Inclusion and education in European countries

Transcription

1 Inclusion and education in European countries INTMEAS Report for contract /001 TRA TRSPO Final report: 4. France Danielle Zay Lepelstraat August 2009

2 This is an independent report commissioned by the European Commission's Directorate- General for Education and Culture. The views expressed are those of the author(s) and do not necessarily represent the official position of the European Commission. Drafts of this report benefited from comments and advice from the consortium s reference group members and from other experts in this field. Reproduction is authorised provided the source is acknowledged. The electronic version of this report is available at: Available INTMEAS-reports: 1. Summary/sommaire/Zusamenfassung 2. Comparative conclusions 3. Discussion and recommendations 4. France 5. Germany 6. Hungary 7. Italy 8. The Netherlands 9. Poland 10. Slovenia 11. Spain 12. Sweden 13. UK 14. Experts and PLA INTMEAS Reference Group George Muskens, project leader Jaap Dronkers, expert adviser José Ramón Flecha, expert adviser Jill Bourne, expert adviser Danielle Zay, leader French research team Ingrid Gogolin, leader German research team Pál Tamás, leader Hungarian research team Francesca Gobbo, leader Italian research team Michał Federowicz, leader Polish research team Albina Neçak Lük, Sonja Novak Lukanovic, leaders Slovenian research team Mariano Fernándes Enguita, leader Spanish research team Elena Dingu Kyrklund, leader Swedish research team Rae Condie, leader UK research team

3 Contract /001 TRA-TRSPO STRATEGIES FOR SUPPORTING SCHOOLS AND TEACHERS IN ORDER TO FOSTER SOCIAL INCLUSION Name of the leading partner organisation DOCA Bureaus, Dr. George Muskens ATTACHED FINAL REPORT: FRANCE Danielle Zay Emeritus Professor, PROFEOR-CIREL University of Charles de Gaulle Lille 3 Name of the leading partner organisation PRISME : Jean Roucou, president - July

4 2 TABLE OF CONTENTS Introduction p. 9 Research orientations p A study focusing on Strategies for supporting schools and teachers p French students results compared to those of other European countries p Rate and level of diplomas and early leavers without diploma or qualifications p Students results during their schooling p Methodology p Selection of thematic content p Criteria for selecting references p Terms and terminology (ToR: Theme of Research) List of abbreviations p Diplomas, competitive examinations, specific schemes, schools, institutions and staff p State ministries, departments, public services and education sectors p. 25 References p.27 ToR 1 - Support measures for schools with high drop-out rates p Terms and terminology: defining school drop in and out p Dropping out, failure to comply with legal obligations, truancy, absenteeism, breaking off from school, early leaving studies p Early leavers without diplomas or qualifications p Dropping in p The latest cutting edge research p The statistics p Analysis of the problem p Measures and experiences in the combat against dropping out p Alternative pedagogies : preventative solutions rather than remedies p Corrective strategies p. 43 References p. 53 ToR 2 - Support measures for schools with high scores on other possible indicators of social exclusion p. 59

5 3 ToR 3 - Support measures for schools in socio-economically deprived areas p Definition and map of ZEP/REP in the national territory p Towards a connection between education and urban policies p Assessment of the ZEP p ZEP : Pedagogical excellence zones p. 67 References p. 69 ToR 4 - Support measures for schools with large populations of pupils from immigrant backgrounds p Major issues regarding young people from immigrant backgrounds p Several specific measures introduced for young people from immigrant backgrounds p Impact of the French education system on young people from immigrant backgrounds p. 76 References p. 79 ToR 5 - Support measures for teachers working in such schools p The leading part of Local Education Authority in teacher education for socio-economically deprived areas p An example of teacher training in socio-economically deprived areas p The needs of the teaching teams p Research results p. 87 References p. 88 ToR 6 - Support measures for schools and teachers to deal with the problem of harassment and bullying p Bullying in French schools p Anti-bullying strategies : preventing, remedying or repressing? p Measures to help schools and teachers to fight bullying p Problems for teacher education relative to bullying p. 100 References p.104 ToR 7 - Support measures addressing pupils likely to become early school leavers p. 107

6 4 ToR 8 - Support measures for pupils with a physical or mental handicap, and pupils in care p Schooling for young people suffering from a disability p The positive turn initiated by the law of 2005 p Doubts about the impact of the law of 2005 p. 110 References p. 112 ToR 9 - Support measures to facilitate the educational success of pupils from minority backgrounds: ethnic, linguistic, religious, regional, etc. p The Republican school model p Towards an intercultural education in France p What is an intercultural education? p Intercultural teacher training p. 119 References p. 121 ToR 10 The assessment of success and failure regarding these points and the internal and external factors that influence it p Technical and vocational programmes, selective programmes, school success factors and social integration p The results of professional and technical programmes p Inadequacies in school programmes impede the integration of young people p Support strategies for vocational and technical institutions and teachers p Do not blame the schools or ask them to manage what is beyond their control p Enhancing the role of vocational and technical programmes and teachers p Ensure that the specialities offered square with the job market and the pupils wishes p The weaknesses in educational guidance orientation p Weaknesses in guidance and orientation procedures p Support strategies for schools and teachers involved in careers guidance p The incapacity of the French school system to take differences

