France

by Daniela Proli, SCIENTER
original general and HE-related information by Gregory Lucas and Widad Benhabiles. with additional contributions by other members of Re.ViCa

For university-related material and CNED see France from Re.ViCa

For OER policies and projects in France see France/OER

For entities in France see Category:France

France in a nutshell

(map cf: Eugris)

France is a country whose metropolitan territory is located in Western Europe and that also comprises various overseas islands and territories located in other continents. After Russia, France is the largest country in Europe (643,427 km² with its overseas départements). With a population of over 63 million inhabitants, France is the second most populous country in Western Europe (after Germany). Its territory is split into (administrative) regions. 22 of them are in Metropolitan France (the part of the country that is in Europe).

French is the official language of France, but each region has its own unique accent; in addition to French, there are several other languages of France traditionally spoken, although use of these languages has greatly decreased over the past two hundred years. French is also an official language in 41 countries, most of which form what is called in French La Francophonie, the community of French speaking nations.

Education in France

Education in France is compulsory and free of charge from the ages of 6 to 16; it includes five years of primary education (in primary school) followed by five years of secondary education: four years in collège (lower secondary education) followed by the 1st lycée year (upper secondary education). After this, pupils can continue up to the final lycée year (which theoretically corresponds with the age of 17/18) and enter higher education. Access to a higher education cycle depends on passing a State examination which awards a national diploma, the baccalauréat.

As a whole, the French education system is currently organised as follows: Primary education, which includes:

• Pre-primary education: more widely known as école maternelle. Primary education is optional and free for all French and foreign children aged 3 to 6 years old. 2 year-olds can also be admitted depending on the number of available places. Although optional, pre-school, which currently accommodates for nearly 100% of children from the age of 3, is now part of the normal curriculum of pupils. Nursery schools are indeed schools in the full sense with programmes of teaching and learning activity. The main educational areas of activity contribute to the overall development of children and prepare them for ‘elementary’ school.
• Primary school, compulsory and free for all pupils aged 6 to 11/12. The ‘elementary’ school curriculum concentrates on the basic skills of reading, writing and arithmetic, as well as on physical education (normal motor skills, etc.) and enhancing awareness and sensitivity.Transition to secondary education is automatic and subject to no examination.

Secondary education, which includes:

• Collège (lower secondary), compulsory and free for pupils aged 11 to 14/15. At the end of the final year (troisième class), a national diploma is awarded, the brevet, which assesses the knowledge and skills acquired in collège. The lower secondary education curriculum consists of eight or nine compulsory subjects depending on the year of study, and becomes increasingly diversified with the inclusion of optional subjects. Pupils do not have to pass this examination to move up to lycée.
• Lycée (upper secondary), free for pupils aged 15 to 18. At the end of collège, pupils can continue their education in a general and technological lycée or a vocational lycée. The general curriculum prepares pupils for the general baccalauréat and extended higher education. The technological curriculum prepares them for the technological baccalauréat and technological higher education. The vocational curriculum offers a concrete education in connection with businesses and trades. The Vocational lycée prepares for a Certificat d’aptitude professionnelle (C.A.P. or vocational training certification) in two years or a vocational baccalauréat in three.

higher education, organised, since 2002, into 3 Licence years, 2 Master years and 3 Doctoral years, in accordance with the European architecture of qualifications.

Post- secondary non tertiary education is almost non-existing in France. However there are two diplomas which can be obtained without a baccalauréat and leading to access higher education. These are respectively

• The diploma of Capacité en Droit, delivered by universities after two-years of education and targeted to people of 17 years of age. Its completion allows to access higher education as well as to enter directly the labour market.

