The vocational training system in France 
Centre INFFO, June 2000
 

The author of this document, produced for CEDEFOP early in 2000, is Ms Henriette Perker, head of the Europe-regions mission at Centre Inffo. A detailed monograph on the vocational training system in France was prepared by Circé and published in French by Cedefop in 1999. Translations of this monograph into German and English are to be published over the next few months. Cedefop project coordinators: Michael Adams Reinhard Nöbauer June 2000 Contents France: regions and main cities France - key figures - March 2000 1. The French education system 2. The vocational training of young people 3. The continuing training of adults 3.1. Private-sector employees 3.2. Civil servants 3.3. The self-employed 3.4. Jobseekers Teachers and trainers of vocational training 4. The funding of continuing vocational training Central government The regions Enterprises 5. Training, skills audit and information providers Public and quasi-public training agencies Private agencies Skills audit agencies Agencies providing information on training Key institutions Bibliography France - key figures - March 2000 Population (March 1999) 60.11 million Workforce 26 million GDP per head of population in 1998 22 188 euros GDP growth rate in 1999 2,9% Inflation rate in 1999 0.14% Public sector deficit as % of GDP in 1998 2.7% Overall unemployment rate In March 2000 10.12% In March 1995 11.6% In March 1990 9.2% by age group (in March 2000): - under 25 20.19% - 25 to 49 9.0% Educational level: proportion of workforce with a 2nd cycle secondary education diploma (1999) 67% [Return to top] 1 The French education system Introduction: The goal of the French education and training system is to provide equal opportunities for all children, and later, adults. French education is national and free of charge, and in the main is secular. Private schools receive a government subsidy under an association agreement, providing education for an average of one pupil out of five. Since the Republic set up its own schools in the 1880s, education in citizenship has performed a major role. School education is compulsory from the age of 6 to 16, although most children attend nursery school from the age of 3. The trend in recent years has been towards prolonging the period of school education. In 1998/1999, 14.5 million young people aged 2 to 22 were in education, from nursery school to university, i.e. 91% of this age group. The education system coming under the Ministry of Education consists of three levels or 'degrés', in turn consisting of cycles (cycles): The first level corresponds to pre-elementary education (3 to 6) and elementary education (6 to 11), and is provided in nursery schools (écoles maternelles) and primary schools (écoles primaires). The second level (secondary education) consists of two cycles: a first cycle (12 to 15), attended by all pupils, a second cycle, broken down into general, technological or vocational. Pupils usually choose between the following at the age of 15: a second general or technological cycle lasting three years, provided in a general or technical lycée, leading to the general or technological baccalaureate - a diploma that is more or less essential for those going on to higher education; a second vocational cycle, consisting of two or three years' study for a vocational diploma recognised on the labour market: a CAP (certificat d'aptitude professionnelle - certificate of technical or vocational aptitude), BEP (brevet d'études professionnelles - diploma of occupational studies) or vocational baccalaureate (baccalauréat professionnel). On completion of this cycle, the young person is ready to enter the working world. The diplomas can be obtained either at school or in a vocational lycée (lycée professionnel), or in the course of apprenticeship (see Chapter 2 below). Long regarded as a route lacking the prestige of general educational paths in France, vocational training has improved its standing since the 1980s. Diplomas of vocational and technical education have been modernised to adapt their content to technological change. Work placements are now part of the course in vocational lycées. Alternance training has developed widely at every level (including higher education). Enterprises are claiming a share in and greater responsibility for the training process. Higher education is provided in universities, but also in lycées (preparatory years and BTS - Brevet de technicien supérieur or advanced technician's diploma), the 'grandes écoles' and certain specialist colleges. Anyone passing the baccalaureate is entitled to be admitted to university. Other streams of higher education are selective. In 1998/1999, there were 2.1 million students, compared with 1.2 million in 1980. The development of technological and vocational streams of higher education, a process that began about a decade ago, has led to a sharp rise in the number of students enrolling in technical- and vocational-type courses (45% in 1996). Since 1983, furthermore, it has been possible to take all the university work-related courses through the apprenticeship route. [Return to top] 2 The vocational training of young people To combat youth unemployment, during the 1980s the government and the social partners developed alternance training measures. These were in addition to the existing streams in the school system and to apprenticeship. The regions also took on a greater role and apprenticeship was modernised. There are three methods of organising vocational training for young people: 2-1 initial vocational training in the school system, which is full time and in one of two streams (vocational and technological), as mentioned in the previous section. 