2022

French Presidency of the European Union 2022

Deadline: 1er semester 2022

Status: In force.

Reasons/objectives: Each Member State holds the Presidency of the Council of the European Union for six months on a rotating basis. From 1 January to 30 June 2022, France will hold the Presidency of the Council of the EU. The Council Presidency organises meetings, works out compromises, issues conclusions and ensures the coherence and continuity of the decision-making process. It ensures good cooperation between all Member States and the Council's relations with the European institutions, in particular the Commission and the European Parliament.

Main measures adopted: 2022 will be the European Year of Youth, while the European Union has set itself the objective of establishing a genuine European education area by 2025. The main priorities of the French Presidency of the EU will be :

• Youth mobility: on 19 and 20 January, a sequence dedicated to youth mobility celebrated the 35th anniversary of Erasmus+ and highlighted the diversity of projects supported by this European programme, whether for school pupils, vocational training, apprentices, students or young people involved.  
• Education for sustainable development: an informal meeting of education and youth ministers on 27 January provided an opportunity for an exchange between European ministers and young European delegates on the participation and involvement of young people in the issue of sustainable development. The French Presidency is leading discussions on the Council recommendation on education for sustainable development.
• Teacher training and career paths: a European conference on 3 and 4 March developed the issue of mobility for teachers and student teachers and publicised the new European Erasmus academies initiative for teachers. This priority will be included in the conclusions of the Council of Ministers in early April.
• Investment in education: following the debates led by the Finnish and Slovenian Presidencies, the French Presidency has also taken up the issue by organising a ministerial conference on 19 February, in order to consider the positive externalities linked to investment in education and to share good practices at European level. A joint meeting of education and finance ministers will also be organised on this theme at the Council of Ministers on 5 April, in order to highlight the contribution of investment in education to strengthening the Union's potential growth.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: The French Presidency of the European Union 2022

Law creating the function of school head

Deadlines: Law n°2021-1716 enacted on 21 December 2021.

Status: Adopted and in force starting october 2022.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons/objectives: Recognition of the function of the directeur d’école (primary education school head).

Main measures adopted: The law allows for the creation of the position of the directeur d’école (primary education school head). This law clarifies and strengthens the role of management within the school council, by providing that the school headmaster ratifies and implements the decisions taken within the council. Moreover, it gives him/her real decision-making power by making him/her a delegate of the local education authority for the proper functioning of his/her school.

In addition, the law recognises the specificity of the function of school head by giving this position functional authority. Following the promulgation of the law, school head benefit from a management post, a specific management allowance, accelerated career advancement and a total or partial teaching discharge. These leaves are determined according to the number of classes and the specificities of the school. Specific training for school head is offered throughout their career and training is compulsory every five years.

In order to strengthen their support, one or more school head referents will be created in each local education authority. In addition, when the size or specificities of the school justify it, the State can provide school head with the means to guarantee administrative assistance. Finally, although they will still be able to give their opinion and make suggestions, the task of drawing up special safety plans (PPMS) for pupils and staff is now mainly assigned to the local education authorities and the municipalities.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Légifrance; Vie publique

Health Protocol for the 2021-2022 school year

Deadline: Announced September 2021, updated January 2021.

Status: in force.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: For the 2021-2022 school year, the Ministry of National Education, Youth and Sport intends to maintain a strategy that favours teaching in the presence of students, for their success and well-being, while limiting the circulation of the virus within schools and educational establishments. This is done by the implementation of a health protocol decided in conjunction with the health authorities and based in particular on the opinions issued by the Scientific Council and the High Council for Public Health (HCSP).

Main measures adopted: In order to implement proportionate measures, the Ministry of National Education, Youth and Sport, in conjunction with the health authorities, has established a scale of four levels for the next school year:

• level 1 / green level
• level 2 / yellow level
• level 3 / level orange
• level 4 / red level

Each level has established modalities for each of the following dimensions of the protocol:

• home doctrine;
• physical and sports activities;
• contact-tracing;
• the wearing of masks for staff and pupils;
• limiting the mixing of students;
• the rules of social distancing;
• cleaning and disinfection of premises and equipment;
• school catering;

A regular analysis of the situation is carried out by the Ministry of National Education, Youth and Sport, based in particular on indicators provided by Santé publique France for different territorial levels. Depending on the epidemic situation, the transition from one level to another may be triggered at national or territorial level (départment, local educational authority, région) in order to guarantee responsiveness and proportionality of measures. Since 14 March, the level 1/green protocol (the lightest protocol) has been applied in primary schools as well as secondary schools. Given the favourable evolution of the health situation, the obligation to wear a mask indoors has also been lifted for all staff as well as for secondary school students.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: Health protocol for the 2021-2022 school year.

The Culture Pass for schoolchildren

Deadlines: Announced on 21 May 2021, decree n°2021-1453 and order implementing decree n°2021-1453 published on 6 November 2021, implementation from January 2022.

Status: In force.

Responsible authorities: Ministry of National Education, Youth and Sports, Ministry of Culture

Reasons/objectives: To roll out the 18 year old Culture Pass to all students from 4e (eight grade) to Terminale (twelfth grade).