• DAEU Diplôme d’accès aux Études Universitaireaddressing those who left education without a baccalaureat at least two years before and are 20 years with 2 years of work or at least 24. The DAEU entails one year of education and is delivered after an exam organized by the university, which then permit to enter higher education

See also http://www.education.gouv.fr/pid8/le-systeme-educatif.html

Further and Higher education

Please visit this external Wikipedia page for a full List of HEIs in France

Obtaining the baccalauréat is a pre-requisite to being admitted to an institution of higher education. The baccalauréat is a diploma that acknowledges the successful completion of secondary education and the first level of university studies. This is a very important feature of the French education system, one which has several consequences, particularly with regard to university studies and student orientation during the premier cycle (first cycle) at university.

There are four types of programmes in the French tertiary education system:

• University education,
• Preparatory classes for grandes écoles,
• Higher technical education sections,
• Specialised schools or grandes écoles.

Then, depending on the duration involved, there are two types of studies :

• Shorter technical and vocational studies undertaken in university technology establishments (Instituts Universitaires de Technologies) leading to the DUT: Diplôme Universitaire de Technologie), the universities (leading to the DEUST: Diplôme d'Etudes Universitaires Scientifiques et Techniques) or higher secondary establishments (leading to the BTS: Brevet de Technicien Supérieur). Entry into these channels is based on a selection process and account is taken of pupils' record of achievement during their secondary schooling.

• Lengthier studies undertaken at a university or one of the "Grandes Ecoles" (to which entry is after two years of preparation in the Classes Préparatoires aux Grandes Ecoles (CPGE). After admission into these schools, the studies themselves generally last three years and lead to the "diplômes d'écoles". There is no selection for entry into university. Universities issue generic qualifications and also vocational qualifications. Teacher training is also undertaken at university.

Higher education in France also has specialised schools, recruitment being based on the baccalaureate, competitions or dossiers. They concern the paramedical sector (nursing schools, physiotherapists, etc.), the social sector (schools for specialised educators, social assistants, etc.), the arts sector or architecture. Studies vary in duration and lead to state-recognised diplomas or specific school diplomas.

These categories can also be broken down further into:

• those which can be accessed directly with a baccalauréat or an equivalent diploma, involving no pre-entry selection process: university programmes, with the exception of university institutes of technology;

• those which are accessed through a pre-entry selection process: preparatory classes for grandes écoles (CPGE), higher technical education sections (STS), Instituts Universitaires de Technologie (IUT or University institutes of technology) and specialised schools. Selections are made based on an admissions application. The type of baccalauréat earned and the marks obtained by the pupil in the last two years of lycée are determining factors;

• those for which the selection process occurs after the student has obtained a licence. This is the case for IUFM (university teacher training institutes) programmes, Grandes écoles recruiting by competitive examination following two or three years of preparatory classes (CPGE mostly).

Adapted from : the Information Database on Education Systems in Europe; The Education System in France 2007/08

Teacher training is provided at Instituts universitaires de formation des maîtres (IUFM) after 3 years of post-baccalauréat studies. Access to the profession for all levels of education takes place by means of a competitive examination, followed by a practical placement which must be validated by a certificate of competency or successful performance in a professional qualification examination. Those who are successful in competitive examinations for permanent posts are offered teaching positions in an académie.

Two categories of teachers exist at the level of higher education: 1) research teachers: lecturers and university professors who have the dual task of ensuring the development of basic and applied research and of conveying the resulting knowledge to students. They are permanent state employees; 2) other higher education teaching staff: associate or guest professors; second-degree teaching staff in higher education; professors who teach classes préparatoires (CPGE); assistant teachers (which is disappearing); temporary teaching and research assistants; foreign language teachers and lecturers; part-time lecturers and part-time staff.

Adapted from : National summary sheets on education systems in Europe and ongoing reforms-2007

The amount of the enrolment fees is set each year jointly by the ministry in charge of higher education and the ministry in charge of finance. In the context of the organisation of the European higher education programme, ( LMD) tuition fees have been revised and standardised in order to facilitate student orientation. A single fee has been introduced for each course of study: 165 euros for a licenceprogramme, 215 euros for a master’s programme and 326 euros for a doctoral programme (rates valid for the 2007/2008 academic year). Engineering and paramedical programmes maintain their own registration fees. For engineering degrees, the annual tuition rate for public institutions of higher education under the authority of the Ministry of Higher Education has been set at 512 euros.

