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

2. The context of the competence-based education policy
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 Profesional or vocational programs
Academic programs
Ministry of Education
Profesional or vocational programs
Others ministries, Business organisations
Private sectors
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, Professionnal Designation
BTS (Brevet of Technician)
Professional Bachelor
Under-
graduate
Master
Professional Master
Engineering degree (CTI)
Degree of University (DU)
Professionnal Designation
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 regulation which allows to validate the professional experience of any employee as a degree:
VAP (validation of « professional acquisition »)  to applicate to a higher educationnal program
VAE (validation of « professional experience »)  to obtain a degree or a part of a degree
 Questions for the universities: how to evaluate « professionnal experience » ? How to validate the « units in their academic 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 fundings and 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 funding vocational programs; each employee has a « Personal Account for Education » (in hours then in €) in order to fund his personal vocational education:
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. Identity of the organization and of the program
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,
Regulation that support de market need (in case of regulated jobs)
Figures from market survey (market needs : quantitative and qualitiative needs)
Description of the competencies (by bloc) that targeted by the program
Added value for the student / salary (benefit for his employability)
Added value for the company (benefit within its human resource policy)
Competences to be assessed
Professionnel organisation that will recognized the program
Support from companies and / or professionnal organization (minimum 2 letters)