2-2 apprenticeship, a contract of employment restricted to the 16-25 age group, is alternance training, provided both in the workplace and in an apprentice training centre (centre de formation d'apprentis - CFA). Regarded as an initial training path, it paves the way for all vocational titles and diplomas. In 1999, however, 71% of apprentices were working for a first-level qualification in manual skills: the CAP (certificat d'aptitude professionnelle) and BEP (brevet d'études professionnelles). The employer is required to arrange for the apprentice's practical training, appointing an apprentice master (maître d'apprentissage) for this purpose. The apprentice master is a skilled employee who assigns the apprentice to tasks or a work station enabling him to perform operations or work according to an annual schedule of progress drawn up by agreement with the apprentice training centre. This training must be validated by a diploma or title. Apprenticeship is funded by private-sector employers as a whole (with the exception of the liberal professions and farmers), the Government and the regional councils. Employers receive financial support during the period of apprenticeship. A young person receives pay that is a percentage of the national minimum wage (SMIC, or salaire minimum interprofessionnel de croissance: FRF 6881 = EUR 1049), ranging from 30% to 80% depending on the apprentice's age and the length of time he has served under the contract. In 1998, a total of 708 400 young people were in the second vocational cycle, 427 250 in the second technological cycle and 15 000 in the second agricultural cycle and there were 320 000 apprentices. 2-3 Jobseekers in the 16-25 age group who have left school without a vocational qualification benefit from specific measures funded by the authorities (assisted contracts, work placements), with the aim of giving them initial skills and helping them to enter the working world. These measures, which come under the continuing training system, support less qualified youngsters by giving them a second chance: - some young people receive training with the status of work placement trainee, in which case they receive an allowance; - others are granted special contracts of employment specific to young people. In this case, they have the status of a wage-earner and receive an allowance based on the minimum wage, the amount of which depends on their age and length of service. In addition to the apprenticeship contract, there are three types of contract combining work and training specifically targeted at the 16-25 age group: the contrat de qualification, (qualification contract), the contrat d'orientation (guidance contract) and the contrat d'adaptation (adaptation contract). They must all include vocational training, and the young people receive a percentage of the national minimum wage. Other contracts have been introduced, but the training element is optional: new job services for young people, a 'solidarity employment contract' (contrat emploi-solidarité), a 'consolidated employment contract' (contrat emploi-solidarité ) and an 'employment initiative contract' (contrat initiative-emploi), all of which are aimed at both young people and adults. In 1998, 216 000 young people received training as work placement trainees and 179 500 took advantage of employment contracts combining work and training. [Return to top] 3 The continuing training of adults Continuing vocational training is for people who have already embarked on their working life or are just entering it. The aim is to: - help them to adapt to changing working techniques and conditions; - maintain or improve their vocational skills; - promote their advancement in society and at work. The government, regions, enterprises and social partners come together to formulate policy for adult vocational training (Chapter 3). Access to training is regulated by specific measures covering the following: private-sector employees, civil servants, the self-employed, jobseekers. The government, regions, enterprises and households contribute towards the funding of vocational training (Chapter 4). There are many training and advice providers, as well as information agencies, informing, guiding and training different target groups (Chapter 5). [Return to top] 3-1 Private-sector employees Whatever their workplace, employees may take advantage of continuing training during the course of their working lives. They may be trained: under their workplace's training plan, which covers all the training initiatives for which the employer has accepted responsibility. An employee is considered to be on duty during training, and is paid by the employer; by virtue of the individual right of all employees to attend training of their choice on work-time (individual training leave - congé individuel de formation) or to have a skills audit (bilan de compétences). In addition a new measure, 'capital temps formation' (training time capital), introduced in December 1993, allows employees to attend training courses during working hours on their own initiative, under the enterprise's training plan. Other types of leave can be taken by employees, for instance to study for an examination, for self-training or to sit on workforce representatives' bodies. In 1997 3 579 000 training initiatives were funded under enterprise training plans. The average access rate (30%) is still uneven, varying according to the size of companies and employees' skills. 