- 2015Implementation
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- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
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
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 charge of training have a professional qualification and are engaged in continuing training.
Initial teacher training will be more professionalised in relation to higher education. The bill for a school of trust, debated in Parliament as of February 2019, commits to reform teacher training. Teachers throughout the country will enjoy training of equal quality, mainly devoted to fundamental disciplinary knowledge and knowledge of the values of the Republic. Training will be based on research work and will promote the most effective teaching methods.
The bill also addresses continuing training. It aims at offering high quality continuing training adapted as closely as possible to the needs of teaching staff. Consistent with these provisions, and with a view to combining training, classroom practice and collective work, in-situ support has been prioritised.
The reform of the school-based vocational training pathway, which was launched in 2018,...
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 charge of training have a professional qualification and are engaged in continuing training.
Initial teacher training will be more professionalised in relation to higher education. The bill for a school of trust, debated in Parliament as of February 2019, commits to reform teacher training. Teachers throughout the country will enjoy training of equal quality, mainly devoted to fundamental disciplinary knowledge and knowledge of the values of the Republic. Training will be based on research work and will promote the most effective teaching methods.
The bill also addresses continuing training. It aims at offering high quality continuing training adapted as closely as possible to the needs of teaching staff. Consistent with these provisions, and with a view to combining training, classroom practice and collective work, in-situ support has been prioritised.
The reform of the school-based vocational training pathway, which was launched in 2018, and the 2019 'Law for a school of trust' aim to enhance the vocational pathway by means of a new approach to the way teaching is organised and conducted. This fresh approach to teaching focuses on multi-disciplinarity, personalised support for students and developing individual potential. The overhaul of initial training for teachers involved in the vocational pathway and the continuous development of their skills are keys aspects of these reforms.
One of the main lines of the 2018/19 national training plan was to support the education teams involved in the transformation of the vocational path. The support methods include tools and resources available online at the Eduscol website, training days, vade mecum by theme, online and distance training modules.
The 'law for a school of trust' was enacted in the Official Journal on 28th July 2019. Articles 43 to 45 foresee uniform and quality initial training across all territories, as an essential condition for quality education.
The law reforms the higher education and professorship schools (ESPEs) into higher national institutes of professorship and education (INSPEs, Instituts nationaux supérieurs du professorat et de l'éducation) with more transparent governance (an evaluation committee will assess candidates for the director position and submit to the ministries for selection) and new curriculum to be approved by the ministers of national education and higher education. INSPEs offer training both to the universities to which they are attached and also to civil servants.
As soon as the implementing legislation is published, the law introduces:
- a three-year pre-professional course for students starting at the bachelor level, to enable them to enter the teaching profession gradually;
- an overhaul of the models of the MEEF master programmes (during which the recruitment of teachers takes place) and the competitive recruitment exams.
In line with the March 2019 Conference on continuing teacher training, as of July 2019 the ministry in charge of national education has formalised a new master plan on continuing training for the national education staff, including teachers. This new plan states that the ministry must enable them to acquire and develop professional skills through training that meets both their demands and the needs of the institution. This plan is part of the guidelines for lifelong vocational training for civil servants.
The annual national training plan is evolving and, as of the start of the 2019 academic year, is part of the three-year master plan for continuing education. Its goal is to implement training activities for teacher educators, in close collaboration with the academic training services, in order to enable expansion of the national training plan's national training courses.
Resources intended for teachers currently working are supplied regularly (handbooks, online training course: m@gistère platform).
The 2020 Digital General Assembly for Education closed with two days of debate and synthesis on 4 and 5 November following four months of consultations via the participatory platform and in the territories. The general assembly gave rise to 40 proposals, organised into five themes including 'teaching and learning with digital technology, working together differently and promoting a common professional digital culture'.
The following is a summary of the 2021/22 national training plan (plan national de formation, PNF).
- It comprises a specific thematic for the transformation of the vocational pathway, including various related training courses. On the m@gistère platform, an online course is dedicated to the implementation of the new features included in the final year of upper secondary VET (a module on preparation for professional integration and further study; extending co-teaching hours to all general subjects; introduction of a philosophy workshop; an evaluation of the project-based multidisciplinary assignment (chef d'oeuvre) and a related bank of resources and ideas (BRIO); PIX certification of digital skills and how these can be worked together to establish individual career pathways.
- It deploys face-to-face, remote and hybrid training pathways for teachers and education staff. The effects of the COVID-19 pandemic on professional practices and on training methods form a common thread of all the actions set out in the plan. The main training priorities relate to fostering the acquisition of basic knowledge throughout compulsory schooling and providing support to students to continue their studies from upper secondary to higher education, such as the training programme Supporting VET learners throughout their education pathway (Accompagner les élèves de la voie professionnelle dans leur parcours de formation).
- Training in the values of the Republic, including secularism, is also a priority area in the training of all education staff.
- It also takes into account changes in professional practices and the strengthening of equality policies: equal opportunities and inclusiveness in education in favour of students with special educational needs and other vulnerable groups, gender equality, management fundamentals, professional equality and equality and diversity in the workplace.