7 5 into consideration p What strategies do the new decrees offer schools and teachers? p How will the decrees be applied by the social actors concerned? p In the education system p In teacher training programmes p The lack of memory in the system and of continuity in its policies p Alternative solutions p. 141 References p. 143 ToR 11 Selected innovative and successful projects or case-studies that have proved successful at school, local, regional or national level p. 146 Introduction p Démission impossible (impossible resignation) : a scheme designed for pupils in difficulty to support the work conducted by professionals Maryan Lemoine, PhD student, coordinator in Démission impossible scheme; Michèle Guigue, Professor; Bernadette Tillard, Senior Lecturer, PROFÉOR- CIREL, Educational Sciences, University Charles de Gaulle Lille 3 p Démission impossible (impossible resignation) : an initiative designed to support pupils in a precarious situation p The origins of Démission Impossible (Impossible resignation) p How does Démission Impossible work? p The place and scope of Démission impossible p A scheme that accompanies and supports professionals p Teacher and project coordinator p The responsibility of a sector with several schools p The coordinator as mediator p A pivotal position both within and outside the school system p Coordinators who regularly consult one another p. 157

8 An initiative that informs and trains p Conclusion p. 158 References p The fight against school failure in Education Action Networks (REP) Yves Reuter, Professor, THEODILE-CIREL, Educational Sciences, University Charles de Gaulle Lille 3 p The principles of the Freinet school p The school as an institution p Pupils and learning p The Teacher s role p Aspects to take into account for a provisional assessment p The interest of the experiment p Some problems p The difficult issue of transferability p Conclusion p. 181 References p The democratisation of access to selective education in French higher education : PSE (Projet soutien à l excellence/ Excellence support project) Graciela Padoani David, Doctor, Educational Sciences, PROFÉOR-CIREL,Educational Sciences, University Charles de Gaulle Lille 3 & ESCIP - School of International Business p Background to the democratisation of access to selective higher education schemes p The two models p The PSE (Projet Soutien à l Excellence/Excellence support project) p Results p Academic success p The development of new ambitions and enhanced career plans p The advantages, added value to the whole institution. p Conclusion p. 196

9 7 References p Responses to violence : disparities in professional practice and differentiated effects. The case of French primary schools Cécile Carra, Senior Lecturer in Sociology, IUFM of Nord/Pas de Calais, CESDIP-CNRS research team, Head of the Research Centre RECIFES, University of Artois p The frequency and disparity of punishment p Frequent punishments p Pernicious effects? p Dealing with violence : questioning professional attitudes p Demonstrating authority p An ambiguous use of the rules p Ambiguous recourse to the group p Responses to different systems og logic and to differentiates effects p. 215 Conclusion p. 218 References p Conclusion p Incorporation of differences, differentiated pedagogy and tutoring p Internal and external partnership p The importance of local versus national p. 222 Conclusion : what are the issues raised by the French report for a European comparative study? p What are the principles to follow and the questions to raise with respect to support strategies for schools and teachers in order to foster social inclusion? p The European choice of educating citizens-to-be for a democracy p The shared issue of social exclusion p Differing concepts of social exclusion and citizenship p The two most conflicting paradigms of exclusion in European countries p Competing models of school linked to two opposite views of society : liberalism and solidarity p. 229

10 8 3 - Competing models of school in one country and convergences with those of another country p Strenghs and weakenesses of the French mainstream model p Strategies for supporting teachers and pupils who all have differences p Community development as a means of respecting differences in the whole Community of free and equal citizens p Learning about otherness as a conceptual link between learning programmes and ways of working p The do-it-yoursef as a support strategy for teachers p From unexpected events to strength in numbers p. 246 References p. 248 List of researchers participating in drawing up the report p. 254 Appendix p Legal framework, references and documentation relative to ToR 1, 3, 5, 10 p Legal framework relative to ToR 4, 6, 8, 9 p Regional and local framework p. 275 List of abbreviations p. 282 INTRODUCTION The national DOCA project report for France is as comprehensive as possible given the time and the budget available. Unable to cover every aspect of every issue, we have had to make choices which we have explained in the research orientations section. However, the report remains relatively voluminous as it is the outcome of a concerted joint effort by researchers

11 9 and other members of the PRISME association (Promotion des Initiatives Sociales en Milieux Educatifs/Fostering Social Initiatives in Education circles) association. The reader with little time may prefer to turn directly to : - the ToR 10, which summarises the strengths and weaknesses of the French educational system set out in the preceding chapters, puts forward solutions and introduces the four case studies described in ToR 11, which provide a concrete illustration of the latter, - the ToR 11 introduction, which sets the case studies in relation to the context of the national policies and the decentralised policies in the regions, the départements and the towns ; - the ToR 11 conclusion, which summarises the assessments of the strategies chosen by the schools and teachers to set out the educational policies, and, - the conclusion, which sets out the lessons to be drawn from French strategies in the form of proposals that can be studied in comparison with those developed by other national teams. The French specific terms and abbreviations are defined in detail in the research orientations section (3-3-1 & 2, p. 19 sq.). Thus, they describe the French educational system distinctive features. It is why, it is necessary to consult it in order to understand our topics and findings. For instance, the French conservative society and school cannot be understood by somebody who does nt know a key factor of conservatism, i.e. the difference between university and grande école. Indeed, this plays the same part as mandarin culture in China of old, but China has changed. It is why, in ToR 11, a case study (3) is devoted to an initiative aiming to moderate the system by improving its recruitment mostly based on upper social classes nowadays. It aims to improve it, not to abolish it, this is likely to be impossible in France.

