Overview
Quality Assurance System
in Higher Education

FranceNIAD-UE
National Institution for Academic Degrees and University Evaluation

Overview of the Quality Assurance System in Higher
igher Education
Education:
Francentrodu tion
Introduction
Shini hi Hirano, D
Eng , President of National Institution
nstitution foror A
ademi Degrees and University
Shin-ichi
D.Eng.,
Academic
Evaluation (NIAD-UE)
NIAD-UE)The National Institution for Academic Degrees and University Evaluation (NIAD-UE)
has developed the ‘Information Package’ as a means for publishing basic information
on higher education and its quality assurance system in Japan as well as some othercountries. In addition to these of Japan, U.S., U.K., Australia and Netherlands, wehave presently produced an “Overview of the Quality Assurance System in Higher
Education: France” in both English and Japanese.
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II wouldy foration) whihwould like
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ontributions totion ofike to(Commission forfor Engineer
Engineer Titles),Titles), forfor their
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March 2012

Shin
i hi Hirano, DEng
Shin-ichi
D.Eng.
President of N
AD-UE
NIAD-UE

Index
I. Basic Information on the Country .................................................................. 3
II. The Higher Education System ....................................................................... 4
1. Introduction.......................................................................................................... 41-1) Various higher education institutions .......................................................................................... 41-2) Degrees and diplomas (diplôme) .................................................................................................. 41-3) Integration of LMD system ........................................................................................................... 4

2. History and legislation ......................................................................................... 52-1) Historical overview ....................................................................................................................... 52-2) Edgar Faure law ............................................................................................................................. 62-3) Savary law ..................................................................................................................................... 62-4) Recent developments: 2007 to the present –giving much more autonomy to universities–....... 6

3. French educational system ................................................................................... 8
4. Higher education system ...................................................................................... 84-1) Types of institution ...................................................................................................................... 8
4-1-1) Universities ............................................................................................................................. 8
4-1-2) Grandes écoles and other higher education institutes ........................................................... 9
4-1-3) Private institutions of higher education .............................................................................. 104-2) Statistics ...................................................................................................................................... 11

5. Enrollment .......................................................................................................... 135-1) Admission requirements for universities ................................................................................... 135-2) Admission requirements for grandes écoles .............................................................................. 135-3) Access to higher education (Admission Post –Bac portal) .......................................................... 13

6. Courses and qualifications ................................................................................. 146-1) Courses ....................................................................................................................................... 14
6-1-1) Short programs ..................................................................................................................... 14
6-1-2) Long Programs ...................................................................................................................... 14
6-1-3) Specialized programs ........................................................................................................... 156-2) Curriculum .................................................................................................................................. 16
6-2-1) Student Assessment ............................................................................................................. 16
6-2-2) Ongoing debates ................................................................................................................... 176-3) Qualifications .............................................................................................................................. 19
6-3-1) Degrees from short programs .............................................................................................. 19
6-3-2) Intermediate degrees ............................................................................................................ 20
6-3-3) Degrees from long programs................................................................................................ 206-4) National qualifications frameworks ........................................................................................... 22

7. Student unions .................................................................................................... 24
8. Tuition fees and financial support for students................................................. 258-1) Tuition fees ................................................................................................................................. 258-2) Financial support for students ................................................................................................... 25
8-2-1) CampusBourses: grant search engine ................................................................................... 26

9. Internationalization of French higher education ................................................ 27
10. Responsible authorities and higher education related bodies ......................... 28
11. Legislation......................................................................................................... 30

III. The Quality Assurance System ................................................................... 31
1. Transition of French quality assurance system ................................................. 311-1) The National Council for Evaluation of Universities (CNE) ........................................................ 311-2) Bologna process .......................................................................................................................... 31
Overview of the Quality Assurance System in Higher Education: France11-3) 2006 to the present - a new era in Quality Assurance ............................................................... 31

2. Quality assurance system in French higher education ....................................... 322-1) Higher education and university approval system .................................................................... 32
2-1-1) Establishment of Public Corporations in Higher Education ................................................. 32
2-1-2) Private institutions of higher education .............................................................................. 322-2) Internal quality assurance .......................................................................................................... 322-3) External quality assurance .......................................................................................................... 33
2-3-1) Institutional evaluation ........................................................................................................ 34
2-3-2) Research (Research units) evaluation ................................................................................... 36
2-3-3) Academic program and degree (LMD) evaluation ................................................................ 38
2-3-4) Validation for academic staff evaluation procedure............................................................ 40

3. Internationalization and quality assurance ........................................................ 403-1) Joint accreditation for international joint programs ................................................................. 403-2) Recognition of qualifications...................................................................................................... 40

IV. The Details of Quality Assurance Organizations ....................................... 42
IV-1. Evaluation Agency for Research and Higher Education (AERES) ........... 42
1. Overview of the organization ............................................................................. 42
2. Mission and principles ........................................................................................ 432-1) Mission ........................................................................................................................................ 432-2) Principles .................................................................................................................................... 432-3) Organization ............................................................................................................................... 43

3. Activities ............................................................................................................. 443-1) Evaluation ................................................................................................................................... 443-2) Validation of its evaluation ........................................................................................................ 443-3) Evaluation cycle .......................................................................................................................... 453-4) Impact on the outcome of the evaluation .................................................................................. 45