Main measures adopted: The Ministry of National Education, Youth and Sport wants schools to offer every pupil access to culture. To this end, the Ministry has launched the School Culture Pass in partnership with the Ministry of Culture. Since January 2022, the Culture Pass is open to all pupils from 4e to the final year of secondary school in public and private education under contract. It allows for a gradual and accompanied sensitisation of the student to culture, which is conducive to the development of his/her autonomy until he/she reaches the age of majority. An overall amount of 200 € per student (spread over 5 years of schooling) will allow each student to benefit from individual or group outings accompanied by their teachers. The aim is to reach 100% of pupils concerned by an artistic and cultural education action each year. The Culture Pass for secondary school students complements the Culture Pass currently offered to all 18-year-olds.

The School Culture Pass will have two complementary and progressive versions:

• A so-called collective share, which will enable a teacher to finance artistic and cultural education activities for his or her class.  The amount of the collective share is fixed, for each school, in proportion to the number of pupils enrolled in each level of education concerned.
  • 25 € per student from 4e and 3e
  • 30 € per student in CAP and second year
  • 20 € per pupil in the first and last year of secondary school
• An individual share, paid to each student aged 15 to 17, to enable them to finance activities, outings or purchases of equipment (cinema, concert or theatre tickets, museum entrance tickets, books, etc.) or digital goods of their choice. ) or digital goods of their choice. The amount of the individual share is fixed at :
  • 20 € per 15 year old student
  • 30 € per student aged 16 and 17

Thus, in total, a pupil from class 4e to class Terminale will receive 120 € for the collective part and a young person between 15 and 18 will receive 380 € for the individual part. On average, therefore, 800 € per class and per school year will be financed in the name of the EAC.

Each student has a personal digital account that allows him/her to acquire cultural goods and services directly online. The personal digital account is credited every year. The sums paid in are personal. They cannot be transferred. The amounts must be used before the age of 18. Unused amounts cannot be carried over to the next school year.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Eduscol: Le pass Culture: un dispositif pour les élèves et leurs professeurs, MENJS: un Pass culture pour les collégiens

Cordées de la réussite: enabling students to build and implement a career plan

Deadlines: Renewed every year, project strengthened by the France Relance plan.

Status: In force.

Responsible authorities: Ministry of National Education, Youth and Sports, Ministry of Higher Education, Research and Innovation

Reasons/objectives: The aim of the Cordées de la réussite is to fight against the self-censorship of students by providing continuous support from the 4th grade onwards, up to the baccalaureate and beyond.

Main measures adopted: A "Cordée de la réussite" is based on the partnership between :

• a "tête de cordée" which may be a higher education establishment: grandes écoles, universities or high schools with a CPGE or STS
• and so-called "roped-off" schools: general, technological or vocational secondary schools that are part of priority education networks, priority neighbourhoods for urban policy or rural areas far from metropolitan areas.

A roped-off school and the "têtes de cordée" schools set up actions to give each student the means to succeed in the development of his or her career plan, regardless of the path envisaged, whether it be the pursuit of studies in higher education or professional integration.

The Cordées de la réussite charter is signed by the ministries in charge of National Education and in charge of Higher Education. This charter commits all players involved at national or local level in the Cordées de la réussite scheme: pupils, students, mentors, secondary schools and higher education institutions, associations, partners from the economic world and local authorities.

The scheme can be implemented as early as the 4th grade. It concerns both secondary school students and high school students. There is a continuity of follow-up from secondary school to high school. Priority is given to the scheme:

• Pupils attending schools in priority education or priority urban districts (QPV) and in particular in educational estates;
• secondary school students in rural and isolated areas whose educational ambitions are often limited by their distance from major cities;
• vocational high school students, who, with the transformation of the vocational track, should be able to benefit from more personalised and progressive courses

There is no selection among the students of a corded school. All those who wish to benefit from the cordées de la réussite can do so. It is not necessary to have very good academic results. Pupils who lack self-confidence and who would not dare to do so on their own initiative are encouraged to join by the teaching and educational team. Pupils with disabilities are also concerned by this scheme, which is fully inclusive.

For 2021-2022, the additional allocation of €10 million under the France Recovery Plan will contribute to the ramping up of the scheme. The objective set by the President of the Republic will be achieved during the school year: 200,000 secondary school students will benefit from the scheme (80,000 in 2019). More than 800 'Cordées de la réussite' (compared with around 400 in 2019) will develop partnerships between 3 800 secondary schools.

Financing: An additional budget of €10 million has been released as part of the France Relance plan.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: Les cordées de la réussite: enabling students to build and implement a career plan

My disability journey

Deadline: Announced on 12 October 2021.

Status: In force.

Responsible authorities: State Secretariat for the Disabled

Reasons / objectives: To give parents a dedicated entry point for information and guidance on the schooling of their child with a disability.