Some establishments require additional payments (special fees), which are set by its board of administration. These usually range from 10 €-30 €, but can go as high as 100 € for some services, such as unlimited computer access. Additional fees cover preventive medical costs, athletic and cultural activities, photocopies, and, in some universities, student reception services. A breakdown of fees paid is listed on the student’s university card.

The cost of certain special programmes, like the diplôme d’université(DU), is almost entirely paid for by the student, ranging from 80 € to 650 € (rounded figures valid for the 2005/2006 school year) depending on the course of study. These costs are either mandatory or optional depending on the school. Some universities do not charge them.

Universities have no legal right to increase the national registration fees through additional charges. French law gives schools the possibility of requesting additional fees, but specifies that the request must be clearly indicated as optional.

In France, students benefit from several types of financial aid: scholarships, accommodation and food aid and other financial aids. Since 2001, the proportion of scholarship students in higher education has remained stable at 30%. In 2005, 522,000 students benefited from national education grants (i.e. 1.3% more than in 2004) for a total amount of 1.3 billion Euros. Students benefiting from scholarships based on social criteria represent 95% of supported students.

In September 2007, the minister in charge of higher education presented a "new structure for the funding of student life". This new system, established as part of the "students’ living conditions" project, aims at correcting the injustices and insufficiencies of the current system and recognising students’ merit and international mobility.

Universities in France

French universities are organized by academy because this is how the French educational system is organized. France is divided into thirty-five academies, of which thirty-one host the principal administrative seats of universities. Although the rectors or vice-rectors who head the academies do not have administrative control over the universities, the division into academies is nonetheless important because it governs admissions. Students in France have the right to be admitted to a university in the academy in which they passed the baccalauréat, and in some cases to a university in another specified academy.

From Wikipedia, the free encyclopedia List of public universities in France

Scientific, cultural and professional institutions (EPCSCP): since the enactment of the 1984 Savary law, there are a total of 82 EPCSCPs, thee of which are national polytechnical institutes (INP) in Grenoble, Nancy and Toulouse.

Since 1984, they have been organised into training and research units (UFR). They also include internal institutes and schools such as university institutes of technology (IUT), created in 1966, and professional university institutes (IUP), created in 1994.

Polytechnics in France

The National Polytechnic Institutes or Instituts Nationaux Polytechniques (INPs) in France are three consortiums of grandes écoles that offer engineering degrees. They were established in 1970. They are classed together with French universities although they are quite different from the public universities, both in their organization and in the fact that they have competitive admissions.

The three institutions are:

• The National Polytechnic Institute of Toulouse (Institut National Polytechnique de Toulouse or INP Toulouse)
• The Grenoble Institute of Technology (Institut National Polytechnique de Grenoble or INP Grenoble)
• The National Polytechnic Institute of Lorraine (Institut National Polytechnique de Lorraine)

Universités de Technologie

Universities of Technology are public institutions awarding degrees and diplomas that are accredited by the French Ministry of Higher Education and Research. Although called "universities", the universities of technology are in fact non-university institutes (écoles extérieures aux universities) established since 1972.

They possess the advantage of combining all the assets of the engineering Grandes Ecoles and those of universities as they develop simultaneously and coherently three missions: education, research and transfer of technology.

They maintain close links with the industrial world both on national and international levels and they are reputed for their ability to innovate, adapt and provide an education that matches the ever changing demands of industry.

