- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
This policy development aims to boost the appeal of VET programmes while addressing ecological and sustainability challenges aligned with local economic needs.
Objectives
To equip VET learners with skills related to ecological sustainability and renewable technologies, contributing to economic resilience and meeting ecological challenges in various industries.
Description
As part of the 2016 State-Regions partnership agreement, in September 2017, 500 new vocational training courses were introduced across VET upper secondary schools (lycées professionnels) with a strong emphasis on ecological transition. These programmes focus on skills related to renewable energy, sustainable building practices, waste management, and green technology, catering to emerging green jobs and addressing shortages in ecological professions, including welding, boiler-making, and environmental mechatronics.
Approximately 70% of these courses are tied to national diplomas, and more than 20% are accessible through apprenticeships or combined school/apprenticeship pathways. This approach allows VET learners to specialise further in ecological disciplines or related areas, fostering a skilled workforce for green transitions.
The Regions, in partnership with regional education authorities, are responsible for planning and mapping initial vocational training courses, facilitating long-term analysis and the creation of training programmes that align with local job needs in ecological fields.
The project continued.
As part of the 1 young person, 1 solution plan, additional training places are provided for learners in environmental transition professions and priority sectors of the France Relance recovery plan. Key sectors affected by the crisis, including tourism, industry, agriculture, and agri-food, will benefit from skills updates to support sustainable transformation. Measures to train and support young graduates impacted by the employment crisis in ecological professions focus on:
- job creation in institutions under the authority of relevant ministries to foster ecological skills;
- implementation of support solutions for apprenticeships, vocational training, subsidised contracts, and integration into ecology-related sectors within the labour market;
- additional BTS (higher technician, EQF level 5) and CAP (professional skills certificate, EQF level 3) programmes in secondary VET schools to meet the needs of the ecological transition: 5 700 additional training places focusing on green jobs; 3 600 additional places for the specialisation year following a BTS or CAP, particularly for skills related to ecological fields, as well as 2 400 additional places in 2020/21 for upper secondary graduates with an EQF/NQF level 4 qualification to continue in BTS programmes geared toward the ecological transition or shift into a professional sector via a CAP, specifically in fields like applied arts oriented towards sustainable practices.
The measures are operational and run as regular practice.
With a growing emphasis on ecological sustainability, initial education and training is increasingly aligned with environmental transition requirements to deliver qualifications for green jobs and sustainable development. In five years, the number of VET learners enroled in environmental transition and other strategic vocational fields has risen by 22% (from 88 000 to 107000).
The E3D (École ou Établissement en démarche globale de développement durable) Label for sustainable schools and institutions is used to promote a whole-community approach to environmental education. The eco-delegates from the participating secondary schools champion ecological issues and awareness to make their educational environments more biodiversity-friendly and climate-resilient.
Moreover, environmental and sustainable development topics are integrated in cross-curricular education from primary to secondary education, with a particular emphasis in secondary schools on electing eco-delegates to lead sustainability initiatives and influence climate action.
The 2021 CVET and the Climate and Resilience Act entrusts OPCO (skills operators managing the redistribution of joint funds for training) with advising companies on sustainability issues and supporting them in transitioning to environmentally sustainable practices. Two main bodies, the 'Occupations & Skills' network and the National Observatory of Jobs and Professions in the Green Economy, provide information and guidelines on adapting company skills to ecological needs. Key recommendations include:
- ecological transition as a priority for skills operators and as a strategic sector;
- cross-sector reviews of affected industries;
- development of a detailed regional outlook to support local green initiatives.
The labour ministry conducted thematic workshops for its regional departments on ecological transition themes, such as:
- shifting consumption patterns;
- supporting green initiatives within companies and associations;
- anticipating and transitioning skills;
- minimising the social impacts of restricted access to civic rights.
In October 2022, the Ministry of Transformation and Public Service, alongside the Ministry of Ecological Transition, launched a national training plan for public officials on ecological transition to equip all public service employees with relevant skills by 2027.
Research and Reporting on Ecological Employment: France Stratégie and Dares (the statistical department of the ministry of labour) published a report on future job market trends and ecological transition needs, emphasising the role of training in balancing the workforce and labour needs. The report recommendations focus on:
- proactive training that aligns with environmental goals, especially for green jobs;
- agreements on employment and skills development (EDEC), between the State and professional organisations to adapt training to meet the needs of green jobs.
In 2023, as part of the vocational secondary schools reform, the State and the regions accelerated the development of training programmes in support of the younger generations and in response to the demands of the ecological transition. In January, the government notified the heads of academic regions of an ongoing process to transform IVET delivery, initiated under the France 2030 call for projects within the Skills and Jobs of the Future (Compétences et métiers d'avenir) initiative. The aim is to address ecological transition needs, in particular through:
- adapting digital and technical training platforms to meet current and future needs in ecological transition sectors;
- providing extensive support for teaching staff to actively engage them in the transformation process and establish the necessary conditions for reshaping vocational training to address green economy priorities;
- increasing participation in VET programmes tailored to high-demand sectors within the green economy;
- developing a long-term strategic vision for the evolution of the VET landscape, with planned cycles of adaptation over 3 to 5 years.