Main measures adopted: At the start of the 2021 school year, 400,000 children with disabilities were enrolled in the school system in France. In order to better support them, understand the terms of their schooling and identify the assistance and resources that can be mobilised for their learning, their parents now have a dedicated entry point for information and guidance on their child's schooling. The monparcourshandicap.gouv.fr website has been enhanced with a complete section dedicated to schooling, to facilitate their involvement in their child's schooling, as recommended by the French National Authority for Health (HAS).

The platform now offers content to answer the many questions that parents may have regarding the schooling and educational orientation of their disabled child. It is also intended for the pupils themselves, as well as for all the information relays (departmental centres for the disabled - MPDH, teachers, associations, etc.).

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Gouvernement.fr: The "My disability pathway" platform launches an education section

2021

Consolidating republican principles in school

Timeframe: Implementation of measures from September 2021.

Status: Announcement of measures in August 2021.

Responsible authorities: Ministry of National Education, Youth and Sports.

Reasons / Objectives : Because the school is central to the Republic, its mission is to transmit to students the principles and values that underpin the republican pact and guarantee that they can become free, enlightened and equal citizens.

Main measures adopted: At the start of the 2021 school year, all schools, middle schools and high schools will receive one of the resources on secularism and republican values, including the vademecum "Laïcité à l'École" and "L'Idée républicaine" (a collection of studies, texts and fundamental legal principles drawn up by the Council of Wise Men on Secularism and the Values of the Republic).

As of the 2022 session, competitive examinations for the recruitment of schoolteachers, certified teachers and principal education advisers will include an oral admission test on the candidate's motivation and ability to project himself or herself into his or her future position. The second part of this test will assess the candidate's ability to embrace the values of the Republic and the requirements of public service, and to communicate and share these values and requirements. A set of specifications for the training of teaching and educational staff in secularism and the values of the Republic was published in the summer of 2021. Together with a set of skills, it concerns both initial and in-service training. In the Inspe, it will take the form of a specific module, which is a necessary condition for the accreditation of training models. Training in secularism and the values of the Republic will also be reaffirmed as a priority in the 2022-2025 master plan for in-service training for national education staff, which will be published at the end of 2021.

Lastly, at the start of the 2021 school year, a "regalian square" will be set up in each education authority to improve the public response in four strategic areas: protection and promotion of the values of the Republic, the fight against communitarianism, the fight against school violence and the fight against harassment/cyber-bullying. In each of these areas, a dedicated team will closely monitor reports and provide a rapid response to any outbreak of conflict.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: Dossier de rentrée scolaire 2021-2022.

Grenelle de l’éducation: raising the salaries of teachers

Deadlines: Consultation started in September 2020, completed in February 2021.

Status: Announcement of measures in May 2021.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: An agenda of consultations on the working conditions of staff was proposed in September 2020 to the representative trade unions of the ministry in charge of national education, articulated around four axes of evolution: recognition, cooperation, openness and protection. This consultation aims in particular to improve the management of the Ministry's human resources and to enhance the attractiveness of jobs and careers.

The Grenelle de l'éducation is a consultation process whose conclusions were delivered in February 2021, based on the contribution of all stakeholders: teachers, supervisory staff, families and students, elected officials and local authorities, associations and businesses, and trade unions. The issues of upgrading, training, career paths, digital education, local HR, and occupational health were among the topics discussed at the various meetings that ended in February.

Main measures adopted: A budget of 400M euros has already been released to implement salary upgrades from 2021 as part of a global effort to improve the working conditions of staff and the education system. Among other things, it provides for an attractiveness bonus for teachers at the beginning of their careers, a computer equipment bonus for teachers and psychologists in the national education system, a higher rate of promotion to the "hors classe", or an upgrade for school principals.  The Grenelle de l'éducation resulted in 12 commitments aimed at personalizing the career paths of teaching and non-teaching staff, developing a team spirit within schools and the Ministry of Education, and improving the public service of national education.

Main measures concerning the upgrading of teachers' salaries :

• An attractiveness bonus has been awarded since May 2021 and will be upgraded and extended in 2022. Its amount is between €500 and €1,400 per year and concerns all tenured teachers in public and private education under contract, school principals, principal education  advisors(CPEs) and national education psychologists, at the beginning and middle of their careers, in order to offer increased remuneration to young teachers and to facilitate the development of the first years of their careers. In total, 520 million euros will have been devoted to making staff more attractive at the beginning and middle of their careers.
• In order to make the careers of teachers, PsyENs, CPEs and secondary education head teachers more fluid, the rate of promotion to the hors-classe has been increased from 17 to 18 per cent in 2021 and 2022, and the terms of access to the exceptional class have been extended in 2022. Work on this subject will continue in September 2021.
• From 2021 onwards, teachers in front of pupils and psychologists in the national education system will receive a computer equipment bonus of €150 net for a total cost of €179 million.
• 45 million will be earmarked in 2021 for other staff category measures as part of Social Agenda. Almost half of this envelope will be dedicated to the upgrading of school principals. From 2021, an exceptional allowance of €450 will be paid to all principals in recognition of their duties. They will also benefit from additional deductions from their teaching hours.
• The allowance for working in a reinforced priority education network (REP+) has been increased by 400 euros net at the start of the 2021-2022 school year. A variable portion will be paid at the beginning of 2022, with a maximum amount of 600 euros. Link to the text of the law
• In 2021, the function allowance for senior staff has been increased to €1,150 per year