12 10 RESEARCH ORIENTATIONS As the title of our research programme indicates, our focus is on Strategies for supporting schools and teachers in order to foster social inclusion. We first describe the evolutions that led to this position in France with respect to the social integration of young people, together with a brief mention of how French schools have also been given responsibility for the problem. Pupils results provide a good indicator for evaluating these strategies and we therefore examine those of French pupils compared to other countries with the same level of development. Lastly, we set out our methodology integrating the terms and terminology used in the academic work to which we refer. 1 A STUDY FOCUSING ON STRATEGIES FOR SUPPORTING SCHOOLS AND TEACHERS The title of lot 3 in tender n EAC/10/2007 is: Strategies for supporting schools and teachers in order to foster social inclusion. It directs the focus of our research towards an exploration of the role of schools and teachers with respect to improved social integration. A number of recent studies in France and Europe have focused on this issue regarding the problems encountered by young people, whether in terms of educational failure, social exclusion or violence. The change in status of secondary schools is linked to research findings on social exclusion that highlight school and school staff strategies as key factors in prevention and remediation with respect to social exclusion In line with the decentralisation laws of 1982, which transferred central government responsibility to regions and local authorities,the secondary schools, collèges and lycées, acquired a more important role in dealing with problems when, in 1985, they were given the status of EPLE (Etablissement Public Local d Enseignement / Local public teaching institution). This gave them greater autonomy and a stronger position with respect to local partnerships, elected representatives, businesses, public services, and associations. The responsibility given to school institutions is currently under debate. As we will see in ToR 3, the setting up of Education Action Zones (ZEP : Zones d Education Prioritaire) in 1982, which came into force following the Decree of 1981,

13 11 highlights the schools local role and pooled competencies, contrary to the initial model of the centralised French republican school, protected from outside influences. According to Martine Kherroubi et al. (2004, p ), the extensive use of the term exclusion by State entities at the end of the 1980s shifted the original sense of excluded within school circles (pupils excluded from school following the decision of a disciplinary board) to designate pupils who fail at school. The subject of school exclusion, social exclusion then became linked to that of the reproduction of inequality. In addition to defining the family and social profiles of young people likely to be affected, studies attempted to identify the mechanisms that generated the problem of educational down-grading of children from the most underprivileged backgrounds. Defining the new challenges that have emerged since the beginning of the 21 st century, these authors note that the shift from a problem of inequality to a problem of exclusion involves analyzing the place of school in a social structure that develops the exclusion processes, as suggested by François Dubet. Furthermore, an increasing amount of work (reports, studies, research) is being conducted on the links between school exclusion and social exclusion and the place of the school in the exclusion processes. School exclusion and educational failure are firstly defined using the same criteria which is internal to the school, in other words, the level of so-called basic acquisition of knowledge, how far pupils have fallen behind, whether schooling fits within the normal programme or not, the length of studies and leaving without qualifications. During the same period, however, the field of school exclusion has been extended to include two new categories, pupils in great difficulty and difficult pupils, i.e. those who make it difficult for the school to operate and for whom difficulties at school are replaced by behavioural problems that appear to be linked to the educational methods of working-class families or to the characteristic habitus of contemporary forms of street culture. Our research fits into the framework suggested by Kherroubi et al. (2004, p. 129) that combines research topics with the legislative, institutional, economic and social context of the period concerned, i.e.: - the way young people join the job market after leaving the school system depending on the state of the labour market. Two thirds of the age group now sit the final French secondary school leavers exam, the baccalauréat, thanks to the creation and development of technological and professional baccalauréat exams. Young people with no qualifications tend to find themselves in an extremely marginal position. With most young people entering the world of work, a fraction of them are considered as `unemployable' (Ropé and Brucy, 2000);

