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France:Assessment in Vocational Upper Secondary Education

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Overview France

Contents

France:Political, Social and Economic Background and Trends

France:Historical Development

France:Main Executive and Legislative Bodies

France:Population: Demographic Situation, Languages and Religions

France:Political and Economic Situation

France:Organisation and Governance

France:Fundamental Principles and National Policies

France:Lifelong Learning Strategy

France:Organisation of the Education System and of its Structure

France:Organisation of Private Education

France:National Qualifications Framework

France:Administration and Governance at Central and/or Regional Level

France:Administration and Governance at Local and/or Institutional Level

France:Statistics on Organisation and Governance

France:Funding in Education

France:Early Childhood and School Education Funding

France:Higher Education Funding

France:Adult Education and Training Funding

France:Early Childhood Education and Care

France:Organisation of Programmes for Children under 2-3 years

France:Teaching and Learning in Programmes for Children under 2-3 years

France:Assessment in Programmes for Children under 2-3 years

France:Organisation of Programmes for Children over 2-3 years

France:Teaching and Learning in Programmes for Children over 2-3 years

France:Assessment in Programmes for Children over 2-3 years

France:Organisational Variations and Alternative Structures in Early Childhood Education and Care

France:Primary Education

France:Organisation of Primary Education

France:Teaching and Learning in Primary Education

France:Assessment in Primary Education

France:Organisational Variations and Alternative Structures in Primary Education

France:Secondary and Post-Secondary Non-Tertiary Education

France:Organisation of General Lower Secondary Education

France:Teaching and Learning in General Lower Secondary Education

France:Assessment in General Lower Secondary Education

France:Organisation of General Upper Secondary Education

France:Teaching and Learning in General Upper Secondary Education

France:Assessment in General Upper Secondary Education

France:Organisation of Vocational Upper Secondary Education

France:Teaching and Learning in Vocational Upper Secondary Education

France:Assessment in Vocational Upper Secondary Education

France:Organisation of Post-Secondary Non-Tertiary Education

France:Teaching and Learning in Post-Secondary Non-Tertiary Education

France:Assessment in Post-Secondary Non-Tertiary Education

France:Higher Education

France:Types of Higher Education Institutions

France:First Cycle Programmes

France:Bachelor

France:Short-Cycle Higher Education

France:Second Cycle Programmes

France:Programmes outside the Bachelor and Master Structure

France:Third Cycle (PhD) Programmes

France:Adult Education and Training

France:Distribution of Responsibilities

France:Developments and Current Policy Priorities

France:Main Providers

France:Main Types of Provision

France:Validation of Non-formal and Informal Learning

France:Teachers and Education Staff

France:Initial Education for Teachers Working in Early Childhood and School Education

France:Conditions of Service for Teachers Working in Early Childhood and School Education

France:Continuing Professional Development for Teachers Working in Early Childhood and School Education

France:Initial Education for Academic Staff in Higher Education

France:Conditions of Service for Academic Staff Working in Higher Education

France:Continuing Professional Development for Academic Staff Working in Higher Education

France:Initial Education for Teachers and Trainers Working in Adult Education and Training

France:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

France:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

France:Management and Other Education Staff

France:Management Staff for Early Childhood and School Education

France:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

France:Education Staff Responsible for Guidance in Early Childhood and School Education

France:Other Education Staff or Staff Working with Schools

France:Management Staff for Higher Education

France:Other Education Staff or Staff Working in Higher Education

France:Management Staff Working in Adult Education and Training

France:Other Education Staff or Staff Working in Adult Education and Training

France:Quality Assurance

France:Quality Assurance in Early Childhood and School Education

France:Quality Assurance in Higher Education

France:Quality Assurance in Adult Education and Training

France:Educational Support and Guidance

France:Special Education Needs Provision within Mainstream Education

France:Separate Special Education Needs Provision in Early Childhood and School Education

France:Support Measures for Learners in Early Childhood and School Education

France:Guidance and Counselling in Early Childhood and School Education

France:Support Measures for Learners in Higher Education

France:Guidance and Counselling in Higher Education

France:Support Measures for Learners in Adult Education and Training

France:Guidance and Counselling in a Lifelong Learning Approach

France:Mobility and Internationalisation

France:Mobility in Early Childhood and School Education

France:Mobility in Higher Education

France:Mobility in Adult Education and Training

France:Other Dimensions of Internationalisation in Early Childhood and School Education