Financing: from 2021 to 2022, 1.1 billion euros will be directly allocated to the upgrading of national education personnel

Evaluation and monitoring mechanisms: a new Directorate of Management and creation of the Observatory of Compensation and Staff Welfare (Orbe)

References:MENJS: Grenelle de l'éducation; MENJS: Dossier de rentrée scolaire 2021-2022

Grenelle de l'éducation: academic schools for continuing professionnal training

Deadlines: May-June 2021: call for expressions of interest; June-December 2021: prefiguration phase for academic schools of continuing professionnal training and adaptation of academic training plans; 1 January 2022: opening of academic schools; 1 September 2022: implementation of the first academic training programmes.

Status: Announcement of measures in May 2021.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: Continuing professionnal training is a key element in the development of skills and the professional mobility of staff. In the context of the Grenelle de l'éducation, it is proposed to launch a call for expressions of interest to create an academic school for continuing professionnal training in those academies that wish to do so.

Main measures adopted: The academic school of continuing professionnal training will be responsible for steering and leading the entire academic training policy, under the responsibility of a director and involving the Inspe and the territorial network of Canopé. The objectives of the Academic School are to:

• to structure, make coherent and enrich the continuing professionnal training offer throughout the academic territory
• strengthen the means of continuing professionnal training and improve communication
• better ensure the continuum of training and facilitate access to degree courses, in partnership with the Inspé in each academy.

All of these objectives will enable all staff to benefit from ambitious, high-quality continuing professionnal training throughout their careers, likely to create a common culture for all staff, in close proximity to them and attentive to their needs.

Funding: not specified.

Evaluation and monitoring mechanisms: not specified.

References:MENJS: Grenelle de l'éducation

Fighting bullying in schools

Timeframe: Implementation at the beginning of the school year in September 2021.

Status: Announcement of measures in August 2021.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives : Because the school offers each student a framework that allows him or her to develop and progress, it cannot accept racism, anti-Semitism, school or sexist violence, or LGBTphobia. The institution's commitment must therefore be complete and permanent.

Main measures adopted: At the start of the 2021 school year, after a two-year experimental phase, the pHARe program will be generalized to all academies and in all schools and educational establishments. pHARe is a harassment prevention program that will equip schools and educational establishments with a comprehensive intervention strategy. The program has the following objectives:

• provide all schools and colleges with a structured and efficient prevention plan;
• ensure the safety and well-being of students by directly influencing the school climate;
• provide security for educational teams by guaranteeing the traceability and predictability of public action;
• enable the creation of a protective community trained and fully engaged in anti-harassment work in each school.

In addition, the Ministry is pursuing its policy of combating homophobia and transphobia, by including it in the interministerial dynamic coordinated by the interministerial delegation for the fight against racism, anti-Semitism and anti-LGBT hatred (Dilcrah). The year will thus be marked by the implementation of the National Action Plan for Equal Rights, against anti-LGBT+ hatred and discrimination 2020-2023, by the setting up of a working group on the prevention of LGBTphobia in each academy, the production of guidelines to harmonize the reception of trans students, and finally the training of personnel through courses dedicated to the accompaniment of issues related to sexual orientation and gender identity.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References: MENJS: Dossier de rentrée scolaire 2021-2022

Je réussis au lycée - I'm succeeding in upper secondary education

Timeframe: Implementation in September 2021.

Status: in force.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: Additional resources will be granted for the start of the school year in September 2021, in order to set up a reinforced support action, particularly in general, technological and professional high schools. All high school students who encounter difficulties will thus be able to benefit, throughout the year, from reinforced support or from small groups.

Main measures adopted: The aim of this scheme, provided by their teachers, is to support pupils entering the second year or the first year of the CAP who are in difficulty after having lived through their 4th and 3rd years under the constraints of the health situation. They should be able to benefit from reinforced support to enable them to fully "get their feet wet" in the lycée. The scheme will also apply to students in the first and final year of secondary school who need it. 1,500 full-time equivalents are planned in the form of additional hours to set up this scheme. This program will be open to all schools, in the service of student success.

Funding: 1,500 full-time equivalents in the form of overtime are planned to fund this scheme.

Evaluation and monitoring mechanisms: Not specified.

References: MENJS: Dossier de rentrée scolaire 2021-2022.

Boarding schools of excellence

Timeframe: since 2021

Status: in force

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: The aim of the Boarding Schools of Excellence is to support secondary school pupils as closely as possible to their educational and teaching needs in order to bring them to their full potential. alsoimprove territorial coverage to guarantee equal access for all pupils to the boarding school of excellence, in particular pupils from priority urban areas and ruralBoarders benefit from personalised educational support: revision of lessons, support for personal work. They are also offered sports and cultural activities to be enjoyed collectively.

Main measures adopted: 1,500 places (200 places to be delivered in 2021 / 1,300 in 2022) will be created or renovated. Currently, 54 boarding schools have been selected to benefit from the stimulus plan funds.

