- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
This policy development aims at raising the attractiveness of VET (Vocational Education and Training) and addressing economic challenges while meeting the digital transformation needs across the territories.
Objectives
To enhance digital literacy and technical expertise in response to emerging needs in different sectors - including ICT, automation and cyber-technologies- by providing targeted vocational training.
Description
Within the framework of the 2016 State-Regions partnership agreement, 500 new training courses are offered in VET upper secondary schools (lycées professionnels) since September 2017. Almost 70% of these courses lead to national diplomas, with more than 20% of them being offered in apprenticeships or combined school-based / apprenticeship pathways. On completing an initial VET programme, graduates my continue with a second training programme leading to additional qualification, either to acquire a specialisation on a digital field or to pursue training in a related occupation affected by the digital transformation.
The mapping of initial vocational training in schools is the responsibility of the Regions, in collaboration with the regional educational authorities. This partnership enables an ongoing analysis of the training offer to adapt and design training courses that match the rapid evolution of digital skills in line with local needs in terms of skills and jobs.
The project continued.
Under the 1 young person, 1 solution plan, additional training places are being created for upper secondary and university learners. These new qualifying courses will be focused on strategic sectors of the future: environmental transition professions, digital professions, and other stretegic sectors for the future.
- Initiatives to train and support young secondary school graduates exposed to the employment crisis:
- creation of jobs in establishments under the authority of the Ministry of Higher Education, Research and Innovation and the Ministry of National Education and Youth and Sports;
- support solutions for apprenticeships, vocational training, subsidised contracts and help with integration into the labour market.
- Support for all recent baccalaureate graduates to continue higher education at universities or undertake paramedic training:
- 10 000 additional places in the Parcoursup (online system for application to HE institutions and programmes) for the 2020/21 academic year, particularly in the sectors most in demand at universities and in paramedical training programmes;
- 10 000 additional places for the 2021/22 academic year for guidance (support scheme throughout undergraduate studies) of new graduates from upper secondary (baccalaureate holders) entering higher education in digital fields;
- expension of connected campuses to increase study opportunities for young people in isolated areas. In the autumn of 2020, 20 new connected campuses opened their doors and two new waves are planned before the end of the year. By autumn 2021, 100 connected campuses will be operational across the country.
The measures are operational and run as regular practice.
In line with the 1 young person, 1 solution plan and with collaboration between regions and education boards, development and upgrading of training options continues in 2022 to meet the economic and personal needs of young people. Over five years (2018-2022), the number of pupils trained in digital sectors and ecological sectors has increased significantly.
- Mapping of vocational training:
Each year, regions and the State collaborate to create an interactive vocational training map for secondary schools, helping stakeholders assess the current state of training by cross-referencing data on the attractiveness of diplomas, enrolment figures, exam success rates, and employment rates. This map allows analysis of diplomas and vocational fields, including digital sectors at the national, regional, academic, or local levels. This data is available as open data. - Future skills and jobs initiative (Compétences et métiers d'avenir, CMA)
The 'Future skills and jobs' call for projects, part of the France 2030 plan, aims to accelerate the adaptation of training programmes to meet the skill needs in digital and new sectors. The initiative has led to the selection of 136 projects under the first two calls for proposals.
in 2023, as part of the vocational secondary schools reform, the State and the regions have decided to speed up the development of the training landscape for the benefit of the younger generations and to facilitate the transformation of the economy.
In January 2023, the government announced to the heads of the various academic regions that it was launching a process aimed at transforming the training courses provided in vocational secondary schools. This initiative is part of the France 2030 call for expressions of interest under the 'Skills and jobs of the future' initiative. The main objective of this initiative is to adapt the digital and technical training platforms to the current and future needs of the digital and ecological transition sectors. Comprehensive support for teaching staff will be provided to encourage their involvement in the process and create the conditions for the successful transformation of the training on offer. The policy intention is to set up a strategic vision so as to plan for changes in the training landscape over a longer cycle of 3 to 5 years.
The modernisation of the training offer is an integral part of the government's 'Digital Strategy for Education 2023-2027', launched on 27 January 2023. The strategy aims to accelerate the dual process of modernising diplomas (e.g. the new Cybersecurity, IT and electronic networks baccalaureate) and to redesign the training landscape, through investments in digital and technical training platforms, adequate teacher training and by strenghtening partnerships with companies (such as the P-TECH programme).
in March 2024, the Commission of Artificial Intelligence submitted to the President of the Republic a report outlining 25 recommendations aimed at setting France within the leading countries in artificial intelligence. The report includes recommendations to assess the AI tools that could be used to strengthen public education services and ease the day-to-day operations of the educational staff.
MIA seconde is an experimental programme launched in the school year 2024/25 in upper secondary schools. In the vocational stream, the aim to address educational gaps in mathematics and French of those in vocational certificate (CAP, EQF level 3) and vocational baccalaureate (Bac-Pro, EQF level 4) programmes. Ann online platform accessible via smartphose and tables offers 20000 exercises adapted to different needs; along with text and tailored modules to help learners practice and improve their skills. Teachers may monitor the progress of learners through a dashboard that creates alerts zhen a student encounter learning difficulties.
The programmme in being piloted in 150 upper secondary schools, on a volontary basis, with participation of more than 300 grade 11 (seconde) classes. This initiative reflects a broader commitment to leveraging technology in education, developed in collaboration with companies and research laboratories based on feedback from educators during a research and development phase. It is part of the Partnership for Artificial Intelligence Innovation (P2IA) under the France 2030 investment programmes.
The Trade and qualifications campuses (Campus des métiers et des qualifications, CMQ) network has become a key player in educational innovation through the France 2030 programmes. With 116 CMQs covering 12 strategic sectors, including eight specialising in the vehicle mobility sector, these hubs are integral in updating green skills and meeting the technological, digital, societal, and ecological challenges of the automotive industry.
Bodies responsible
- Ministry of National Education, Higher Education and Research
- Ministry of Labour, Full Employment and Inclusion
- Ministry of National Education and Youth (until 2024)
- Ministry of Labour, Employment and Professional Integration (until 2022)
- Ministry of National Education, Youth and Sports (from 2020 till 2022)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Learners at risk of early leaving or/and early leavers
Entities providing VET
- VET providers (all kinds)
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 integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
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 ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
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 as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Anticipating and facilitating the digital transition: 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/28228