14 12 - the reorganization of the education system in response to the longer amount of time spent studying and the aim of getting young people to join the job market, - the shift in social inequalities, which focuses researchers attention on the quality of the education offer, notably with respect to the policies pursued by the institutions. Gabriel Langouët (2001) clearly described this evolution in the education system in which the development of democratisation is merely quantitative and demographic, with a higher number of young people obtaining qualifications. However, this democratisation or rather massification goes hand in hand with socio-professional erosion. A diploma no longer gives access to the same level of opportunities as it gave preceding generation, and young people no longer have the same opportunities to join the job market as in the past. This issue has been studied by many researchers in recent years. Marie Gaussel (2007) analysed the effects of this down-grading on equal opportunities, concluding that it is more marked for women, pupils from rural backgrounds and young people from more modest social origins. She cites : Philippe Lemistre ( 2007) who explores the issue of down-grading and the growing gap between the level of training and the level of qualifications required for a job, and between the competencies acquired and the competences required; Marie Duru-Bellat (2006) and François Dubet (2004) who consider that the least qualified are the most affected by the mechanisms of down-grading. At the same time, a reduction in the value of school qualifications on the labour market has also been observed. G. Langouët (2008) identified the need to reorganize the French school system based on an analysis of the results of French pupils compared to those of pupils from other European countries. We will also explore this key issue in our research. The French focus on the role of school and teachers in tackling the problems of young people and how to improve their situation is also found in Europe, as in the work and publications by the Council of Europe concerning violence, for example. Reporting for the Council of Europe in 2004, Eric Debarbieux concludes his description of the evolutions of the European debate on this question by shifting the concept of violence as a behavioural problem to that of a real challenge to democracy based on a global policy. He agrees with other researchers like Cécile Carra (2006), that the institution s strategy is decisive, and that certain schools are in a better position than others as they tackle the problem in collaboration with all the stakeholders (teachers, pupils, parents

15 13 and other social partners). He also identifies the closely interwoven macro-social and micro-social factors, and how local initiatives require the support of the State and the regional authorities. This aspect also appears in connection with the other issues covered in this study on improving social integration. Before introducing them, we will begin by examining the results of the French school system compared to those of other European countries. 2 FRENCH STUDENTS RESULTS COMPARED TO THOSE OF OTHER EUROPEAN COUNTRIES The aims of the democratisation of education, or mass education, fit in with the education orientation law promulgated in July 1989, drawn up with the aim of ensuring that the whole of an age group reach the level of a recognised qualification CAP (Certificat d Aptitude Professionnelle/ Vocational training certificate) or BEP (Brevet d études professionnelles/professional studies certificate) and the end of the 1st cycle of secondary education (15 years old), with compulsory schooling fixed until 16 years old, and 80% of young people reaching the level of baccalauréat (end of secondary education). Today s objective is for 50% of young people to reach tertiary level, in other words higher education (Lemistre, 2007). We have seen this democratisation effectively taking place, even if the exact figure of 80% of children in an age group leaving school with a baccalauréat diploma has not yet been reached. In 2007, the percentage of pupils with the bac in a generation was 63.6% and the percentage of those passing compared to those sitting the exam was 83.3%. This proportion has in fact changed little since 1995, when it was 62.7% (Cédelle, 2008). In addition, even though a growing number of pupils can study for school diplomas, as the researchers we mentioned appear to confirm (Langouët, 2001, 2008; Kherroubi et al., 2004; Duru-Bellat, 2006; Gaussel, 2007; Lemistre, 2007), this has not led to improved social inclusion which is mainly reflected in the potential to enter the job market. Statistics confirm that the difficulties encountered by young people to integrate the system are worsening in France. One of 70 studies devoted to young people s access to the job market in Données sociales (Social data), published by the INSEE (Institut National de la Statistique et des Etudes Economiques/ National Institute for economic and statistical information) in May 2006, declared that they end their education

16 14 increasingly qualified but, more often, than not, only find temporary or less qualified work. This down-grading affects one young person in four. Another study shows the considerable impact of socio-cultural origins in accessing employment. Integration is slower and more difficult for children from working classes, young people from non- European immigration and individuals with diverse social or family difficulties during their childhood, including unemployed parents, health problems, etc. (Barroux, 2006). We will explore these specific points in research topics (ToR) 1, 3 and 4. The link between school results and social integration, mainly based on the integration of young people in the world of work, appears to be confirmed by the 2006 OECD (Organisation for Economic Co-operation and Development) report. Holders of an end-of-secondary-school-studies diploma (CAP, BEP, Baccalaureat) comprise 80% of the population in the age groups eligible to obtain this diploma in France, just reaching the OECD average, while Germany, Finland and South Korea reach or exceed 90%. The proportion of higher education graduates at university or the Grandes Ecoles (26%) is even lower in comparison with the OECD average (nearly 35%). This poor performance may be explained by the high rate of short undergraduate programmes like the BTS (Brevet de technicien supérieur/ Vocational training certificate) or IUT (Institut Universitaire de Technologie /Technological higher education institute), which also belong to the higher education system but are not taken into account in the statistics, (19%) against 9% on average for the OECD countries. These statistics may be contested, because the vocational studies give diplomas to young people who would not have elsewhere, in particular, pupils from socioeconomically disadvantaged families. Nevertheless, France has an unemployment rate of 23.7% among unqualified years old, the highest proportion in the OECD after Poland and the Czech Republic (Laronche, 2006). Even if the figures are different in the last report by the Conseil économique et social (Economic and Social Council) (2008) quoting Eurostat 2007, France is mentioned as having an unemployment rate above the European Union average : it is 19,4 % vs 15,4 %. The French education system s performance with respect to social inclusion can be assessed from the results of young people, pupils and students compared to other OECD countries, via two aspects: - their level of diplomas or qualifications when they finish their studies and are ready to join the job market,