- A significant proportion of training is also dedicated to health and safety at work, as well as to digital education and innovation as levers for transforming the education system.
- It includes several training courses dedicated to sustainable development.
In January 2022 a meeting dedicated to the challenges of the ecological transition for education professionals was organised as part of the 2021/22 national training plan (PNF). This meeting took place in the framework of the 14th edition of the Forum on resources for education for sustainable development, primarily targeting national education managers, but was also open to the school partners.
Furthermore, as part of the efforts for a systematic improvement of the continuous training of all Education ministry staff, the 2022-25 lifelong learning master plan for staff working in national education consists of three objectives: staff training and support, local training, and personalisation of career paths.
The plan is implemented by the lifelong learning academies and assessed according to common criteria at national and regional level. It is structured around six main pillars that are broken down into training themes and priorities:
- Exemplifying and transmiting the values of the French Republic and the fundamental principles of education;
- Supporting and training school and teaching teams in order to improve professional practices and promote academic success for all;
- Monitoring the implementation of youth, commitment and sports policies at regional level;
- Supporting the professional development of all public sector employees and work groups by transforming HR and training policies;
- Assisting supervisors in fulfilling their responsibilities;
- Strengthening knowledge,skills and supporting implementation of digital technology.
Based on the six pillars of the new 2022-25 master plan for continuing education for French teachers, the 2022-23 national training programme (PNF) includes face-to-face, distance learning and hybrid training courses, as well as training activities, academic networks, the redevelopment of vocational diplomas and major events organised by the Ministry of National Education and Youth (MENJ).
As regards the French education system, one of the major national priorities of the PNF is the promotion, embodiment and transmission of the values of the French Republic through teachers' professional practices. Equal opportunities is another key area of focus, encompassing students with special educational needs, inclusive schools, support for underprivileged areas, and gender equality.
A significant part of training is dedicated to artistic and cultural education, as well as digital education and innovation as levers for transforming the education system.
Another part of the plan is dedicated to teaching content (pillar two) ensuring this way that basic skills are reinforced and that students are able to succeed.
Finally, an important task of the PNF 2022-2023 is to support supervisors in successfully carrying out their responsibilities, but also in their professional development through changes in HR and training policies, encompassing training related to health and safety at work, basic management skills, professional equality, and equality and diversity at work.
The m@gistère platform offers all French educational employees a range of distance training options, some of them with support. The ÉduNum m@gistère newsletter aims to address a wide range of questions about current events and the latest developments in training systems.
The establishment of in-company training centres for National education staff (Ecoles académiques de la formation continue) in local académies (regional education authorities) fullfills Commitment No. 12 of the Grenelle de l'Éducation (Education round table), namely 'Facilitating access to lifelong learning leading to qualifications'.
Ensuring lifelong learning for staff in national education and youth affairs is a priority: In 2022, 30 new lifelong learning academies were established with the task to organise training for all staff and 30 training programmes have been designed to enable continuous professional and personal development, and offer all staff members local training and personalised support.
An interactive online map has been developed to explore in-service training cycles within territories on the académie website. This resource provides an information space where users can consult training pathways categorised by job types or training themes, as well as cross-disciplinary pathways aimed at fostering a common professional culture.
Two years after the establishment of the EAFC in-service training centres for national education staff, a report by the General Inspectorate for Education, Sport and Research (IGESR) assesses their operation and the impact of their implementation on the professional development of teachers. This evaluation highlights the contributions of EAFC to enhancing teaching quality and responsiveness to educational needs. It emphasizes the importance of effective governance structures and the continuous identification of teachers' professional development needs. Furthermore, the report underscores the significance of maintaining a clear connection between national policies and local initiatives in the académies.
The 2024-25 national training programme (PNF) offers a variety of training formats, including in-person seminars (both centralised and localised within académies), online webinars, self-directed learning pathways, and hybrid courses utilising the m@gistère platform. Key themes include equal opportunities, with personalised support for the most vulnerable territories, inclusive education, gender equality, combating biases in career guidance, and the Avenirs platform. A significant portion of the training is also dedicated to artistic and cultural education, sustainable development education, as well as educational technology and innovation to support current societal transitions. The programme focuses on supporting the reform of vocational education through the renovation of qualifications and strengthening school-business partnerships.
The Avenirs platform is a digital tool designed to support young (VET) learners, apprentices and school dropouts in terms of career planning. Thought a personal account, users can access guidance resources, be informed about different learning pathways, and track their progress. Educators and career advisors can also use the platform, which integrates Onisep's resources. It features digital portfolios that help young people document and showcase their skills as they advance in their studies and training pathways towards professional integration. Additionally, an interactive app allows users to assess their competences —whether acquired through education, extracurricular activities, or personal experiences—and compare them to job and training requirements to refine their career choices.
Bodies responsible
- Ministry of National Education, Higher Education and Research
- Ministry of National Education and Youth (until 2024)
- Ministry of National Education, Youth and Sports (from 2020 till 2022)
Target groups
Education professionals
- Teachers
- Trainers
- School leaders
Thematic categories
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 focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
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 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Measures fostering teachers initial training and CPD: 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/28245