Funding: €50 million

Evaluation and monitoring mechanisms: not specified

References: MENJS: Dossier de rentrée scolaire 2021-2022; MENJS: vivre sa scolarité dans un Internat d'excellence

Sports practice

Deadlines: Implementation in September 2021.

Status: in force - circular of 23 June 2021.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons/objectives: As a key element in learning a specific culture, the rules of life in society and respect for others, the regular practice of a physical and sports activity (PSA) must be encouraged in all school areas and times, with and beyond physical and sports education (PE), a compulsory discipline, and school sport, which constitute the common thread.

Main measures adopted: The ministerial priorities focus on eight areas:

• Reinforcement of fundamental knowledge through sport, based on the sports skills of "knowing how to swim" and "knowing how to ride a bike";
• Promotion, development and increase of physical activity time for young people;
• Creation of a specialised course in physical education, sports practices and cultures at general secondary school;
• Creation of a professional "sport" stream within the vocational stream and of an optional professional unit "sport sector" in six specialities of the vocational baccalaureate;
• Development of physical and sports education and sports activities for young people with disabilities;
• Strengthen educational communities in priority areas;
• Improving the schooling of high-level sportsmen and women and their career paths within the national education system;
• Special attention to the accessibility of sports facilities

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: Circular of 23 June 2021 on sports practice

New optional course of French and ancient culture

Deadlines: Implementation in September 2021.

Status: In force - order of 23 June 2021.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: Pupils interested in the languages and cultures of Antiquity (LCA) currently benefit from a pathway that can be followed from the fifth grade to the final year. In order to give greater recognition to the contribution of LCA to pupils' learning, this pathway has been extended by the introduction of a new optional course in 'French and ancient culture' for the sixth form.

Main measures adopted: The optional teaching of French and ancient culture (FCA) provides pupils in the sixth form with historical and linguistic tools for a more thoughtful approach to the formation and structure of French, while offering them elements of ancient culture and civilisation.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:MENJS: Nouvel enseignement facultatif de Français et culture antique pour la classe de sixième; MENJS Éduscol: Français et culture antique; MENJS: arrêté du 23 juin 2021.

Continuous assessment in the general and technological baccalauréat

Deadline: Introduction from September 2021 for the June 2022 session of the general and technological baccalaureate.

Status: in force.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons/Objectives: Following consultations with the Comité de suivi de la réforme du lycée général et technologique, the Commission spécialisée des lycées and the Conseil supérieur de l'éducation, the Ministry of National Education has decided to make adjustments to the assessment procedures for the general and technological baccalaureate from the 2022 session.

Main measures adopted: The general balance between continuous assessment (40 of the 100 coefficients) and terminal assessment (60 of the 100 coefficients) within the general and technological baccalauréat is maintained. However, there is no longer a cumulative assessment of the same course through continuous assessment and final assessment. The new baccalauréat is thus strengthened, to encourage each student to be involved throughout the year in his or her learning.

Thus, 60 of these 100 coefficients are obtained in the context of early tests or final tests alone (early tests in French at the end of première, the two tests for the specialised subjects taken in terminale, philosophy and the Grand oral), and 40 of these coefficients are obtained through continuous assessment based solely on the overall average obtained from the annual averages of the school reports of the final cycle, divided between all the subjects in the core curriculum, the specialised subjects abandoned at the end of première and moral and civic education.

Common assessments will be abolished in favour of continuous assessment to accompany learning and conducted within the framework of the class. National benchmarks will be distributed to teaching teams to ensure that pupils are treated equally.

Funding: not specified.

Evaluation and monitoring mechanisms: not specified.

References:MENJS : Ajustement pour le baccalauréat général et technologique à compter de la session 2022

Preparatory course for the teaching profession

Timeframe:  Implementation at the beginning of the school year in September 2021.

Status: In force from September 2021.

Responsible authorities: Ministry of National Education, Youth and Sports, Ministry of Higher Education, Research and Innovation

Reasons / Objectives: From September 2021, students who enrol in a Bachelor's degree and wish to become pre-primary and primary school teachers will be able to follow a specific Bachelor's degree course in order to prepare for a Master's degree in 'teaching, education and training', specialising in pre-primary and primary education.

Main measures adopted: The preparatory course for the teaching profession (PPPE) is attached to a generalist degree course. It is taught partly in a upper secondary education school and partly in a university during the three years of the bachelor (L1, L2 and L3). This preparatory course for the teaching profession allows students to prepare to become school teachers with general and multi-disciplinary courses taught in high school, specialisation and in-depth research-based courses taught at the university corresponding to the chosen degree course and observation and practical training courses in primary schools in the 1st and 2nd years of the degree. An international mobility internship takes place in the third year of the degree.

From the start of the 2021 academic year, 24 preparatory courses for the teaching profession will be tested throughout France, with classes of 30 to 40 students for each course.

Funding: Unknown.

Evaluation and monitoring mechanisms: Unknown.