France:Other Dimensions of Internationalisation in Higher Education

France:Other Dimensions of Internationalisation in Adult Education and Training

France:Bilateral Agreements and Worldwide Cooperation

France:Ongoing Reforms and Policy Developments

France:National Reforms in Early Childhood Education and Care

France:National Reforms in School Education

France:National Reforms in Vocational Education and Training and Adult Learning

France:National Reforms in Higher Education

France:National Reforms related to Transversal Skills and Employability

France:European Perspective

France:Legislation

France:Glossary

Pupils Assessment

In the framework of vocational training under school status (in a professional lycée), evaluating pupils all throughout the year is organised primarily in the form of written tests, according to a variable frequency that is generally left to the pedagogical appreciation of the teachers. The pupils' results are sent to the families via the three-month report which contains the results and the comments in the various subjects.

The contrôle en cours de formation (CCF, test during training)


Along with the traditional tests, "tests during training" are organised during the year. The CCF is a method of certification assessment, i.e. an evaluation carried out with the aim of delivering a diploma. The CCF assesses the same skills and knowledge as the ending class, implemented in the same types of activity and with the same data, as the final one-off exams. This test makes it possible to evaluate a pertinent set of skills provided for in a training module, as soon as one or more candidates reach the level required or have had the required and sufficient amount of apprentice training in order to address a summary and certifying evaluation. The CCF is naturally incorporated into the training process. The trainer evaluates, whenever possible and without interrupting this process, those who are deemed as having reached the skills and knowledge required for an evaluation situation.
The objectives of this method of testing are:

  • adapt the evaluation to the diversity of training situations: the CCF is carried out within the very framework of the training, in the institution and in the professional environment. The activities and the evaluation support therefore take the diversity of the equipment used for the training and the specifics of the local context into account;
  • bring the evaluation closer to the act of training: because it takes place during the training and not at the end of the latter, the CCF makes it possible to act retroactively on the training. The evaluation situations can give rise to summaries that assist the candidate in finding his place in the training and provide him with an element of motivation;
  • individualise the evaluation: each pupil is evaluated as soon as he achieves all of the skills that correspond to the situation concerned by the CCF.


Progression of Pupils


The procedures for transitioning from one class to another [>collège] in the professional lycée are the same as in the general and technological lycée. They satisfy the provisions set by the French Code of Education, legislative (L331-8) and regulatory (D331-23 et seq.) portions.
Starting in September 2010, lycées can organise "refresher courses" in order to prevent repeating a year. These courses "are intended for volunteer pupils of the general and technological lycées and professional lycées to whom the class council has recommended taking such courses. These concern pupils from second class to the ending class" (circular no. 2010-010 of 29-1-2010). Institutions can organise these courses during the school holidays and/or during the year, whenever it seems to be necessary.


Certification

At the professional lycée, the main diplomas that can be prepared are:

  • the certificat d'aptitude professionnelle (professional aptitude certificate, or CAP);
  • the professional baccalauréat.


As with all professional diplomas, they are obtained through initial vocational training at the professional lycée (under school status) or through an apprenticeship. They can also be obtained through continuing vocational training. Moreover, within the framework of the validation des acquis de l'expérience (VAE - validation of acquired experience), any person who has been in the workforce for at least three years can also obtain "all or part of a diploma or title for professional purposes" by validating the knowledge and skills acquired from his professional experience, including voluntary work.


The certificat d'aptitude professionnelle (professional aptitude certificate, or CAP)

This is the oldest vocational diploma, created in 1911. It certifies a first level of qualification: it provides its holder with the qualification of a blue-collar or qualified employee. Oriented towards acquiring practical know-how, it allows for immediate integration into professional life. Its main finality is to enter into active life, but it also makes it possible to continue with studies (join a professional first class) in order to acquire a professional Baccalauréat.

