmes and guidelines; pedagogical positioning carried out before the adaptation of the duration of the training and the teaching provided; and contextualisation of professional activities, particularly on the technical platforms.
It may also concern the relevant methods and tools, particularly those for the teaching of work-study programmes, encouraging the development of the certifying skills included in the reference curriculum. The monitoring mission may also assess the suitability of the teaching equipment and the tasks entrusted to the apprentice at the company for professional activity requirements and equivalent certifying skills included in the diploma reference curriculum.
The monitoring mission may also verify that the duration of training at the CFA is in line with that set out in the diploma regulations or the skills of the CFA instructors and apprenticeship supervisors. Where applicable, it will report any shortcomings to the skills operator (OPCO) and to the quality certifier.
In addition to conducting inspections, the mission also provides information and support to apprentice training centres for all pedagogical aspects, particularly during periods of diploma reform, as well as regulatory monitoring.
By virtue of the Law No 2018-771 of 5 September 2018 on the freedom to choose one's professional future, which allows training organisations to offer apprenticeships, decree 2019-317 of 12th April 2019 integrates apprenticeships into the responsibilities of the GRETA (group of establishments), a network for national education continuing training.
A flat-rate government subsidy of EUR 500 to fund obtaining a driving licence has been offered to adult apprentices since 1 January 2019.
It is now possible to open a CFA (apprentice training centre) by making a simple declaration, upon which a company will be eligible to receive funds for apprenticeship from the skills operators (OCPO), giving companies the opportunity to open their own CFA.
An informational pamphlet published in 2020 by the Ministry of National Education and Youth promotes apprenticeship training.
For vocational qualifications administered by National Education (the certificate of professional aptitude/CAP, the professional baccalaureate, the professional certificate, the arts trades certificate/BMA, the additional distinction and the higher technician certificate/BTS), the minimum duration of training taking place in an apprentice training centre may be set as a proportion of the total duration of the apprenticeship contract (taking into account the initial level of the apprentice in terms of acquired skills). The Decree No 2020-624 of 22 May 2020 states that contract duration can now be adjusted by an agreement between the employer and the apprentice.
A historic number of new apprentices were recorded in 2020, with 525 600 new contracts signed (i.e. 42% more than in 2019).
The Ministry of Labour has published an apprenticeship summary, a guide for stakeholders that summarises all the new rules applicable to the apprenticeship contract and the apprentice training centres (CFAs). In 2021, 718 000 new apprenticeship contracts were signed (an increase of 37% in one year).
From 2022 this policy development is part of the national implementation plan (NIP), measure 'Develop all forms of training and particularly work-based training', action 'A systemic reform of apprenticeship'.
Following developments relevant to the reform of the apprenticeship contract can be mentioned:
During 2022, 767 200 apprenticeship contracts had been signed, an increase of 14.1% compared to 2021. The objective set by the French President is to reach 1 million apprentices per year by 2027.
Special grants have been also extended throughout the year and will continue in 2023 with a flat rate of EUR 6 000 for all companies, for the first year of the contract, regardless of the age of the trainee. The aim is to encourage the hiring of trainees at baccalauréat level or below and to make the scheme more transparent.
A decision by France Compétences anticipates a reduction in the levels of support for apprenticeship contracts set by the various sectoral bodies. The first phase of this reduction of the levels of funding support took place on 1 September 2022.
The Court of Auditors produced an in-depth analysis of the effects of the 2018 apprenticeship reform: the rise in the number of apprenticeships and its financial consequences.
The Ministry of Labour, Full Employment and Integration provides apprentice training centres (CFAs) with supports to help them develop their skills in relation to their 14 areas of responsibility (Article L.6231-2 of the Labour Code). This initiative began with a survey conducted among CFAs and their network heads, in conjunction with the various Carif-Oref bodies (Centres d'animation, de ressources et d'information sur la formation and the Observatories régionaux de l'emploi et de la formation).
The regional interministerial support units established at the start of the 2020 school year, in order to bring together the various stakeholders (apprentice training centres, skills operators, employers) and the levers needed to match apprenticeship supply with demand, were deployed to support young people wishing to take up apprenticeships in the 2022 school year.
In January 2023, France Compétences published its first 'Report on the use of funds for vocational training', which assessed the costs and results achieved by the main vocational training schemes, including those involving apprenticeship. The report looks in particular at the exceptional growth in apprenticeships in 2020 and 2021, and the sharp increase in the CPF from 2021. It intends to be a decision-making tool, with the objective to provide stakeholders with a reliable picture of the links between the costs, quality and use values of training schemes, in order to shed light on the efficiency of the system.
By 31 December 2023, the apprenticeship training centers welcomed 1 021 500 apprentices, reflecting a +7.1% increase compared to 2022. This rise follows 3 consecutive years of historic growth, with increases ranging between 14% and 30%. Currently, 8.6% of individuals aged 16 to 29 are engaged in an apprenticeship programme. The number of apprentices in secondary education continues to grow, with a 2.2% increase after a 6.5% rise the previous year. The expansion of apprenticeships in higher education remains robust, showing a 10.3% increase after a significant 20.1% growth in 2022. Notably, one out of every fifteen secondary school learners chooses vocational training through an apprenticeship after completing grade 9. Public VET schools play a role in the development of apprenticeships, with 1 in 15 apprentices enrolled in a public local educational establishment (Établissement public local d'enseignement, EPLE, in the dedicated sections for apprentices,called Sections d'apprentissage or Unité de formation par apprentissage).
The pedagogical oversight of apprenticeship training ensures that the education provided facilitates the acquisition of the expected knowledge and competences outlined in the general education programmes and the respective reference framework. This oversight can cover various aspects, such as the pedagogical organisation of training at both the training center and the employer's location, the methods and tools used, training durations, and the qualifications of trainers and apprenticeship supervisors at the workplace. The circular of 19 June 2023 details the pedagogical control role in apprenticeship training, defining the scope of diplomas involved and the related procedures.
At the beginning of the school year 2024, there are 385 650 apprentices enrolled in secondary education under the Ministry of National Education. In 2024, significant enhancements in oversight and management of apprenticeship contracts are being implemented.
A number of initiatives have been taken, which reflect a concerted effort to improve the structure and accessibility of apprenticeship programmes in France, ensuring that financial support and resources are effectively aligned with the needs of both apprentices and employers.
- a pivotal initiative is the decree n° 2024-631of 28 June 2024, which focuses on strengthening financial control and the processing of apprenticeship and professionalisation contracts. This decree expands the verification points outlined in Article D. 6224-2 of the Labour Code, specifically addressing the financial support decisions made by competency operators regarding apprenticeship contracts;
- additionally, decree n° 2024-628 of 28 June 2024 adjusts the conditions that competency operators must verify for cross-border apprenticeship contracts. This amendment pertains to financial support requests and the filing of contracts submitted by employers from neighboring countries, as well as requests from private and public employers within France;
- the Portal for Apprenticeships has undergone a comprehensive redesign in the first half of 2024 to enhance user experience and accessibility. Furthermore, a new directive was issued to mobilise interministerial regional teams that assist young individuals seeking to enter an apprenticeship programme. This directive builds on efforts initiated in February 2021 and is designed to help young people find apprenticeship contracts or training opportunities at the start of each academic year. Notably, this updated version includes specific provisions for candidates with disabilities, enabling them to access adapted apprenticeship contracts and potentially secure permanent positions within the public service upon completion of their contracts.
Bodies responsible
- 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)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Unemployed and jobseekers
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET promoting equality of opportunities
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
- Sustainability - a green link in VET
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Developing apprenticeship: France. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28214