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France:Other Education Staff or Staff Working with Schools

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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

Education counsellors

Education counsellors are teachers trained to train teachers. They must have a CAFIPEMF (certificate of aptitude to perform the functions of instituteur and professeur des écoles and train teachers) and divide their time between teaching (3/4 of the time) and consulting.
In secondary schools, education counsellors provide guidance to teachers still in training. They can either invite teachers-in-training to sit in on one of their classes to observe or give feedback to trainees teaching their own class (6 hours per week).
The role of education counsellors is to guide future teachers in managing their own classes and in their discipline, and to guide them in their reflections on the profession.
Volunteer teachers are recruited by regional education inspectors for temporary missions. These candidates continue teaching during their recruitment. They are given a number of training courses and informational meetings.


Education assistants

The law n°. 2003-400 of 30 April 2003 created the position "education assistant" to gradually replace both the positions counsellors who work to ensure that pupils have the tools to succeed both in and out of school (MI-SE) and aides-éducateurs, created in 1997 in the context of "youth employment" and whose contracts came to an end in June 2003. Education assistants are recruited directly by the school directors and are given public contracts for a maximum of three years, renewable once.
The law states that education assistants provide assistance at schools, in particular guiding and monitoring pupils, providing for the needs of handicapped pupils and helping them get integrated – including after school hours. They can be temporarily transferred to local administrations to assist with educational, cultural and athletic activities to be organised at the schools. The modifications introduced by the decree of 4 April 2008 give education assistants the possibility of participating, beyond the educational, sporting, social or cultural activities already stipulated, in artistic activities outside teaching hours.
Homework and lesson aid has also been added to the list of functions open to education assistants, enabling them to intervene as part of the educational support process.

Pedagogical assistants

In order to reinforce the support of pupils experiencing difficulties, pedagogical assistants have been recruited to work in sensitive institutions or institutions located in difficult areas, notably the "ambition success" network grouping together collèges and primary schools associated with them.
Circular n°. 2008-108 of 21 August 2008 put an end to the obligation to recruit part-time pedagogical assistants. Now pedagogical assistants can be recruited full-time. Consequently, the maximum number of hours which can be allocated to pedagogical assistants as part of their preparation time has been set at 200 hours for a full-time position, instead of the previous 100 hours for a part-time position. Pedagogical assistants are no longer recruited to exclusively perform support functions for the educational team, as they can now assume pedagogical assistant duties during part of their working hours and, for example, perform surveillance and/or homework aid duties during the other part. While the strict separation between education assistant and pedagogical assistant duties is becoming blurred, certain recruitment and employment conditions specific to pedagogical assistants remain. Pedagogical assistants are still required to have a qualification validating at least two years’ studies after the baccalauréat (or at least an equivalent level qualification or diploma) and their work, which includes all the duties that can be entrusted to them, is still spread over a period of thirty six weeks at the most.

DAVLs académie delegates for lycée affairs

Memorandum n°. 2005-124 of 26-7-2005 establishes the conditions for implementing the main measures set forth in the framework and programme law for the future of school of 24-4-2005. Since the start of the 2005/2006 school year, each recteur is required to appoint a DAVL. The DAVL is the key contact for lycée pupils with the recteur of the académie. DAVLs are also available to assist lycée pupils and members of the education community to develop projects specifically oriented towards lycée affairs. DAVLs have the following responsibilities:

  • Chairing meetings of the académie council for lycée affairs,
  • Providing communication on académie policy regarding lycée affairs,
  • Acting as a liaison between the different organisations involved in lycée affairs: the CAVL (académie council for lycée affairs) and CVL (council of delegates for lycée affairs),
  • Assisting with the management and use of funds for lycée affairs, in particular to finance projects initiated by lycée pupils.
  • DAVLs are required to travel back and forth between the various schools within the académie. The DNVL (national delegate for lycée affairs) is responsible for organising the national network of DAVLs.


Social and healthcare personnel

National education nurses are mostly posted to secondary education institutions and can cover, within a given area of intervention, the secondary education schools and institutions that do not have a resident nurse. The task of the nursing personnel, under the authority of the head of the institution, is to promote and implement the healthcare policy for all enrolled pupils. National education nurses have the required State diploma for nurses and have passed a specific competitive examination to work in the national education sector.
National Education doctors are in charge of individual and collective prevention and health promotion initiatives. These initiatives are carried out for all pupils, whether in primary schools, collèges or lycées. National education doctors have the required qualifications and diplomas to practice medicine in France and have passed a specific competitive examination to work in the national education sector.
Welfare officers help young people in school deal with the problems they face in everyday life, whether or not these problems are school-related. They intervene in public secondary education institutions on behalf of pupils and their families, carrying out numerous tasks:

  • Examine the educational and family situation of the pupils experiencing difficulties,
  • Inform them of their rights,
  • Guide them towards the relevant services for help,
  • Support them in their efforts,
  • Play a mediation role.


They also advise institutions on social issues and participate in collective prevention initiatives. They have the required State diploma for welfare officers and are subject to professional confidentiality.