The CAP has over 200 specialisms for careers in artisanal trades, production and services. As initial vocational training, it is prepared in two years after the last class in collège.
The CAP can be prepared:

  • via the school path, in professional lycées (LP) or in private technical education institutions. The examination is taken at the end of a two-year preparation curriculum. Some specialisms are also taken during the curriculum of the professional baccalauréat;
  • through an apprenticeship, in the public or private apprentice training centres (CFAs) or apprenticeship sections (SA). Some specialisms can also be taken during the curriculum of the professional baccalauréat;
  • through continuing vocational training, intended for adults who are already in their professional life.
  • it can also be taken by candidates over the age of 18 who have not followed any training.


Examination methods

The examination includes a maximum of seven exams.
According to the category of the candidates (school pupils, apprentices, trainees in continuing education) and the category of the institutions (public or private under contract, apprentice training centres and apprentice sections that are authorised or not authorised for contrôle en cours de formation (CCF, test during training), private institutions not under contract, public institutions of continuing education):

  • the examination can be organised in a global format (the candidate takes all the exams during the same session) or progressive format (the candidate chooses the exams that he wants to take at each session);
  • the method of evaluation can be one-off or take the form of a contrôle en cours de formation (CCF).


The professional baccalauréat

Created in 1985, it certifies the ability of its holder to exercise a highly-qualified professional activity.
The professional Baccalauréat offers 70 specialisms in highly varied sectors (business, services, food services, maintenance, secretariat, accounting, construction, agriculture, etc.) and highly specialised sectors (clock making, jewellery, fashion, etc.).
As initial vocational training, this diploma is prepared in three years after the last class in collège or in two years after a CAP.
The main finality of the professional Baccalauréat is to enter into active life. But, as with any baccalauréat in France, it confers the right to continue studies in higher education.

The professional baccalauréat can be prepared:

  • via the school path, in lycées, primarily professional lycées and agricultural professional lycées, or in private technical education institutions;
  • through an apprenticeship in the public or private apprentice training centres (CFAs) or apprenticeship sections (SA);
  • through continuing vocational training, intended for adults who are already in their professional life.


Examination methods

The examination is comprised of seven required exams. An exam may contain one or more units; in the latter case, each unit is associated with a sub-exam.
According to the category of the candidates (school pupils, apprentices, trainees in continuing education) and the category of the institutions (public or private under contract, apprentice training centres and apprentice sections that are authorised or not authorised for contrôle en cours de formation (CCF, test during training), private institutions not under contract, public institutions of continuing education):

  • the examination can be organised in a global format (the candidate takes all the exams during the same session) or progressive format (the candidate chooses the exams that he wants to take at each session),
  • the method of evaluation can be one-off or take the form of a contrôle en cours de formation (CCF).

A test in the form of an oral exam is provided for candidates who have obtained an average general score greater than or equal to 8 and less than or equal to 10 out of 20 and a score greater than or equal to 10 out of 20 on the exam that evaluates the professional practice.

The results for the first group are known on a date that is decided each year, usually during the first week of July. The students who did not pass the examination but are above 8/20 on average have to go through a second batch of oral examination. The results of the second group are known around the 10th of july. Grades are enough of a proof that the student did pass the Baccalauréat, and thus are a valid certificate to enroll into higher education. There is no official graduation ceremony.

Other specialism vocational diplomas

The additional mention (mention complémentaire, or MC)
This allows for a specialism in certain sectors. This is prepared in one year after certain CAPs and professional baccalauréats and includes 20 specialisms.

The professional brevet (BP)
This is trade diploma which certifies a high qualification and the ability to manage a company. It has 60 specialisms focusing on highly identified trades (carpenter, cook, florist, hair stylist, etc.). It does not allow for access to higher education. It is not prepared under school status but through an apprenticeship or continuing education.

The brevet des métiers d’art (BMA, or art trade diploma)
This is prepared in two years after a CAP in art trades. Trained in innovation and in the conservation of traditional techniques, about 1,500 young people prepare one of the thirteen specialisms of this diploma (arts concerning gilding, jewellery, binding, glass, ceramics, graphics, tapestry, embroidery, woodworking, etc.). BMA holders can work on national heritage works of art.