This network includes three institutions:

• The University of Technology of Belfort-Montbéliard (Université de Technologie de Belfort-Montbéliard or UTBM)
• The University of Technology of Compiègne (Université de Technologie de Compiègne or UTC)
• The University of Technology of Troyes (Université de Technologie de Troyes or UTT)

Grandes Ecoles

In France Grandes écoles or Graduate schools (literally in French "Grand Schools" or "Elite Schools") are higher education establishments outside the mainstream framework of the public universities system. Unlike French public universities which have an obligation to accept all candidates of the same region who hold a Baccalauréat, the selection criteria of Grandes écoles rests mainly on competitive written and oral exams, undertaken by students of dedicated preparatory classes. They do not have a large student body (3,000 at the largest establishment; most have a few hundred students each year) and are generally focused on a single subject area, mainly engineering, business or humanities. They have traditionally produced most of France's high ranking civil servants, politicians and executives as well as many scientists and philosophers.

Education reform

Schools

mainly sourced from Eurydice

The principal objectives of the reforms undertaken by the ministry of National Education in the last years were to improve the performance of the education system, prevent early drop-outs and give all pupils a chance of success. To do this, a number of systems have been implemented at the beginning of the 2009 school year:

• At pre-primary education level, measures have been implemented so that pre-school education can play a role in the fight against social inequalities, by preparing all pupils for primary education. Among these measures are the creation of 100 new national education Inspector positions in charge of pre-school and the introduction, in each pupil’s school record book, of a skills assessment at the end of pre-school, with a view to reinforcing the evaluation of pupils’ acquired skills at this stage.
• At primary education level, the guidelines of the primary education reform initiated in 2008 were fully implemented at the beginning of the 2009 school year, notably with regard to the aid and support systems designed to ensure the success of each pupil.
• At lower secondary education level (collège), new programmes, published in August 2008, were implemented at the beginning of the 2009 school year. They respond to the need to take into account the common foundation of knowledge and skills stipulated by the decree of 11 July 2006, and to guarantee continuity with the primary education programmes in effect since the beginning of the 2008 school year. The common base of knowledge and skills was launched in July 2006. It has been defined as the body of knowledge and skills which the French system is committed to imparting to children in the course of compulsory education. The text is based on seven major skills or pillars. Each pillar is divided into knowledge, abilities, and attitudes. The seven pillars are:

1. Mastering the French language 2. Speaking a modern foreign language 3. Acquiring basic knowledge in mathematics and science 4. Developing a humanist culture 5. Mastering common ICT 6. Acquiring social and civic skills 7. Developing autonomy and initiative As of September 2009, the evaluation of the acquisition of the foundation was extended to all institutions

• At upper secondary education level (lycée), the vocational curriculum has been renovated to raise young people’s qualification level and limit the number of those leaving the education system early and without a qualification. A reform of upper secondary schools was launched in September 2010. The reform aims at providing more guidance to students in their three years of upper secondary school. In their first year (age 15), along with basic compulsory subjects, all students must follow an economics course and can choose an extra subject. They also have two hours of guidance and two hours of tutored work. Languages and cultural knowledge are also emphasized. More information on the reform can be found at: www.education.gouv

The 2009-2010 school year was also marked by the implementation of reforms throughout the education career, relating to:

• the standardisation of the cross-sectional teaching of art history in collège and lycée, in order to reinforce the cultural and artistic education of all pupils.
• the development of pupil guidance systems: the “trade discovery” course experimented in 2008-2009 has been extended to all pupils from the second collège year (cinquième class) to the final lycée year (terminale class) as of the beginning of the 2009 school year.
• the continuation of the personalised and free educational support throughout the education career (from primary school to the end of secondary school). The objective of this additional education is to give all pupils a chance to succeed. Similarly, the accommodation and support measures designed for disabled pupils have been significantly developed.

For the new academic year starting in September 2011, the main priorities of the Ministry of Education are the following