References: MENJS – Devenir enseignant : Quelle formation pour devenir enseignant ? De la licence au master MEEF

Law creating the function of school head teachers

Timeframe: Law presented to Parliament on 12 May 2020, adopted in first reading by the National Assembly on 24 June 2020, adopted in first reading by the Senate on 10 March 2021, currently in the National Assembly for second reading.

Status: Under parliamentary debate.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives: Recognition of the role of the head teacher in primary schools.

Main measures adopted: At present, school heads are teachers who may be partially or totally relieved of teaching duties (depending on the size of the pre-primary or primary school), who have no recognised status or function. The proposed law seeks to recognise the function of school headmasters and improve their conditions of service. Some recent developments have increased their responsibilities and workload.

Funding: Unknown.

Evaluation and monitoring mechanisms: Unknown.

References: Vie publique : Loi Rilhac créant la fonction de directeur d’école ; Assemblée Nationale : proposition de loi visant la Fonction de directrice ou directeur d’école

Improved identification of students in stress, psychological distress or danger in the context of the health crisis

Timeframe: Circular published on 16 February 2021.

Status: In force.

Responsible authorities: Ministry of National Education, Youth and Sports; Ministry of Solidarity and Health

Reasons / objectives: The current health situation and the strict rules it implies have a strong impact on the daily life and social relationships of students. Family situations may also be affected due to the economic situation or the consequences of the health rules on certain professional activities of the parents. All of these elements can, for some pupils, be a source of anxiety and have psychological consequences.

Main measures adopted: It is up to the staff of the national education ministry, and in particular the doctors, nurses, social workers and psychologists, to mobilise in order to better prevent, identify and support pupils in situations of psychological fragility. Several tools, in particular those developed by the Robert Debré Hospital (Paris), have been made available to national education staff.

The circular of 16 February 2021 specifies the procedures for strengthening this vigilance of the psychological health of pupils and the mechanisms for identifying children in distress.

Funding: Unknown.

Evaluation and monitoring mechanisms: Unknown.

References:MENJS : Circulaire du 16 février 2021.

Measures for inclusive education

Timeframe: PAI circular published on 10 February 2021; CAPPEI circular published on 12 February 2021.

Status: In force.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives: Two measures announced in February 2021 to strengthen arrangements for inclusive education in the context of the health crisis.

Main measures adopted: The individualised attendance project (PAI) aims to guarantee individualised attendance and support in collective structures for children and adolescents with health problems that develop over a long period and require special arrangements. According to the new circular of 10 February 2021 framing this already existing system, in a crisis context, the recommendations of the health authorities apply to pupils benefiting from a PAI.

Furthermore, the terms and conditions for the organisation of professional training, the examination and the validation of experience leading to the Certificate of Professional Aptitude for Inclusive Education Practices (CAPPEI) have been set by the circular of 12 February 2021. This circular aims to strengthen the skills of professionals working with pupils with special needs, particularly in the context of the health crisis, as part of their professional training.

Funding: Unknown.

Evaluation and monitoring mechanisms: Unknown.

References:MENJS : circulaire du 10 février 2021 visant le PAI pour raison de santé ; MENJS : circulaire du 12 février 2021 visant la formation professionnelle menant au CAPPEI

Young people in bookstores

Timeframe: Circular published on 1 February 2021.

Status: Currently in force in part of the country (some regions), being generalised until the end of the calendar year 2021.

Responsible authorities: Ministry of National Education, Youth and Sports; Ministry of Culture.

Reasons / objectives: The 2021-2022 stimulus plan provides for the widespread use of Jeunes en librairie in France.

Main measures adopted: This artistic and cultural education programme benefits secondary school students, high school students and apprentices in all fields of study and young people in custody. It finances projects led by teachers, accompanied by booksellers. The projects have several educational and cultural objectives relating to the promotion of reading and raising young people's awareness of the role of the links in the book chain, particularly bookshops. The projects include the individual purchase of books by each student or apprentice during a visit to the bookshop. For many young people, this is their first visit to a bookshop, or their first visit without a family member accompanying them.

Jeunes en librairie already exists in part in the regions of Nouvelle-Aquitaine, Hauts-de-France and Mayotte. As part of the 2021-2022 stimulus plan, the programme will be generalised thanks to a budget of 3.5M euros allocated by the ministry in charge of culture, the economic effects of the crisis also justifying this measure for the cultural sector.

Funding: 3,5M euros.

Evaluation and monitoring mechanisms: Unknown.

References:MENJS : Jeunes en librairie, circulaire du 1er février 2021.

2020

Education for sustainable developpement

Timeframe: Some measures were implemented during 2020, some measures will be implemented from September 2021.

Status: 2020 measures renewed at the start of the 2021 school year.

Responsible authorities: Ministry of National Education, Youth and Sports; Ministry of Ecological Transition; Ministry of Agriculture and Food

Reasons/objectives: Education for sustainable development is cross-curricular and involves all subjects and disciplines, as well as actions and projects carried out in schools and establishments involving the entire educational community and the school's partners. It aims to provide pupils with the keys to understanding the world around us and the means to act on it, by mobilizing their knowledge and exercising their reasoning and critical thinking skills. With more than 63,000 schools and nearly 13 million students and apprentices, the Ministry of National Education, Youth and Sports is a powerful engine for transformation towards a global ecological transition.