27 700 private-sector workers took advantage of individual training leave (0.2% of the total number). In 1998 52 780 employees received training under the 'training time capital' measure. The draft Law, now being prepared by the State Secretariat for Vocational Training, is designed to develop the individual right to lifelong training. The skills audit The Law of 31 December 1991 introduced the right to leave for a skills audit. Through this audit, employees can analyse their personal and occupational skills with a view to drawing up a career or training plan. An assessment is carried out through personal interviews and evaluations, tests, diagnosis and individual research, with the support of one or more advisers. Skills audits may be implemented under the enterprise training plan or during an individual training leave. They may not be conducted without the worker's consent, and the findings may be made known to third parties only if the worker agrees. This opportunity to have a skills audit is also offered to jobseekers, both young and adult. In 1998, 78 000 skills audits were conducted, 30% for those already in employment and 70% for those seeking work. [Return to top] 3-2 Civil servants Civil servants are entitled to take training under a training plan introduced on the initiative of their service they work for, or under a training leave scheme. The training plan covers all the types of training that the public service offers its employees, who are treated as being in actual service during that training, without loss of earnings. Training leave is an individual entitlement: civil servants may attend a training course of their choice during working hours. A civil servant receives pay during leave for training. [Return to top] 3-3 The self-employed Training is also an option for self-employed people (farmers, craftsmen, freelancers, traders, liberal professions). Since 1992, they have made a compulsory contribution towards training in the form of a levy payable to a government-accredited collection agency. [Return to top] 3-4 Jobseekers All jobseekers may, on certain conditions, train and receive an allowance. Their training may be arranged: as part of special employment contracts for people encountering difficulties in obtaining employment, as part of training initiatives funded by the government or the region. There are also certain specific measures directed solely at jobseekers who have particular difficulties in obtaining employment (the long-term unemployed, those receiving the minimum national starting wage, people aged over 50, disabled workers). These measures do not always entail training, but may be in the form of support for jobseeking (producing CVs, remotivation, preparing for interviews, etc.). The public employment service is responsible for implementing such schemes. [Return to top] Teachers and trainers of vocational training The status and job profiles of teachers of vocational training differ widely depending on the type of establishment in which they work. Teachers in secondary initial training establishments (over 73 000 in vocational lycées, technical lycées and agricultural schools in 1998) are mostly permanent State employees recruited by competitive examination. A small number (4 700) are auxiliary teachers. They train by attending a two-year course at an Institut universitaire de formation des maîtres (IUFM). The minimum admission requirement for these teacher training university institutes is a degree or the equivalent (baccalaureate + 3 years) in the subject they wish to teach. Basically the first year is spent on studying for recruitment competitions for teachers, either at the IUFM or at university. The year also includes an introduction to teaching practice. In the second year, trainees who have passed the competitive examination attend a general course in teaching methods. They go on a work placement and a period of practical teaching with sole responsibility for a class for four to six hours a week. The profile of these trainers is gradually changing. They used to be skilled workers with very sound work experience. Over the past ten years, they have been recruited with diplomas of higher education and they have less experience of the workplace. Teachers in higher initial training establishments (post-baccalaureate) have the same profile as above. Permanent teaching staff in universities have at least a doctorate (baccalaureate + 7 years). The staff of specialist colleges (business, paramedical, health) have a special status under private law. They do not necessarily receive specific instruction in teaching methods. Such establishments often use practitioners who contribute their specialist knowledge. Teachers in apprentice training centres (CFAs) (numbering 13 600 in 1998) are often former practitioners in the field in which they teach who have switched to training, or practitioners still working but on a sabbatical. They are not required to take specific training, although they may take advantage of regional training programmes funded by the regional councils, lasting from a few days to a few weeks. Shop-floor apprentice masters receive three days' training to make them more aware of their task. Trainers in continuing training (in 1999 there were about 100 000 such full-time posts) are not covered by any regulations or obligation to train. They may be employed by public, quasi-public or private sector bodies (see Chapter 5) and make up a very varied group. Full-time trainers tend to be university graduates (there are 267 university diplomas or certificates specialising in adult