17 15 - the knowledge acquired during their education. 2-1 Rate and level of diploma and early leavers without diplomas or qualifications Pupils who, even if they are no longer obliged by law to go to school, stop studying by choice or lack of motivation, in other words the "drop outs," pose a serious problem because "school qualifications remain, in an imperfect world, the privileged medium for greater justice" (Duru-Bellat, 2006) and for better social and professional integration. We address this issue in TOR 1 of our study : Support measures for schools with high drop-out rates (including early leavers without diplomas or qualifications). 2-2 Students results during their schooling According to G. Langouët (2008), international assessment comparisons from 2000 onwards indicate that pupil and student scores are only just average compared to other OECD countries. Langouët considers two studies to be of particular interest. The first is the evaluation of the learning acquisition of young people at the end of compulsory education (PISA : Programme for International Student Assessment). For reasons of uniformity, the OECD measured the learning input of 15-year-olds, equivalent to the end of the 1 st secondary education cycle in France, and the average end of compulsory education in many countries. The studies and assessments were carried out in 2000, 2003 and 2006 respectively in three areas (writing comprehension, mathematics and science, covering one area in depth each time), with a representative sample of around 4500 young people in each country. With respect to the skills assessed in 2000 and 2003, the average performance of young French pupils appears all the lower in that the skills are outside the strict field of school, and do not measure simple knowledge as much as the ability to re-use acquired knowledge in more complex situations, whether in writing comprehension or the field of mathematics. These performances are also average when compared to the national wealth (PIB : Produit intérieur brut/gdp) and expenditure on education for 15-year-olds and under. In addition, social success inequalities remain high, and higher than in countries with higher success rates. Lastly, the PISA figures indicate the impact of streaming or repeating classes in France, which have been well-documented for many years. The gaps are considerable compared to the countries which head the ranking (Finland, South Korea, Japan), all of

18 16 which feature the same education for all up to the age of 15, with virtually no repeating of classes. In comparison with 38% of repeats in France, Finland has less than 3%, for example and, except in primary education, Finland spends less money per pupil than France." (Langouët, 2008, p. 135). The poor results of French pupils are confirmed by the 2006 OECD study. Average scores in France lag way behind those of Finland, South Korea and the Netherlands (Laronche, 2006). They are even worse in the 2006 PIRLS (Progress in International Reading Literacy Study) study with regard to writing comprehension where France ranks 17 th out of 22 European countries. (Cédelle, 2007). The second series of studies cited by G. Langouët relates to international comparisons of higher education. We will not be developing this area which is outside our field of research, but we would like to highlight the author s comments about the OECD studies on the programmes and degrees delivered by the various countries. Based on the OECD (2006) statistics, he concludes, Although it has made progress, France remains very poorly placed with regard to the leaving levels of its students, even worse than it was in the PISA studies on 15-yearolds. (p. 138). Langouët concludes that the French education system needs to be reformed and mentions several researchers who, like him and particularly in the last few years, have highlighted its weaknesses (Dubet 2001, Duru-Bellat 2002, Felouzis et al. 2005, Gauthier et al. 2005). Through the various topics envisaged in this project, our aim is to pinpoint the weaknesses at various levels, whether local, regional or national, and to examine the alternatives put forward. 3 METHODOLOGY Selection of thematic content Our first reference is the social exclusion indicator set out by EUROSTAT from various international early school leaver figures: i.e. pupils who did not reach the educational level considered as appropriate for European citizenship (ToR 1). Our interpretation of this indicator includes Leaving school without a diploma, which has been extensively

19 17 researched in France, whether the end of compulsory education is set at the age of 16 or later. We will develop this topic 1 in more depth as it ties in with several of the following topics, and several references used to address it may also be included in other areas. For this reason, the following topics will be covered in less depth or will be left out of this intermediary report. We believe that this will enable readers to understand the links between the various issues that arise from the different topics and the most relevant support strategies, rather than confuse the issue with processes that might interfere with understanding. For the same reasons, we decided to develop one support measure in depth per topic, simply mentioning any similarities with others. As it is impossible to cover everything, it appears more useful to develop well thought through choices rather than to try to cover everything with a few brief comments, both in terms of the initiatives developed as in terms of the research studies. The majority of legislative and regulatory measures in France relating to the first two topics (ToR 1 - Support measures for schools with high drop-out rates, ToR 2 - Support measures for schools with high scores on other possible indicators of social exclusion and ToR 7 Support measures addressed to pupils likely to become early school leavers) focus on schools in socio-economically deprived areas (ToR 3), where many other negative factors tend to accumulate such as harassment and bullying (ToR 6), and pupils from immigrant backgrounds (ToR 4). We try to avoid repeating findings in more than one topic. Aspects of ToR 2 and ToR 7, for example, are dealt with in ToR 1 as are some of the measures pertaining to ToR 3. We examine ToR 4 in relation to ToR 9 - Support measures to facilitate the educational success of pupils from minority backgrounds: ethnic, linguistic, religious, regional, etc., because the problems arising from the education of young people from immigrant backgrounds are specifically French in nature, bringing into play the values of republican universalism and secularity that are specific to this national context. We have not developed ToR 8 - Support measures for pupils with a physical or mental handicap. As France is relatively behind in this area compared to other European countries, it seems of little value to devote too much time to the French situation compared to other countries when we are looking to develop a comparative study which highlights best practice. Issues specific to France have thus led us to explore in greater depth: 1 The present evolutions and changes in French inclusion-related policies since the last presidential elections in We will pay special attention to three policy areas, namely:

20 18 - Prevention versus remediation in relation to youth at risk, - Prevention versus repression in relation to youth at risk, - Centralisation versus decentralisation of educational authority and policy, linked to the emergence and development of the regions as relatively recent new political powers in France (laws of 1982). 2 The gap between recommendations and practice, with selected case studies as relevant samples of the key factors that influence success or failure at school Criteria for selecting the references We omitted the measures and studies that only related to the analysis of the problems under the guise, for example, of psychological typologies, simply retaining the texts and analyses of issues or practice which also gave rise to solutions, in other words the subtitles to our different support measure topics. In collecting and selecting the reference texts, we made particular use of the Internet sites indicated in the references mentioned at the end of each topic, notably those of the INRP (Institut National de Recherche Pédagogique / National Education Research Institute), including the CAS (Centre Alain Savary) and the VST (Veille Scientifique et Technologique / Monitor Scientific ans technological development), the French Documentation Centre which publishes official reports, in particular those by the General Inspectorates (IGAEN IGAEN/IGEN (Inspection/ Inspecteur Général(e) de l Administration de l Education nationale Inspection/ Inspecteur Général(e) de l Administration de l Education nationale et de la Recherche / Chief school monitoring inspectorate / Chief inspector of schools), invaluable sources of information with respect to the assessment of the French education system, and the well known CNDP (Centre National de Documentation Pédagogique / National centre of teaching documentation) a teacher s ressource centre whose new name is now SCEREN (Service Culture Editions Ressources pour l Education Nationale / Cultural Editions and Resources Service for national education), notably the VEI (Ville, Ecole Intégration/ City-School-Integration), and the publications, VEI Enjeux (VEI Stakes) and VEI Diversité (VEI Diversity). We also contacted French researchers specialising in the research topics covered, cited at the end of our report (List of researchers). One problem we come up against is that the majority of studies are devoted to examining the problems of young people or those who work with them and the prevention and remediation measures designed to support

21 19 pupils in difficulty. There is rather less emphasis on support strategies for schools and teachers and an assessment of their impact Terms and terminology. List of abbreviations We will not repeat those defined in the report initially drawn up to launch the project. As in the DOCA draft inception report that introduced the research about the ten participating countries, the term measure is used less in the official or legal sense than in terms of strategies and practices, whether they follow the official guidelines or regulations or not, as indicated in the general title of the programme that frames our research. In the French report, we also distinguish the term dispositif (scheme) that we use in a concrete sense, i.e. time management, spatial management, the division of pupils (groups streamed by level in a particular subject, for extra support, tutoring, etc.), in the sense of the implementation of a specific measure. Some measures target specific problems such as truancy, refusal to work, unacceptable conduct, violence, etc. (SAS (screen) measures, rebound programmes), in an attempt to ensure that the national requirement to prolong education does not lead to an increase in early leaving and drop-out. (Kherroubi, 2004, p. 22). In our national study, this working framework is better adapted to pupil diversity. It provides a concrete alternative to offset the homogeneity of classes by introducing special spaces for managing difficult pupils rather than special classes that tend to become places of segregation, bringing together pupils who, in the eyes of the teachers, are not at the same level as other average pupils. This allows us to distinguish the work done by teachers in the classroom, outside the classroom or special schemes and initiatives, such as the dispositifs relais (rebound programmes). These distinctions are detailed in the study by Kherroubi et al. (2005). The precise terms used for each theme will be defined within the framework of each topic. We firstly defined some expressions and terms specific to France and its education system, which have already appeared or which will appear later on. At the same time, we clarified some of the particularities of the French education system in order to help understand our topics and findings.