Main measures adopted: Resources available to educational teams have been developed, such as 3 eco-delegate guides for pupils in schools, middle schools and high schools, the publication of the vademecum "Educating for sustainable development by 2030", which provides common benchmarks for all stakeholders in ESD, its adaptation to local realities and the requirement for scientific quality and educational consistency, or the provision of a complete corpus of educational resources on the seas and the ocean thanks to close collaboration. The aim is to continue the deployment of ESD in schools and to extend it to extracurricular activities, at all times in the lives of pupils and young people, thanks to the ministerial departments in charge of youth and sports. In the school context, ESD is fully integrated into the "Internats d'excellence", "Cités éducatives" and "Territoires éducatifs ruraux" schemes.

The E3D labeling system, which recognizes schools, colleges and high schools committed to sustainable development, has been renewed, notably by specifying the labeling criteria and creating a second category for schools in cycles 2 to 4. This renovation aims to promote coherent educational paths in ESD and to link the actions with the institutional, ecological and social realities of the territories. Moreover, through their design and layout, school buildings contribute to the school's or establishment's education for sustainable development project. To assist the educational community and local authorities in their choices, a reference guide "Building Schools - A Field of Possibilities" will be distributed at the start of the 2021 school year, so that school buildings become, even more than they are today, places for education in sustainable development.

Finally, the expertise of national education partners is particularly valuable in supporting ESD. In the first half of 2021, a framework agreement was signed with the Ministry of Ecological Transition; a roadmap was shared with the Ministry of Agriculture and Food.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References: MENJS: Dossier de rentrée scolaire 2021-2022

States-General on Digital education (Etats généraux du numérique)

Timeframe: The consultation took place between June and November 2020; the States-General took place in November 2020.

Status: Consultation completed; States-General completed; proposals published.

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives: The States-General on Digital Education were held in November 2020. They followed a national consultation launched in June 2020 by the Minister of Education and are one of the main themes of the Grenelle of Education, the conclusions of which were submitted in February 2021.

Main measures adopted: The States-General on Digital Education took place in different ways and in successive phases. A wide-ranging consultation of the entire educational community to gather feedback and highlight success stories; a national consultation on a participative platform to gather proposals, obtain information and debate; mobilisation in the academic regions; and finally a national and international section, in November, which made it possible to define the strategy for the digital future of the school. A total of 40 proposals were formulated at the end of these States-General. These proposals aim, among other things, at setting up new forms of governance and new tools for anticipation, guaranteeing equal access to digital technology for all, promoting the development of responsible and sovereign digital technology, etc.

Funding: Unknown.

Evaluation and monitoring mechanisms: Unknown.

References: MENJS : Les états généraux du numérique

2020-2021 school year in the context of the Covid-19 health crisis

Timeframe: 3 measures implemented at the start of the 2020 school year:

• health protocol applicable from September 2020;
• pedagogical continuity plan ready to be implemented from September 2020 if necessary according to local and national contexts;
• surveys set up by the statistical service of the Ministry of National Education, Youth and Sports.

Status: in force

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: Measures, built on the experience of the first half of 2020, have been put in place to ensure the start of the new school year. They meet three objectives: to welcome all pupils, at all levels and for the whole school year; to anticipate potential changes in the health situation and potential closures of schools and establishments; to evaluate the effects of the period of confinement that has already taken place between March and May 2020.

Main measures adopted: The Ministry has published a health protocol which is adapted to the epidemic situation in each territory. Three guides specify the practical procedures for the operation of schools and educational establishments in compliance with the prescriptions issued by the health authorities, depending on the local level of virus circulation. The Ministry has also published a circular detailing the procedures for educational continuity, based on two hypotheses for reinforcing public sanitary measures (limiting the capacity to accommodate pupils for a few days or weeks, or the temporary closure of schools or establishments). In both cases, pedagogical continuity will be immediate and compulsory, and will rely on the pupils' usual teachers, who will have to implement either hybrid teaching (partly face-to-face, partly distance learning) or distance learning. Lastly, the Ministry has set up various arrangements to assess the effect of the confinement which took place between March and May 2020 on many aspects of the education system (pupil performance, pedagogical continuity, tools and resources, etc.), in addition to specific surveys already carried out in May-June, the initial results of which are available.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Protocol published and updated on 1 September; Circular on pedagogical continuity published on 17 July 2020.

The French Language Plan and the Mathematics Plan for Elementary Education

Timeframe: Implementation at the start of the 2020 school year.

Status: in force

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives: In order to support their professional development and reinforce their students' learning, the Ministry provides its school teachers with training in the teaching of French and Mathematics.