• Improve acquisitions and results of students in schools, focusing on the common base of knowledge and skills
• Propose more individualized school paths, including students with disabilities and school for reinsertion
• Support students in their choice with orientation and guidance
• Make the school a place of life for all, including the idea of an educational project for each students, the prevention of ESL, education in Arts, music, sports and Health, and the development of enjoyable school environment where to learn
• Accompany teachers (including on-line resources)

see http://www.education.gouv.fr/cid55978/priorites-de-la-rentre-2011.html

Administration and finance

Schools

sourced from Eurydice

The French education system has been historically extremely centralised. By deciding to transfer to the local government a certain number of powers and responsibilities up until then exercised by the State, France has since 1982 committed to an important decentralisation programme which has deeply modified the respective areas of responsibility of the State public administrations and the local governments. However, the State retains an important role. It remains guarantor of the public service’s proper operation and of educational coherence. As such, it continues to define pedagogical framework and educational curricula, and it continues to ensure, as in the past, recruitment, training and management of the teaching staff in public education, which admits more than 80% of the pupils. It also ensures the training and management of teachers in private education under contract and assumes the operating costs of private institutions within this framework. Each local government has more specific responsibility for a certain type of educational institution: the municipality is responsible for the schools; the department for the collèges and the region for the lycées. Since the decentralisation law of 13 August 2004, the départements have become owners and are responsible for the operation of the collèges and the regions of the lycées. School education comes under the ministry responsible for education throughout the country. Free public-sector provision exists alongside education offered by private schools, the great majority of which have entered into a contract with the State enabling it to assume responsibility for teacher remuneration and also in most cases, as a result of so-called contrats d’association (‘association contracts’), the functioning of the school concerned. Notwithstanding certain decentralisation measures under which responsibility for the construction and maintenance of public-sector school buildings has been entrusted to the local area authorities, the central government has retained a decisive role in the area of educational policy. The ministry responsible for national education draws up in detail the curriculum for each subject and level of education, and provides guidelines for teaching without however obliging teachers to adopt a particular method. It administers the recruitment, training and management of teaching staff, determines the status and regulations of schools running, allocating them their appropriate quota of staff. The ministry also organises examinations and awards national qualifications, in particular the certificate baccalauréat which testifies to the satisfactory completion of secondary schooling.

In order to implement this policy and accomplish its numerous management tasks, the ministry has ‘external’ administrative departments known as académies. France is thus divided into 30 such académies each headed by a rector acting directly on behalf of the minister. An académie is the administrative level enabling the regional application of education policies as defined by the government. It allows action to be taken according to local contexts in collaboration with territorial communities: communes for primary education, départements for collèges and régions for lycées.

Within the overall system established at national level, schools are to some extent independent as regards their administrative and teaching activity and, at secondary level, their financial affairs too. In practice, this relative independence is expressed in a plan for each school, known as a projet d’école and projet d’établissement at primary and secondary levels respectively.

Quality assurance, inspection and accreditation

Schools

mainly sourced from Eurydice

The French educational system is supervised by several inspectorates. Three general inspectorates are entrusted with very broad responsibilities for evaluation at national level in addition to two regional inspectorates, one that visits primary schools and monitor the performance of teachers, and one responsible for marking and assessing school teachers at secondary level. Together with its tasks of evaluation and animation of the system, the general inspectorates have the role of informing and advising the Ministry of Education.

These inspectorates agencies are

• IGEN: Inspection Générale de l’éducation national, under the authority of the Ministry of Education and responsible for the overall evaluation of the education system. This evaluation include school institutions, the different types of training, the contents of education, programmes, pedagogical methods, means adopted and schools results. It also disseminates good and innovative practices, in particular at pedagogical level, by publishing every year a report on the state of art of education.
• IGAENR : Inspection Générale de l’adminstration de l’education nationale e de la recherche, is in charge of examinining and evaluating the structures of the school network, their adequacy and consistency with education needs , their equipment, recruitument, the organisation and management of institutions and the management of financial resources allocated by the Ministry.
• IGB: Inspection Générale de Bibliothèques, a service of control and advice placed under the direct authority of the Ministry of higher education and research, which has a competence of libraries of higher education institutions and those falling under the Ministry of Culture.

At regional level, the evaluation of the education system in in the hand of territorial inspection bodies, under the authorities of the regional academies, in direct relationship with the national inspectorate. These territorial inspection bodies include:

• The regional pedagogical inspectors (IA-IPR), responsible for general and technologic education of lycées and colleges
• The Inspectors of national education (IEN), covering all the others education area.