The modernisation of IVET programmes is also supported by the Digital Strategy for Education 2023-27, launched on 27 January 2023 by the Minister for Education. The strategy aims to adapt IVET diplomas (such as the new baccalaureate on cybersecurity, IT and electronic networks) incorporating digital and green competences in the training landscape, as well as strengthening partnerships with companies (for instance, through the P-TECH programme) and expanding teacher training to provide quality training linked to the twin - green and digital - transition.
Within the scope of vocational education reform, by October 2023, 12 500 lower and upper secondary schools received the E3D (Ecole en démarche de développement durable) label, underscoring an institutional commitment to sustainable development education. This initiative is part of the ministry's broader sustainable education framework.
In line with France 2030 acceleration strategies, several sectors are eligible, notably in the digital and ecological transition fields. The programme is open to all vocational secondary education institutions, with the regions and their educational authorities responsible for ensuring its coherent implementation.
As part of the France 2030 Skills and Jobs of the Future initiative, The National Federation of Public Works (Fédération Nationale des Travaux Publics, FNTP) training plan awarded EUR 4.14 million in sectors critical to sustainable development.
The law 2023-973 of 24 October 2023 on the green transition underpins a national strategy for green industry spanning 2023 to 2030, focusing on ecological transition and industrial decarbonisation. The law outlines the strategic sectors for prioritisation within the green transition, guiding vocational training development to meet the workforce needs of these essential, sustainable industries.
In IVET the priorities for 2024/25 focus on fostering a more environmentally engaged education system and several measures are being implemented, namely:
One key area is the reinforcement of the support provided to eco-delegates, who are elected in all secondary school classes, totalling 250 000 delegates so far in the country. This support covers the offering pedagogical resources and showcasing best practices, including recognising exemplary eco-delegate initiatives through awards.
The ongoing E3D labelling for schools/education establishments adopting a global approach to sustainable development.
Compulsory education for sustainable development (ESD) from primary to upper secondary education, including VET schools (3 to 18-year-olds). The teaching is cross-disciplinary (curriculum and educational projects). A Guidebook for Education for Sustainable Development to 2030 sets out the issues and clarifies the basic concepts of ESD that cover the cross-disciplinary education, a pupils' agency, and cooperation with stakeholders at local level. A set of 20 measures for the ecological transition at school (2023) is in place for the schools to become catalysts for commitment to ecological transition.
Developing 1 200 educational areas that consist of small natural, forested, or riverine spaces, managed by classes in collaboration with various governmental ministries. This initiative aims to enhance pupils' connection to nature and environmental stewardship.
The Jobs Discovery scheme initiated in lower secondary schools since 2023 continues to promote awareness of careers related to the green transition, ensuring that students are informed about emerging opportunities in this vital area.
In the context of the academic school 2024/25 declared Year of the Sea, emphasis is given on marine education aligning educational initiatives with significant environmental themes.
Campuses of trades and qualifications (Campus des métiers et des qualifications, CMQ) are hubs for vocational education and training excellence. CMQs actively contribute to updating green skills, in conjunction with the labour world and by developing training modules in various settings (distance learning, hybrid, virtual reality, etc.). Among a total of 116 hubs across the country and 12 strategic sectors, 12 hubs are specialised in Energy transition, eco-industry.
With regard to continuing VET (CVET), a webinar was held on September 19, 2024, aimed at the regional and departmental services of the labour ministry. The Organisation for Economic Co-operation and Development (OECD) presented the work it will carry out for the General Directorate for Employment and Professional Training (DGEFP) of the labour ministry over an 18-month period, supported by technical assistance approved by the European Commission, with a particular focus on examining the 'greening' of CVET training programmes. This webinar launched a general initiative of reflection and action across all services concerning the ecological transition, addressing a need for greater familiarisation with the subject, sharing of inspiring actions and initiatives, and discussing challenges encountered. Ten programmes have been selected and will be examined by the OECD. The organisation is working closely with the ecological transition coordinators within the DGEFP and regional services, and will also engage with ministerial services responsible for policies related to employment and professional training (DGT, IGAS, DARES, DGCS, SG, SGPE), as well as external partners (France Travail, OPCO, Caisse des Dépôts, France Compétences, Régions de France, IAE network heads, National Union of Local Missions, Certif Pro).
Bodies responsible
- Ministry of National Education, Higher Education and Research
- 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)
- Ministry of National Education and Youth (until 2024)
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 infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
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 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
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Anticipating and facilitating the ecological 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/48237