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France:Organisation of General Upper Secondary Education

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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

Types of Institutions

General upper secondary education institutions are called lycées d’enseignement général et technologique (lycée providing general and technological education, or LGT). They form the unique structure that provides education of the general and technological type.
The LGT comprises three years of study:

  • the first year, called "second general and technological class", which is common to all of the pupils that are registered in the LGT. There are also specific second classes, which prepare for the brevets de technicien (technician's diploma, or BT) and for the technological baccalauréats for the hotel industry and music and dance techniques;
  • the second and third years, called "1st class" and "final year", where pupils follow common education but also choose education that is specific to each of the series in the general or technological path.


In addition to the LGT which depend on the Department for National Education, there are agricultural general and technological education lycées, which depend on the Department of Agriculture, which provide preparation more specifically for certain technological baccalauréats or for the brevet de technicien agricole (agricultural technician's diploma).

General and technological education lycées are "local public-sector schools" (EPLE), a category of public institutions that depends on the Department of Education. As such, they are artificial persons and have autonomy in terms of administration, finance and pedagogy, within the limits provided for by the legislative and regulatory texts. The Board of trustees (the institution's deliberating body) on the report of the proviseur (school head) sets the principles for implementing the pedagogical and education autonomy that the institution has and the rules for organising it. It approves the budget and the school project.

The material operation of the lycées (construction and maintenance of school buildings, school transport, grants for equipment, recruitment and management of TOS personnel, etc.) is provided by the regions.

French Code of Education: book IV, title II

Geographical Accessibility

The territory of each académie is divided into sectors and districts. Art. D211-10 of the French Code of Education establishes that "school districts correspond to the catchment areas of the lycées. The pupils in the school sectors that they group together must be able to obtain a variety in the education that is sufficient to allow for the proper operation of the orientation. However, some education and certain professional specialties, due to their specificity, are subject to locations that only correspond to catchment which is either national, common to several académies, or for the académie".

In accordance with Art. D 211-11: Collèges and lycées receive the pupils that reside within their catchment area. The académie director, head of the départemental services for National Education, determines for the beginning of each school year the maximum number of pupils that can be received in each institution according to the facilities and the means that it has".

With regards to the operation of school transport, this is organised and financed by the local authorities which define the specific regulations.

Choice of School

The choice of the upper secondary education institution is conditioned, on the one hand by the pupil's orientation decision taken at the end of collège, and on the other hand, by the rules of the school map.

Indeed, at the end of 3rd class the pupil is directed either towards the general and technological path or towards the professional path. The orientation decision is the responsibility of the school head and is taken after the class council; it is subject to recourse through appeal to a commission presided by the académie director.
More precisely, the pupil is directed towards one of the following programmes:

  • the second general and technological class or the second special system classes, which prepare for the brevets de technicien (technician's diploma, or BT) and for the technological baccalauréats;
  • the second professional class which forms the first year in the three-year preparation cycle of the professional baccalauréat;
  • the first year of the two-year cycle leading to one of the specialties of the certificat d'aptitude professionnelle (professional aptitude certificate, or CAP).


Once the orientation decision has been made, the pupil will be enrolled in the institution (general and technological lycée or professional lycée) of his choice, according to the conditions provided for by the school map.

Admission Requirements and Choice of School

There are no examinations to access public upper secondary education (general or professional), as the first year of lycée is part of the compulsory education curriculum.

As this is an enrolment in a private lycée under contract, the enrolment is carried by the parents directly with the chosen institution, in the orientation path decided at the end of collège.


Age Levels and Grouping of Pupils

The general and technological lycée is organised into three years and two pedagogical cycles:

  • 1st year: second class – determination cycle;
  • 2nd year: first class – ending cycle;
  • 3rd year: ending class – ending cycle.


Each level of education corresponds to a theoretical age group: in second, the pupils are on the average 15 to 16 years old, in first, 16 to 17 years old and in the ending year, 17 to 18 years old.

The second class is a common education class; all of the pupils enrolled in the LEGT are grouped together into various divisions or classes. They are grouped together into separate classes only in cases of optional education.
In first and final year class, the education provided includes subjects that are common for all of the pupils and subjects that form the specificity of each "series", i.e. the specific school programme that results in obtaining a particular baccalauréat. The pupil changes group-class according to the specific education that he chooses.


Organisation of the School year

The principles that apply in developing the school holiday calendar are defined by Article L. 521-1 of the French Code of Education; they are the same for the primary, lower secondary and upper secondary levels.


Organisation of the School day and week

In accordance with Article R421-2 of the French Code of Education, the secondary education institutions (collèges and lycées) benefit from autonomy in organising the school time and the methods for school life, as well as in the use of allowances in terms of education hours made available to the institution in compliance with the obligations resulting from the regulatory hours". The organisation of the school day and week therefore varies from one institution to another.
The weekly time schedule falls between 27 H and 32 H. The organisation of the education is based on course time sequences of 55 minutes with a 5-minute interval between classes.