Quality Assurance of the use of ICT in school

sourced from EUN

ETIC (Enquête sur les Technologies de l’Information et de la Communication) is a regular annual national survey of ICTE (SDICTE). It is conducted in primary and secondary schools. It aims at providing indicators on equipment, infrastructure, human resources, digital services, safety, teacher training, and more. The indicators are used:

• to organise information about ICT in schools
• to analyse the evolution of the situation regarding ICT
• to compare ICT policies at different levels (regional, etc.)

They are used by the local authorities, when they need information before equipping schools. A report commissioned by the government to help schools enter the digital age was published in February 2010: http://www.reussirlecolenumerique.fr/

Information society

Today, all the news concerning information society in France can be retrieved at http://www.internet.gouv.fr/

In 1998, only 2 percent of the French population used the Internet. That year, the French government launched a program to “prepare the entry of France into the Information Society” (PAGSI). The 218 measures of the PAGSI plan addressed needs in six key areas of ICT development—education, culture, business, local technological innovation, government services, and regulation.

In 2002 another plan was launched, called RE/SO 2007 "Pour une REpublique numérique dans la SOciete de l’information"

ICT in education initiatives

Responsibilities of ICT integration in the education system

The Department of Information and Communication Technology in Education (SDTICE) is in charge of coordinating IT development in education. The mission of the department is:

• Encouraging teaching practices using ICT;
• Developing school equipment;
• Creation of networks;
• Teacher training;
• Helping production, distribution and creation of multimedia resources;
• Supporting the product and services industry

At regional level, the académies, regional structures of the Ministry of Education, are in charge of implementing national directives and policies. The regional education authority gives impetus to the development of Information and Communication Technology. It coordinates the different levels of teaching and establishes partnerships with local and regional authorities, companies, other administrations and organisations. The ICT advisor (CTICE) oversees the actions related to ICT in regional education authorities and coordinates the various networks of people and partners involved in educational policy, notably the network of subject leaders and the network of persons dedicated to primary education. The ICT advisor is engaged by the recteur, who has the overall responsibility for the académie. Each académie covers several départements.

Primary school buildings, equipments, and digital services are funded by town councils. Collèges and lycées buildings and equipments are respectively funded by departments (territorial subdivisions) and regions (territorial divisions). As concerns digital services, the responsibilities are shared between local governing authorities and the central government.

Overall the ICT policy in education:

• propose and implement measures for increasing the use of the internet and ICT;
• Provide training for families, children and the general public;
• Streamline the measures already established by government and public institutions;
• Support regional authorities and private partners;
• Maintain and coordinate public internet access areas;
• Encourage the distribution of information and exchanges between public and private players.
• Prepare and implement the guidelines for the development of information and communication technologies for educational purposes in schools and higher education;
• Monitor higher education establishments, particularly during the assessment of the ICT sections in the context of the four-year contracts;
• Steer ICT training schemes;
• Support the production of digital resources;
• Establish partnerships and agreements with regional authorities and companies;
• Supervise all ICT sections of the SCEREN/CNDP (National Centre for Educational Documentation and its network) and the National Distance Learning Centre (CNED).

Current National Programmes

The SDTICE (Department of Information and Communication Technologies) belongs to both the Ministry of National Education and the Ministry of Higher Education and Research. It runs the following programmes:

Infrastructure and Services Programme The programme aims to provide the educational community with the infrastructures and services necessary for supporting the development of ICT practices. Its objective is to ensure that everyone, and in particular every student and teacher, can benefit – whether in teaching or learning – from a work environment adapted to their needs (virtual offices or electronic school bags) and within the scope of their activities, and can receive assistance as and when required. To reach these objectives, local education authorities (académies) and local governing authorities (“communes”, “départements”, “régions”) are invited to establish partnerships and adopt a global approach taking into account all the actions deemed necessary to ensure the development of the use of ICT, and set up agreements defining their respective parts and responsibilities.

