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France:Teaching and Learning 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

The curricula in the professional path call for general, compulsory and which are common to all specialisms, and specific teaching for each specialisms. The CAP has more than 200 specialisms; and the professional baccalauréat has about 70.
The curricula for the general subjects were reviewed within the framework of the reform of the professional path implemented starting in 2009.

Curriculum, Subjects, Number of Hours

Definition of Curricula

The general education curricula for the professional path are developed on a national level, according to the same procedure followed for the curricula of the other school education levels.

Specialised structures, the Commissions professionnelles consultatives (Consultative professional commissions, or CPC), are in charge of developing the curricula for the specific education and reference bases for the professional education diplomas, from the CAP to the BTS, according to the change in careers. The CPC are bodies composed of employers, employees, public powers and qualified persons. Decree no. 2007-924 of 15 May 2007 institutes 14 consultative professional commissions, corresponding to the major field of economic activity (Metallurgy, Transports, Health and social sector, marketing and distribution, etc.).


Contents of Curricula


General education - CAP (school status)


The compulsory general subjects for all students preparing a two-year CAP under school status are:

Applied arts and artistic cultures: Official Bulletin no. 8 of 25 February 2010

Physical and sports education: Special Official Bulletin no. 2 of 19 February 2009

French: Official Bulletin no. 8 of 25 February 2010
 
History-geography-civic education: Official Bulletin no. 8 of 25 February 2010

Foreign modern languages: Special Official Bulletin no. 2 of 19 February 2009

Maths Physics-chemistry: Official Bulletin no. 8 of 25 February 2010

Prevention Health Environment: Official Bulletin no. 30 of 23 July 2009



General education - professional baccalauréat (school status)


The compulsory general subjects for all students preparing a three-year baccalauréat under school status are:

Applied arts and artistic cultures: Official Bulletin no. 2 of 19 February 2009

Economics-law: professional baccalauréat in the tertiary sector: Official Bulletin no. 20 of 20 May 2010

Economics - management: professional baccalauréat in the production sector: Special Official Bulletin no. 2 of 19 February 2009

Physical and sports education: Special Official Bulletin no. 2 of 19 February 2009

French: Special Official Bulletin no. 2 of 19 February 2009

History-geography-civic education: Official Bulletin no. 2 of 19 February 2009

Foreign modern languages: Special Official Bulletin no. 2 of 19 February 2009

Maths and physical and chemical sciences: Special Official Bulletin no. 2 of 19 February 2009

Prevention Health Environment: Special Official Bulletin no. 2 of 19 February 2009


Timetables by subject

Since the implementation in 2009 of the reform on the professional path, there are:

  • three timetables for CAP specialisms prepared in two years. Each CAP specialism is associated with a timetable according to the duration of the training period in a professional environment (PFMP).
  • two timetables for the specialisms in the professional baccalauréat.


Timetables - CAP: Arrêté du 24 avril 2002  :

CAP prévoyant une durée de période en formation en milieu professionnel de 12 semaines

CAP providing for a period of training in a professional environment of 14 weeks

CAP providing for a period of training in a professional environment of 16 weeks


Timetables – professional baccalauréat: Order of 10 February 2009


Teaching Methods and Materials

Teaching Methods

The principle of educational freedom for teachers, written in the Guidance and Planning Law for the Future of Schools of 2005, applies to all levels and all types of teaching, including vocational teaching.

In relation to general upper secondary education, initial vocational training is characterised by the offer of teaching in relation with the company. This generates original teaching practices, in particular:

1) at the professional lycée

  • the possibility of developing a "pluridisciplinary project with a professional nature" (PPCP), i.e. an activity on a project that combines several fields of teaching. Pupils are asked to carry out a project (for example, creating a product or a service partially or entirely) calling upon various skills and knowledge, through teamwork assisted by the teacher;
  • the periods of training in a professional environment, which are required and represent a teaching method that is specific to the professional lycée. Training sessions that make it possible to discover the world of the company and to apply knowledge acquired at the lycée in a production atmosphere.


2) training through apprenticeship: teaching via alternating, which consists in combining the training at an employer's with more general education provided outside of the professional environment, in an apprentice training centre.


Teaching Materials

Professional lycées have premises and equipment that make it possible to reproduce the conditions for exercising professional activities on an actual or simulated scale. Installing equipment and premises is based on lycée equipment guides, which are reference documents for those responsible at the rectorat and regional levels.
The material operation of the professional lycée, as well as for other lycées, is the responsibility of the region.