22 Diplomas, competitive examinations, specific schemes, schools, institutions and staff Agrégation : National high level competitive examination for recruiting teachers in secondary school. The highest qualification available for teachers at secondary level. Most successful students prepare it in a Grande Ecole, the Ecole Normale Supérieure. See Grande école. AVS : Auxiliaire de vie scolaire. Teaching assistant for disabled pupils. Baccalauréat (bac.) : Secondary school leaving examination certificate taken at the end of secondary school, in the final year of lycée (terminale), by year-olds, after 3 years of studies that begin in the class known as seconde (2nde) and equivalent to the fifth and sixth forms in the British education system. It is not delivered by the school but via a national examination. Baccalauréat professionnel : created in 1986, this exam is prepared over a 2-year period after the CAP or a BEP. Since 2001, it is possible to prepare the exam in 3 years after the class known as troisième (3 ème ) around the age of 15, but only in some speciality subject areas. It is a level IV diploma which mainly gives immediate access to the job market, but may also allow a student to continue higher education studies, particularly in technical programmes that prepare students to be technicians with a BTS degree. At the beginning of the academic year 2007, the Ministry of Education announced the generalisation of the 3-year professional baccalauréat like the other baccalauréats, instead of 4 (2 years to obtain a CAP or a BEP) after the 3 ème class, followed by a 1ère class and a professional teminale (Auduc, 2008, p ). Baccalauréat technologique : validates a general education programme and gives a professional qualification (not for a specific career but for a career sector), is the first stage in higher education technical programmes, mainly followed in IUT or in STS, and sometimes in the university in an IUP (Auduc, 2008, p. 100). Brevet des colleges : a diploma that validates the end of the 1 st secondary school cycle, a similar level to the British GCSE (General Certificate of Secondary Education) exams. BEP : Brevet d études professionnelles : Professional studies certificate; a technical school certificate acquired through a national exam taken at the end of the first level of secondary school (collège), but in a LP, at the age of 15 in the event of regular schooling, or 16, which is the end of compulsory schooling, or over for pupils at risk. It gives access to a level V qualification, at the level of blue collar worker or skilled worker (Auduc, 2008, p. 81). BO or BOEN/JO : Bulletin officiel de l Education Nationale, Journal officiel (de la République française). Official Bulletins giving details of laws and official announcement (the Gazette in UK). BT : Brevet de technician : gives access to the same opportunities as the baccalauréat technologique in some industrial or artistic specialities (Auduc, 2008, p. 100). BTS : Brevet de technicien supérieur. Vocational training certificate, at the end of secondary school (lycée) at the age of 18. CAP : Certificat d aptitude professionnelle. Vocational training certificate. Same characteristics as the BEP. However, there are about fifty different types of BEP, which provide more general training than the 200 CAP programmes that train students for a more specific career. Thus, it is possible

23 21 to do a BEP covering the food sector, while pupils can join a CAP programme to train as a baker, fish-monger, cold meat preparer, etc. The holder of a CAP generally joins the job market more quickly than the holder of a BEP who may well continue studying to gain a professional or technological baccalauréat (Auduc, 2008, p. 82). CAPEPS : Certificat d aptitude au professorat de l éducation physique et sportive. National competitive examination for recruiting teachers in physical education and sports. CAPES : Certificat d aptitude au professorat de l enseignement du second degré. National competitive examination for recruiting teachers in secondary schools : collèges and lycées. CAPET : Certificat d aptitude au professorat de l enseignement technique. National competitive examination for recruiting teachers in a lycée technique., CAPLP : Certificat d aptitude au professorat de lycée professionnel 2 ème grade. National competitive examination for recruiting teachers in a vocational secondary school. CE2 : Cours élémentaire 2 ème année. Third year of elementary (primary) school (at age of 8-9). A stage selected by the DEPP (Ministry of Education, statistics department) to assess the results of pupils and compare them with those of 6 e, the first year of secondary schooling. See primary school. CEL : Contrat éducatif local. Local education contract. CIPPA : Cycle d'insertion Professionnelle par Alternance. Vocational/education sandwich programmes. CLAS : Contrat local d accompagnement scolaire. Local schoolwork support contract. CLIPA : Classe d initiation professionnelle en alternance. Sandwich vocational induction courses (with in-company work placements), introduced by the 5-year labour and professional training law of The equal opportunities law of 31 March 2006 abolished and replaced these courses by junior apprenticeship programmes. The système appears to have failed due to the reticence of French firms (Auduc, 2008, p. 79). CLIS : Classe d intégration scolaire. Inclusion class for disabled pupils in primary school. Collège: State secondary school for pupils aged between 11 and 15-16, just after primary school and before lycée. It covers the classes known as 6 e (sixième), 5 e (cinquième), 4 e (quatrième) and 3 e (troisième). Collège unique : The collège became Collège unique, i.e. comprehensive school in The law has done away with the filières, the courses selecting pupils. Many critics said - and say now - that the educational standards were falling, because more students have access to a lycée and to the bac. But options may play a similar part as filières. Contrat de réussite : Success contract. CPGE : Classe Préparatoire aux Grandes Ecoles ( prépa. ) : Programme which prepares students for the competitive entrance exam (concours) for the Grandes Ecoles. Generally located in a good lycée, after the terminale (last class of lycée) and after passing the bac. Like the Grandes Ecoles, the classes préparatoires recruit high-flying students through a competitive selection with a predetermined quota of successful candidates, but based on school results rather than a competitive examination. The programme lasts two years and the schools foster a competitive and elitist approach to learning. DEUG : Diplôme d études universitaires générales. Diploma taken after two years at university. DIMA: Dispositif d initiation aux métiers en alternance. Sandwich vocational induction schemes introduced at the beginning of the academic year 2008 (BO of 10 April 2008) in the vocational

