Competence-based programs and their a ssessment in French Universities

1. Competence-based programs and their assessment in French Universities Mourad Attarça, January 2019

2. The context of the competence-basededucationpolicy • There is a dual system of education in France : • 1) The “academic” system: primary school, secondary school, undergraduate and graduate levels (universities, schools of engineering…) • Much more knowledge-oriented programs • Degrees accredited by the ministry of Education • Programs funded by the national budget State • 2) The “professional” or “vocational” system: held by institution like Chambers of Commerce, Chambers of Agriculture, Chambers of Trades, Business associations…; starting from secondary school but also in higher education (undergraduate and graduate) • Much more focused on know-how and professional activities • Degrees “recognized” and/or accredited by different ministries, by business associations and unions ; and taken into account in national collective agreements of labor • Programs funded by companies through taxes • Many business associations provide programs to educate theirs own employees to specifics competences required: • CQP : certificate of professional qualification •  Each CQP is dedicated to a specific activity / jobs and is recognized by companies within the sector

3. The French system of education Academic programs Ministry of Education Profesional or vocational programs Othersministries, Business organisations Privatesectors Primary school CAP (Certificate of professional aptitude) Baccalaureat ; Baccalaureat of technology ; Professional Baccalauréat CQP (Certificate of Professional Qualification) Professional Designation CAP ; Professional baccalauréat Secondary school DUT (Diplôme Universitaire Technologique) BTS (Brevet of Technician) Bachelor (Licence); Professional Bachelor CQP, ProfessionnalDesignation BTS (Brevet of Technician) Professional Bachelor Under- graduate Master Professional Master Engineering degree (CTI) Degree of University (DU) ProfessionnalDesignation Engineering degree (CTI) Specialized Master (MS) Graduate Doctorat (PhD) Phd (VAE) - DBA PhD

4. In the 1990’s, French ministry of Labor wanted to improve educational programs for young unqualified people • Fostering professional programs in secondary school and undergraduate level • Promoting programs that can develop specifics competences to meet the need of the labor market • In 2002, the ministry of Labor lanched a “National Register of Professional Certification” (RNCP) • The register inventory programs that are focused on some specific skills, jobs and / or activities • There is an assessment of the relevance of the programs and their usefulness for the labor market and for the employability of the people • The degrees provided by universities are automatically registered (“by law”) • In 2002, the ministry of Education and the ministry of Labor has adopted a new regulationwhichallows to validate the professionalexperience of anyemployeeas a degree: • VAP (validation of « professional acquisition »)  to applicate to a highereducationnal program • VAE (validation of « professionalexperience »)  to obtain a degree or a part of a degree •  Questions for the universities: how to evaluate « professionnalexperience » ? How to validate the « units in theiracademic programs ?

5. In 2007, a new law gave more autonomy to the universities, but: • Universities have been invited to offer more professional-oriented programs and strengthen their relationships with businesses; • Professional integration of graduates has become a key element in the evaluation of academic programs • In order to diversify theirs fundingsand attract business financings, universities have launched or adapted their programs: a mix of academic and professional programs; apprenticeship programs, programs for continuing education, etc. • Reform of the law of fundingvocational programs; eachemployee has a « PersonalAccount for Education » (in hoursthen in €) in order to fundhispersonalvocationaleducation: • A need for a more short programs with more modularity and more customization • Since 2015 • It is mandatory for universities to present their academic programs in “blocks of competencies” ; all programs must be related to sectors / jobs / activities • Representatives of business and economic sectors participate in the governance of universities (university board), faculties (faculty board) and programs ("concil of perfectionning"). • “Professional“ lecturer must be part of the teaching team; the ratio “professional lecturer / academic lecturer” is a key element in the program assessment

6. Example of handbook On how to designing a competence-oriented Published by the Association of Pharmaceutical Industries (LEEM) for its members and for universities in partnership with pharmaceutical companies

10. The situation in 2019 • The "competence-oriented” culture remains weak in French universities • There is a great disparity between universities and between faculties; it depends on: • the will of the Rectors and of the deans; • the will of the teaching staff; • the share of professional programs in the overall offer of programs; • the available resources to support the teaching staff. • There is some reluctance of the teaching teams for competence-based approach: • The methodology is perceived as fuzzy; • It obliges to review all the teaching programs as well as the balance of training hours and ECTS; • It can call into question the skills of the teaching staff (need for new skills); • It less considers fundamental knowledge and theoretical knowledge

11. The most advanced programs in competence-based approach: • Technological or applied science degrees (Physics, Chemistry, Agronomy, Engineering ...) • Business-oriented diplomas: Law, Management, Economics… • Degree for regulated job: Doctor, Pharmacist… • Two current approaches to present programs by competence-based approach: • By simply making-up existing academic programs (formal approach in order to comply the ministry rules) • Real competence-based approach but with low modularization

12. The grid for the accreditation of a competence-based program used by the RNCP: • Identity of the organization and of the program • Sectors and jobs targeted (according an official nomenclature : NAF ; NSF ; ROME, • Regulationthat support de marketneed (in case of regulated jobs) • Figures frommarketsurvey (marketneeds : quantitative and qualitiativeneeds) • Description of the competencies (by bloc) thattargeted by the program • Added value for the student / salary (benefit for hisemployability) • Added value for the company (benefitwithinitshumanresourcepolicy) • Competences to beassessed • Professionnel organisation thatwillrecognized the program • Support fromcompanies and / or professionnalorganization (minimum 2 letters)