Digital Resources for teaching and learning in schools and in higher education Programme . This programme supports the production and distribution of quality digital educational content for pupils, students and teachers. Its aim is to strengthen the place of France – and by extension, that of Europe – in the knowledge industries.

ICT Uses in Education Programme The objectives of this programme are to:

• Develop ICT use that is adapted to needs, in all school subjects, at all educational levels
• Encourage the production and sharing of educational uses
• Organise the transformation of French digital campuses into “areas of excellence”: the Thematic Digital Universities (UNT).

ICT Training and Support Programme. This programme aims to broaden and systematise ICT training, and to support actions targeting the entire educational community: trainers, teaching staff and support staff. These actions are also directed at young people through the general adoption of the IT and Internet Proficiency Certificate in schools. The aim is a real integration of ICT in different subject areas and educational activities, which presupposes acquiring a command of both the ICT tools and the proficiencies specifically linked to the new professional skills that are being developed. This programme is intended to experiment with and promote new training environments, thereby allowing the individual or group projects organised by teachers to be more readily and effectively implemented.

Quality, Awareness and Promotion Programme This is a cross-sectional programme designed to support the management of projects and to assist the initiatives launched by the SDTICE.

Virtual initiatives in schools

Éspace Numerique de Travail (ENT)

L'Éspace Numerique de Travail (ENT) - Digital Workspace (DW) - is a complex of online services at the disposal of the educational community by the school institutions. This way it constitutes the information system of the institution, by offering to each user (teachers, students, parents and school staff) a personal space which includes what is needed for working, learning or accompanying the learning processes of students. Students, teachers, parents and community can access their digital workspace from whichever computer. They can find there information on school life, parts of courses made available by their teachers, exercises etc. Two important examples are the Strasbourg and Clermont-Ferrand authorities, who have set up the programme in all of their middle and secondary schools. In 2009, 600 schools had digital workspaces, with 700, 000 opens accounts. The priorities for 2010 were:

• Compliance with existing ENT solutions outlined in the Digital Workspace Development Plan
• Assessment of the use of ENT
• Integration of new digital services with high educational value.

Status of development of ENT in Lyceés in April 2011

Status of development of ENT in colleges in April 2011

List of projects on ENT for each academie

see http://www.educnet.education.fr/en/progress-report-2008-2009%20

Beneyschool

As an example of ENT, the Beneyschool is the first ENT accessible and free of charge dedicated to partnerships between classes of primary schools.

École numerique rural

A new plan for the development of ICT in 6,700 rural schools was launched in February 2009. 67 million euros are being allocated to schools in rural communes (with fewer than 2,000 inhabitants) for the acquisition of laptops, interactive whiteboards and software, in order to reduce the digital divide between rural and urban schools. The 6,700 “rural digital schools” have been equipped with high-speed internet access. Teachers are trained to use digital resources from a national platform to which they are also expected to contribute. The 6,700 schools receives €1,000 each to buy digital resources. A dedicated portal http://www.catalogue-ecolenumerique.education.fr/catalogue/public.html provides information on the digital resources, that can be ordered from the portal. Moreover pedagogical scenarios are produced and exchanged through PRIMTICE (the portal of resources for primary education)

The PrimTICE portal

The PrimTICE portal presents and advertises digital resources and pedagogical scenarios for primary education. It integrates the contents already available on the Prim-TICE platform (a directory of several hundred teaching scenarios involving the use of ICT, from reception classes to Cycle 3 – the third stage of primary education in France) on the USB keys given to all new teachers and on SIALLE, the educational software information and analysis service. It also provides information on other aspects of ICT actions at the primary level of education such as training, equipment, the C2i (ICT certificate) and the ENR plan (plan for the development of ICT in rural schools)

EDUbases

EDUbases are resource banks for secondary education, containing pedagogical scenarios. They are dedicated to disciplinary and multi-disciplinary teaching. The scenarios are written by teachers, for teachers. Before publication, they are validated by the Inspectorate. Coordinated at national level by Éducnet experts, the education authorities’ subject-specific networks provide all users with documents, contributions from teachers, teaching sequences, programme ideas and other resources. Users make a specific request to gain access to databanks of shared practices called EDU'bases. Each subject-specific website offers a general search function as well as pre-defined searches by education level, programme theme, and activity related to ICT use (B2i, multimedia resources, etc.). Some of them offer RSS-type information channels. The education authorities continue to develop these practice databanks. As of January 2009, the databanks offered 13 subject areas and over 11,000 resource descriptions for teachers.