Main measures adopted: With the French Plan, from the start of the 2020 school year, school teachers will be able to improve their skills in teaching French through collaborative work between peers, in a small group of six to eight teachers, led by a local trainer and located as close as possible to the school. In coordination with the French Language Plan and in continuity with the work of the Villani-Torossian mission in 2018, one third of the teachers in a district will benefit each year from increased training in Mathematics

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Ministry of National Education, Youth and Sport: Guide for the French Plan for pilots and referents (including the DGESCO note of 5 March 2020: 'Transforming from the start of the 2020 school year in-service training for school teachers in French and Mathematics'); Villani/Torossian Report, 21 measures for the teaching of mathematics.

Compulsory training extended up to age 18

Timeframe: Implementation at the start of the 2020 school year.

Status: in force

Responsible authorities: Ministry of National Education, Youth and Sports; Ministry of Solidarity and Health

Reasons / Objectives: From the start of the 2020 school year, so that no young person is left in a situation where they are neither in education, training nor employment, the obligation to train is extended until the age of 18 (previously until age 16). A decree defines the conditions that must be met for this obligation to be fulfilled, the grounds for exemption and the role of the local missions (missions locales) responsible for its implementation and monitoring.

Main measures adopted: The compulsory training requirement is met when young people aged 16 to 18 are: either in a school or apprenticeship programme, or in a programme of support or social and professional integration, or in civic service or employment. Young people who provide a medical certificate attesting to difficulties linked to their state of health are exempt from this obligation.

The local missions are responsible for monitoring compliance with the training obligation and implementing identification and support actions. They monitor young people who do not comply with the compulsory training requirement using data provided by public institutions (schools, CFAs, etc.), inform them about the compulsory training requirement and accompany them on their return to school/training or to a support or reintegration scheme.

If the young person no longer responds to the local mission's requests, the local mission will summon him/her and his/her legal representative. If there is no response within two months of the summons and if the training obligation is not met, the local mission sends the president of the département council information on the young person's situation, who must then do everything possible to prevent his or her marginalisation and facilitate his or her social integration.

Funding: Unspecified.

Evaluation and monitoring mechanisms: Not specified.

References:Law n°2019-791 of 26 July 2019 for a School of Confidence; Decree n° 2020-978 of 5 August 2020 relating to the obligation to train young people between the ages of sixteen and eighteen.

Generalisation of education for sustainable development in school curricula

Timeframe: Proposals from the Conseil supérieur des programmes in December 2019; new programmes published in July 2020; introduction in pre-primary, elementary and lower secondary schools from September 2020.

Status: in force

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / objectives: In its guidance and proposal note on education cycles 1 to 4 (i.e. from pre-primary to lower secondary education) published in December 2019, the Conseil supérieur des programmes (CSP) emphasised various points. Firstly, it recommends a cross-curricular approach to teaching content on sustainable development, climate change and biodiversity, in order to both train students' scientific minds and develop their sensitive relationship with the world. The council then reaffirms the importance of relying on observation, the starting point of the scientific approach. Finally, the CSP emphasised the need to develop the rational attitude of pupils in their approach to environmental issues. The Council also proposed five green threads - air, water, fire, earth and life - which lend themselves in a privileged way to a construction structured around thematic poles at the crossroads of scientific, artistic, literary discourse, etc.

Main measures adopted: The curricula for education for sustainable development from pre-elementary to lower secondary education are modified at the beginning of the 2020 school year.

Funding: Not specified.

Evaluation and monitoring mechanisms: Not specified.

References:Ministry of National Education, Youth and Sports: Réunis sur le chemin de la réussite; Ministry of National Education, Youth and Sports: Note of orientations and proposals for the reinforcement of teaching on climate change, biodiversity and sustainable development - Cycles 1, 2, 3 and 4 - December 2019.

Changes in the missions and working conditions of preprimary and primary school directors

Timeframe: Part of the measures will be put in place from September 2020, the rest will be put in place at the start of the 2021 academic year.

Status: partially in force

Responsible authorities: Ministry of National Education, Youth and Sports

Reasons / Objectives: The 2019-2020 school year has been a year of work on the functions and working conditions of school directors. Their missions have evolved and the director must be better acknowledged, have a greater level of responsibility, more room for manoeuvre and simpler and more effective steering tools. At the end of 2019, more than two-thirds of school directors responded to the first national survey dedicated to their work. Consultations were then initiated with the trade union organisations. Finally, a draft law is currently being examined by Parliament.

Main measures adopted: From the start of the 2020 school year, directors will benefit from two days of in-service training per year, as well as time for peer-to-peer exchanges, and will receive an exceptional allowance to recognise their commitment. At the same time, they will have full responsibility for planning and implementing part of the extra annual service hours performed by school teachers, and will be assisted in their administrative tasks through the mobilisation of young people in civic service. In addition, a position of director referent positioned with the local education authority will be tested.

At the same time, as part of its social agenda in September and October 2020, the Ministry will carry out work to improve the working conditions of school directors, their prerogatives and their career development. This work will be coordinated with the work related to the examination of the draft law n°2951 concerning the position of school director.

Funding: Unspecified.

Evaluation and monitoring mechanisms: Not specified.

References:Ministry of National Education, Youth and Sport: School directors: functions and working conditions; Draft law n°2951 creating the function of school director tabled at the National Assembly.