training), but part-time trainers or people taking time off from their work to act as trainers may be specialists in a particular field (information technology, accounting, building trades, for example) with sound work experience who have then acquired some knowledge of teaching. [Return to top] 4 The funding of continuing vocational training Continuing training is funded mainly by central government, regions and employers. In 1997, total national expenditure on vocational training and apprenticeship was an estimated FRF 139.9 billion (EUR 21.33 billion), 1.72% of GDP. The responsibilities of central government and regions are laid down by law. The central government intervenes in support of groups with particular difficulties, certain branches of the economy and enterprises. Regions have general responsibility for continuing vocational training. They are also responsible for continuing vocational training for young people in the 16 to 25 age group. Funding by employers is derived from their statutory obligation to take part in the funding of training. Whereas central government, regions and employers contribute towards continuing vocational training, each in their own field, co-financing projects are also encouraged. [Return to top] Central government Central government has special budgets to be devoted more specifically to combating unemployment and exclusion: schemes for jobseekers - central government pays all or some training costs together with trainees' allowances; training schemes for special groups: the disabled, immigrant workers, prisoners, the illiterate, etc. It also contributes towards: training schemes in certain fields, for example new streams for engineers; schemes providing information on training; financial grants to the regions; grants towards formulating and setting up training plans within enterprises or sectors of the economy. [Return to top] The regions Each regional council funds measures to support the 16-25 age group as well schemes reflecting its defined priorities. In consultation with the government and social partners, the regional councils coordinate all the vocational training streams - initial and continuing - available for young people aged 16 to 25 in the region (by means of the regional plan for the development of vocational training for young people). The government and regions also act under five-year government/regional planning agreements, arrived at in the light of jointly decided, co-financed priority objectives. [Return to top] Enterprises All enterprises participate in the development of continuing training by their annual contributions towards training schemes or skills audits. The statutory obligation for enterprises with a workforce of 10 or over is 1.5% of the wage bill. In practice, certain enterprises contribute far more. In 1977, the average was 3.24%. The statutory obligation for enterprises with a workforce of under 10 is 0.15% or 0.25% (if the firm is liable to the apprenticeship tax) of the wage bill. Corporate managers and the self-employed pay a 0.15% levy to a Government-accredited agency, calculated on a special base. Under collective agreements, certain sectors of the economy have adopted higher levies than the statutory minimum. Enterprises also finance cultural, sporting, social advancement and personal development activities through their works councils (in enterprises with more than 50 employees). The unemployment insurance scheme for jobseekers and public-sector hospital workers also contributes towards training expenditure, as do private households. In 1997, central government and employers in general made an almost equivalent contribution towards the funding of vocational training and apprenticeship (39.1% et 39.2%). The proportion contributed by the regions (9.5%) has risen sharply over the past few years due to the gradual decentralisation of training for the under-26s introduced since July 1994. The unemployment insurance scheme and the public hospital sector contribute 10.1% of the total cost of vocational training, and families 2%. [Return to top] 5 Training, skills audit and information providers There are two types of continuing vocational training providers: training agencies and bodies offering skills audits, together with information agencies. In 1998 there were 40 000 training agencies on the training market to which access is free. Of these, 11 300 are mainly engaged in the provision of education and training. The 6 500 largest providers account for 83% of total turnover. [Return to top] Public and quasi-public training agencies These come under the Ministry of Education or other ministries, and include in particular: - AFPA (Association nationale pour la formation des adultes - National Association for adult vocational training), subsidised by the Ministry for Employment and Solidarity; - agricultural training and development centres coming under the Ministry for Agriculture; - chambers of agriculture, commerce and industry, trade chambers. [Return to top] Private agencies ASFOs (Associations de formation - training associations), bodies set up by employers' associations' sector-specific or inter-sector groups; non-profit-making bodies (associations pursuant to the Law of 1901); private profit-making agencies; individual trainers. The Law also permits employers to organise the training of their employees by recruiting their own trainers. [Return to top] Skills audit agencies Skills audit agencies with public- or private-sector status must meet certain requirements, especially as regards methodology and professional ethics. In 1998, close to 900 