User generated content and use of web 2.0 in schools

There are blogs/spips (Système de Publication pour l’Internet Partagé or Participatif) in some schools. These arise from schools’ initiatives and are encouraged by the local education authorities. Blogs and their rapid expansion are seen as having educational value, allowing young people to express themselves on a multimedia basis and also exchange information using RSS channels.

The “Digital textbooks available on virtual learning environments” experiment

Since September 2009, the Ministry of Education has been carrying out an experiment in 12 académies (local education authorities – there are 30 académies in France). Digital textbooks have been made available on virtual learning environments in order to reduce the weight of pupils’ schoolbags, develop the use of ICT, and help create tomorrow’s multimedia digital textbooks. The project has been established in partnership with textbook publishing companies who have developed new online textbooks. Ten publishing companies now offer full web textbooks on two platforms. The 65 lower-secondary schools that are concerned by this experiment are already equipped with a virtual learning environment and have access to online teaching resources. More than 8,000 pupils in 6ème (age 11) and their teachers, from 21 départements (countysize local authorities) and 12 académies, have online access to the new digital textbooks via six different virtual learning environments and pupils leave their traditional paper textbooks at home. The départements, which already finance the ICT equipment of lower secondary schools, are completing it and ensuring that internet connection speeds are high enough to allow the use of such online textbooks in class. The state, which finances paper textbooks for all lower secondary schools, also contributes €430,000 towards the cost of acquiring the 4-year rights to use those digital textbooks. The académies, through their bodies of inspectors, help ensure the success of the experiment which is to be carried on to the next school level of 5ème (age 12) and is to last five years.

Centre national d'enseignement à distance (CNED)

The Centre National d'Enseignement à Distance CNED - National Centre for Distance Education, is a French public institution under the oversight of the department of education dedicated to providing distance learning material. It was created in 1939 and provides on-line material since the mid-1990s. The 3000 programs it offers range from pre-primary education to university level. At school level, in addition to being the distance education provider for the Ministry of Education, the CNED also offers home packages for subjects that are not taught in school and support courses or summer courses. The Campus Electronique is an open platform of information and pedagogical services on the Internet. Its services include reception and information, assessment and guidance, telelearning, a resource centre, forums, access to networks; the services are accessible from anywhere and at any time through the Internet and via digital satellite.

The services of CNED are also used to ensure access to learning to pupils who for health reasons cannot attend normal school.

Académie en ligne

Create by the CNED in 2009, Academie en ligne proposes free of charge on line courses, covering all years of compulsory education, in all relevant subjects. This service which address both pupils and their family, has been enriched in 2010 with interactive units for primary school and collège. These units provides synthesis of main notions to better memorise them, complementary activities for training on the specific topic, while complete courses are also available.

References

• Eurydice, Fiche nationale de synthèse d’enseignement en Europe et des réformes en cours, France, édition 2010 et des réformes en systèmes
• Eurydice, Organisation of the education system in France 2009/2010
• EUN, Country report on ICT in education, France 2009/2010
• http://education.gouv.fr
• Eurybase, The Information Database on Education Systems in Europe: The Education System in France, 2009/10

Recent reports (last 8 years)

1. ADULT EDUCATION AND OER 2015 COUNTRY UPDATE:France, by Giles Pepler with Anne Boyer, ADOERUP, April 2015, Media:ADOERUP France.pdf

Backlinks

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For OER policies and projects in France see France/OER

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