French education policy - Revision history

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	Moreover secularism is an important principle in French education. It is based on the Napoleonic concordat of 1801 and the separation law of Church and State in 1905. School must be neutral and nondenominational. For example, religion does not constitute a teaching subject, teachers do not have the right to talk of their personal beliefs and all religious propaganda is banned within the school establishment. The law 2004-228 of 15 March 2004 stipulates that "in state schools, collèges and lycées, pupils are forbidden to wear signs or clothes which conspicuously show any religious affiliation."		Moreover secularism is an important principle in French education. It is based on the Napoleonic concordat of 1801 and the separation law of Church and State in 1905. School must be neutral and nondenominational. For example, religion does not constitute a teaching subject, teachers do not have the right to talk of their personal beliefs and all religious propaganda is banned within the school establishment. The law 2004-228 of 15 March 2004 stipulates that "in state schools, collèges and lycées, pupils are forbidden to wear signs or clothes which conspicuously show any religious affiliation."


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	** social and civic skills;		** social and civic skills;
	** independence and initiative.		** independence and initiative.


	* Personalised academic achievement programmes (PPRE)		* Personalised academic achievement programmes (PPRE)

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	* Defining the common core		* Defining the common core
	The education system must provide each student with the necessary means to acquire a 'common core' of knowledge and skills which are essential in order to do well at school, continue one's studies, build one's personal and professional future and succeed in life and society. The seven major skills that schools undertake to impart are: proficiency in French; knowledge of a foreign language; background in mathematics and science; openness towards information technologies; knowledge of the humanities; social and civic skills; independence and initiative.		The education system must provide each student with the necessary means to acquire a 'common core' of knowledge and skills which are essential in order to do well at school, continue one's studies, build one's personal and professional future and succeed in life and society. The seven major skills that schools undertake to impart are:
			** proficiency in French;
			** knowledge of a foreign language;
			** background in mathematics and science;
			** openness towards information technologies;
			** knowledge of the humanities;
			** social and civic skills;
			** independence and initiative.


	* Personalised academic achievement programmes (PPRE)		* Personalised academic achievement programmes (PPRE)

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The current priorities of the ministry responsible for national education are conveyed in a series of measures in accordance with the law of 23 April 2005. This involves, in particular:

* Defining the common core
The education system must provide each student with the necessary means to acquire a 'common core' of knowledge and skills which are essential in order to do well at school, continue one's studies, build one's personal and professional future and succeed in life and society. The seven major skills that schools undertake to impart are: proficiency in French; knowledge of a foreign language; background in mathematics and science; openness towards information technologies; knowledge of the humanities; social and civic skills; independence and initiative.

* Personalised academic achievement programmes (PPRE)
PPRE will be implemented to benefit pupils who do not meet the requirements of the common core via an individualised project which refines the types of support available at school and at home. It allows the progress of pupils to be assessed regularly. In the 'priority education' areas, these measures are combined with existing measures.

* Revival of priority education
The priority education policy, implemented in 1981, aims at repairing the effects of social, economic and cultural inequality by reinforcing educational efforts where school failure rates are the highest. In 2006, this policy was re-launched with new foundations following serious disruptions of public order in autumn 2005 in some underprivileged neighbourhoods. The objectives of priority education have been redefined and resources have been redistributed.

* Giving marks for school life
Teaching pupils to have a sense of civic responsibility is one of the major challenges for the education system. Giving marks for school life (note de vie scolaire) is part of this educational approach at collège. It becomes an element of pupil’s evaluation in itself.

* The development of apprenticeship
Within the framework of the policy for commitment to employment and social cohesion, the government plan is to increase the total number of apprentices over the next five years from 370 000 to 500 000. Introductory courses may be offered, in particular to pupils over the age of 14 who make the request, in order to allow them to acquire the common core of skills and knowledge and at the same time learn through practical placements.

* Improving education for disabled pupils
Actions to improve education for disabled pupils are reinforced by the 11 February 2005 law concerning equal rights and opportunities, participation and citizenship of disabled people. This law has been in force since 1 January 2006, and asserts the right of disabled pupils to education, as well as the responsibility of the education system to guarantee continuity in schooling for all pupils.

* Teacher training
Teacher training is an important responsibility which the state has bestowed on universities. On one hand, the specifications for teacher training emphasize the importance of professional training with practical placements and periodic assessment, and on the other hand, they define the 2 main missions of a host school, ''collège'' or ''lycée'' for trainee and new teachers. This involves creating an environment of support for trainee and new teachers, guiding them in their mission as state employees.

''Adapted from'' : [http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_FR_EN.pdf National summary sheets on education systems in Europe and ongoing reforms-2007]

Moreover secularism is an important principle in French education. It is based on the Napoleonic concordat of 1801 and the separation law of Church and State in 1905. School must be neutral and nondenominational. For example, religion does not constitute a teaching subject, teachers do not have the right to talk of their personal beliefs and all religious propaganda is banned within the school establishment. The law 2004-228 of 15 March 2004 stipulates that "in state schools, collèges and lycées, pupils are forbidden to wear signs or clothes which conspicuously show any religious affiliation."