skills audit providers were accredited and 78 000 audits had been conducted. [Return to top] Agencies providing information on training Various bodies have a role in information and vocational guidance. They include: -at the national level: the Centre INFFO (centre pour le développement de l'information sur la formation permanente - Centre for the development of information on permanent training); ONISEP (office national d'information sur les enseignements et les professions - National board for information on education and occupations). -at the regional level: CARIFs (centres d'animation, de ressources et d'information sur la formation - Training promotion, resources and information centres). DRONISEPs (directions régionales de Office national d'information sur les emplois et les professions - Regional Directorates of the National board for the provision of information on jobs and careers). -at the local level: Centres d'information et d'orientation (CIOs - information and guidance centres), coming under the Education Ministry, for youngsters at school, Agences locales pour l'emploi - local employment agencies, for jobseekers, Missions locales (local missions) and permanences d'accueil, d'information et d'orientation (PAIO - standing agencies for contact, information and guidance), to help young school dropouts, Centres d'information et de documentation des femmes et des familles - Information and documentation centres for women and families, Chambers of trade, etc. [Return to top] KEY INSTITUTIONS Ministry of Education, Research and Technology Directorate of School Education 110, rue de Grenelle 75007 Paris Tel. (33) 149 55 10 10 http://www.education.gouv.fr Directorate of Higher Education 61-65, rue Dutot 75792 Paris cedex 15 Tel. (33) 140 65 65 40 Ministry of Employment and Solidarity DGEFP (Délégation générale à l'Emploi et à la Formation professionnelle) 7, Square Max Hymans 75741 Paris cedex 15 Tel. (33) 144 38 38 38 http://www.travail.gouv.fr Institut national de la Statistique et des Études économiques 18, boulevard Adolphe Pinard 75675 Paris cedex 14 Tel. (33) 141 17 50 50 http://www.Insee.fr Centre INFFO (Centre pour le développement de l'information sur la formation professionnelle) Tour Europe 33, place des Corolles 92049 Paris la Défense cedex Tel. (33) 141 25 22 22 http://www.centre-inffo.fr [Return to top] BIBLIOGRAPHY Formation tout au long de la vie Gauron, André Conseil d'Analyse Economique, CAE Paris : La Documentation Française / Direction des Journaux Officiels, 2000, 168 p. (Rapports du CAE ; 22) ISBN 2-11-004518-3 Les métiers de la formation des adultes Gérard, Françoise (coordination) Centre pour le Développement de l'Information sur la Formation Permanente, Centre INFFO Paris-La-Défense : Centre INFFO, 2000, 252 p. (Technical guide) ISBN 2-911577-55-8 Les fiches pratiques de la formation continue 2000 Centre pour le Développement de l'Information sur la Formation Permanente, Centre INFFO Paris-La-Défense : Centre INFFO, 2000, 1079 p. + binder for updates + CD-ROM ISBN 2-911577-41-8 La formation professionnelle: diagnostics, défis et enjeux ; rapport Péry, Nicole Secrétariat d'Etat aux Droits des Femmes et à la Formation Professionnelle Paris: Secrétariat d'Etat aux Droits des Femmes et à la Formation Professionnelle, 1999, 246 p. Internet: http://www.centre-inffo.fr/livreblanc.html France (p. 191 - 219) Aventur, François In : Formation professionnelle initiale et continue in Europe: visa pour l'avenir  CEREQ study commissioned by the Elf Aquitaine group Centre d'Etudes et de Recherches sur les Qualifications, CEREQ Aventur, François et Möbus, Martine (direction) Direction des Ressources Humaines Elf Aquitaine Vergne, Jean-Luc  Mathevet, Gérard  Debayle, Gérard (coordination) Membres du Bureau de Liaison du Comité d'Entreprise Européen Elf Aquitaine (contribution) Paris : Magnard Vuibert Multimédia , 550 p. ISBN 2-8434-8039-6 Repères, références et statistiques sur les enseignements, la formation et la recherche - édition 1999 Ministère de l'Education Nationale de la Recherche et de la Technologie - Direction de la Programmation et du Développement, DPD Paris : La Documentation Française, 1999, 312 p. ISBN 2-11-090831-9 The financing of vocational education and training in France: Financing portrait Michelet, Valérie European Centre for the Development of Vocational Training, Cedefop Centre pour le Développement de l'Information sur la Formation Permanente, Centre INFFO Luxembourg : Office for Official Publication of the European Community, 1999, 80 p. (Cedefop Panorama) ISBN 92-827-9364-8 The vocational training system in France Circé European Centre for the Development of Vocational Training, CEDEFOP Luxembourg: Office for Official Publications of the European Communities, 1999, 129 p. ISBN 92-828-2434-9 Draft Finance Law for 2000 vocational training Ministère du Travail, de l'Emploi et de la Formation Professionnelle Paris : Imprimerie nationale, 1999, 157 p. L'apprentissage : développements récents Annasse, Claudia; Héroult, Stéphane; Joulieu, Danièle; Merllié, Christine Blum, Olivia (collaboration) Centre pour le Développement de l'Information sur la Formation Permanente, Centre INFFO Paris-La-Défense: Centre INFFO, 1998, 193 p. (summary of documentation) ISBN 2-911577-29-9 L'enseignement technologique et professionnel Bouyx, Benoît Paris: Centre National de Documentation Pédagogique, CNDP, 1997, 112 p. (Systèmes éducatifs) ISBN 2-11-003626-5 - ISBN 2-240-00420-7 Le bilan de compétences Joras, Michel Paris: PUF, 1995, 126 p. (Que sais-je : encyclopédie; 2979) ISBN 2-13-047052-1 [Return to top]