24 22 lycées (LP) for pupils who choose this option at around 15 years old, as a complement to the schemes offered in collège to pupils in the quatrième class aged at least 14 years old (Auduc, 2008, p. 79). Dispositif relais : Rebound programme. DUT : Diplôme universitaire de technologie. Two-year higher education diploma. Ecole élémentaire : See Primaire. E2C : Ecole de la seconde chance. Second chance schools. Ecole maternelle : See Primaire. EN : Ecole Normale : College of education for primary teachers. They have been included in IUFM. ENA : Ecole Nationale d Administration. National civil servant school training top civil servants. See Grande Ecole ENS : Ecole Normale Supérieure. College of education training top teachers who prepare an agrégation. See Grande Ecole EPLE : Etablissement public local d enseignement. Local state education institution, a new status of collèges and lycées since 1985 to give them more autonomy. There were 7915 EPLE and 3495 private secondary schools in (Auduc, 2008, p. 151). ESEN : École supérieure de l'éducation nationale. National Education College. ESSEC : École Supérieure de Sciences Économiques et Commerciales. College of economic and social sciences. ESSEC Business School training top managers. See Grande Ecole. FI : Formation Intégrée. Integrated training. GAIN : Groupe d'aide à l'insertion. Support group integration programmes. Grande Ecole : A higher education institution where engineering (Ecole Polytechnique, Ecole Centrale, Ecole des Mines), business (HEC, ESSEC, Sup. de Co. ), civil servant students (ENA, mostly after IEP- Sciences Po.), future teachers (ENS) are taught to a very high standard after passing a competitive entrance exam, unlike universities which are obliged to accept all students who have passed the bac. at the end of secondary school (bacheliers). The cultural importance of competitive exams (concours) is considerable in France. Other examples of it include the competitive recruitment procedures for public sector teaching posts (CAPES and agrégation), civil service appointments in ministries, and even jobs in the Post Office. This traditional cultural French trait can be compared to the Mandarin culture in China. Critics about tradition have led to new positive affirmative action measures being developed for socio-economically deprived areas, with legal frameworks such as the Charte pour l'égalité des chances dans l'accès aux formations d'excellence (Charter for equal opportunities to access top quality education) being introduced in Two Grandes écoles in Paris, the IEP in 2001 and the ESSEC in 2002, took the initiative before the legal framework was introduced, inspired by the latter. (see ToR 3, 4, and Case study 3 in ToR 11). In France, higher education and good qualifications are particularly important both in terms of access to employment and salary levels, because there are the main criterias, far more than work experience, for top jobs. It is why there is less social mobility in France than in other European or economically developed countries. HEC : Ecole des Hautes Etude commerciales. Business school training top managers. See Grande Ecole. IEP : Institut d Études Politiques. Institute of Political Studies, a grande école often called Sciences Po (Political Studies), its previous name when it was not a State school. It continues to

25 23 train high flying students (in 2008, only 4 % candidates were accepted) for ENA, but also diplomats and business men. As ENA, it has often been criticized because so many ministers and high- ranking decision makers are énarques and Sciences po. See Grande Ecole. IME : Institut médico-éducatifs. Medico-educational institutes for disabled pupils who cannot go to a school in the ordinary environment. ITAQ : Itinéraire personnalisé d'accès à la Qualification. Tailored qualification programmes. ITEP : Institut thérapeutique éducatif et pédagogique. Therapeutic educational institutions for multidisability pupils. IUFM : Institut universitaire de formation des maîtres. Colleges of education created by the law of 1989 and extended to the whole French territory in In 2008, the President of the French Republic and the Education minister have announced that teachers will be recruited with a Master granted by University in 2010.The IUFM should disappear. See ToR 10, IUP : Institut Universitaire Professionnel. Vocational higher education institute IUT : Institut Universitaire de Technologie. Technological higher education institute. Mainly prepares secondary school pupils (16-17/18 year olds), following on from the collège as a general and technological lycée or vocational lycée. Licence professionnelle : Vocational degree : created at the beginning of the academic year 2000 to prepare students with a BTS or a DUT to earn an undergraduate degree in 3 years. Of the 195 degrees introduced in 2000, 90 are taught in an IUT, 70 in universities and 35 in lycées as a prolongation of present BTS. By , there were 1000 of them, with 45% of students holding a BTS and 32% with a DUT. 26,900 students were registered, in other words 12% of all students preparing for a degree (Auduc, 2008, p. 100). Lycée : State secondary school for pupils between 16-17/18, after the collège. The lycées cover the school years known as seconde (15-16 years old), première (16-17 years old) and terminale (17-18 years old). LP : Lycée professionnel. Refers to a lycée which provides vocational training as well as more traditional core subjects. MEN : Ministre/Ministère de l Education Nationale : Education Minister/Ministry. Department for Education and Employment in UK.. MGI : Mission générale d insertion : General Integration Mission MOREA : Module de Repréparation aux Examens par Alternance. Basic schooling and exam preparation work/education sandwich programmes. MODAL : Module d'accueil en lycée. Special secondary school reintegration programmes. Primaire (premier degré) : Primary. In France, the state primary school includes the école maternelle (nursery school) which school children attend between 2 and 5-6 years old and the école élémentaire, which children enter at 6 years old, the age of compulsory schooling, until years old. A third of children aged 2 years old attend the PS (Petite section), the first year of the école maternelle, nearly 100% attend the MS (Moyenne section) and all children attend the GS (Grande section) before compulsory school age. The école élémentaire covers CP (cours préparatoire), CE1 (cours élémentaire 1 ère année), CE2 (2 ème année), CM1 (Cours moyen 1 ère année), and CM2 (Cours moyen 2 ème année). The teachers have the same diploma and qualifications for all the classes, including maternelle and élémentaire.