4. International Activities ....................................................................................... 464-1) Collaborations with other bodies ............................................................................................... 464-2) International evaluation ............................................................................................................. 464-3) Developing international skills and discussion within the agency............................................ 46

IV -2. Commission for Engineer Titles (CTI) .................................................... 47
1. Overview of the organization ............................................................................. 47
2. Mission and goals ............................................................................................... 482-1) Mission ........................................................................................................................................ 482-2) Goals ........................................................................................................................................... 482-3) Organization ............................................................................................................................... 48

3. Main areas of activity.......................................................................................... 48
3-1) Evaluation and accreditation ...................................................................................................... 48
3-1-1) Procedures and criteria ........................................................................................................ 48
3-2) International CTI accreditation................................................................................................... 493-3) Other international activities ..................................................................................................... 49
3-3-1) Collaboration with other overseas accreditation bodies ..................................................... 49
3-3-2) EUR-ACE project .................................................................................................................... 50

Appendix: Glossary ......................................................................................... 51
Sources and references ................................................................................... 54
If necessary, you may refer to “Glossary”, at the end of the text with regard to the abbreviations and somespecific words in Higher Education appeared in the text.

2

Overview of the Quality Assurance System in Higher Education: France

I. Basic Information on the Country
Name of country

French Republic

CapitalParis

Major language

FrenchPopulation*

61,840,000 (2008)

Nominal GDP*

2,121,700 million USD (2008)

Nominal GDP per capita*

33,090 USD (2008)

Public spending on education
as a percentage of total public
expenditure**
Public spending on
education as a percentage ofGDP**

All levels of education

10.6%(OECD average 12.9%)
All levels of education

5.5%(OECD average 5.0%)

Annual expenditure byeducational institutions perstudent at higher educationlevel**

14,079 USD (2008)

Annual public expenditure
per student at higher
education level**

10,577 USD (2008)

HE level

2.3%(OECD average 3.0%) (2008)
HE level

1.2%(OECD average 1.0%) (2008)

86.2% of 625,713 candidates for French Baccalauréat passed theexamination in 2009. The details are:
Progression rate into higher
education***General channel: 88.9% of 322,576 candidates passed the examination
Technological channel: 79.8% of 164,894 passed
Professional channel: 87.3% passed

Organization of education
system***See II-3. French educational system (p.8).
The beginning and end of the academic year depends on theuniversity and cycle (between 1st September and mid-July). The French

Cycle of academic year

academic year is divided into two semesters. Generally, the firstsemester is from early September to late January and the second
semester is from early February to late May.
Examination periods are at the end of each semester.

Source:*The Organisation for Economic Co-operation and Development (OECD): OECD Country statistical profile:
France 2010**

OECD: Education at a Glance 2011***

European Commission (EC): Eurydice – Organisation of the education system in France, 2009/2010

Overview of the Quality Assurance System in Higher Education: France

3II. The Higher Education System
1. Introduction1-1) Various higher education institutions
In France, there are various types of higher education institutions, that look complicated, but it can beclassified into universities and grandes écoles, in which provided professional training. In addition, there
are others including higher professional schools (écoles supérieures professionnelles), specialized
schools (école spécialisée), university institutes for technology (IUTs: Instituts universitaires detechnologie) and preparatory classes for grandes écoles (CPGE: classes préparatoires aux grandes écoles).
(reference “4. Higher education system” and “6. Courses and qualifications”)

Totally, there are 3,500 higher education institutions, of which approximately 80 are universities, 220
are grandes écoles, and more than 3,000 are other specialized or professional schools.

1-2) Degrees and diplomas (diplôme)French higher education system relies on deferent sorts of diplomas (diplômes) granted by theeducational institutions. A diploma is a certificate used to certify the completion of a course of study
under a certain educational program. A “national diploma (diplôme nationale)” is awarded in accordancewith the procedures provided for under law and regulations, or any controlled by the authorization(habilitation) of the national government, while a “university diploma (diplôme universitaire)” is awarded
under the authority of the university itself. A person who is awarded a specific national diploma related
to academic degrees or titles will be automatically awarded the academic degrees or titles that arecommon to the same program. On the other hand, it is a diploma not an academic degree or title that
universities and other higher education institutions are allowed to award.

Educational institutions that are eligible for the authorization to award national diplomas are thosehaving educational and academic autonomy (Article 4 of the Decree concerning university academic
degrees and academic titles, and national diplomas No.2002-481). Educational institutions allowed to
grant diplomas are not only universities but also others including grandes écoles and publicestablishments (EP).

1-3) Integration of LMD system
French government signed the Bologna declaration in 1999 with some other European countries. The
Bologna process was set up with a view to harmonizing national education systems in the member statesand facilitating student and staff mobility, achieving structural uniformity, transparency and quality
assurance as key objectives. One of the ways to establish Europe–wide standardization within the higher
education system resides in the three-tier bachelor, master, and PhD academic award system. These
three levels have constituted a rather revolutionary reform in French education and are abbreviated as
LMD. In accordance with the European organization of higher education, long training programs offeredin France are organized in three successive levels, with three types of national diploma:

4

Overview of the Quality Assurance System in Higher Education: France•Bachelor (Licence), prepared in six semesters
Two possible options: Bachelor: Consists of general training Professional/vocational bachelor: Consists of professional/vocational training※

The Licence which was the diploma certified the 1 year completion of the third year of the university before
the LMD, changed, after the LMD, to the one which certifies the 3 years completion from the admission.

•

Master (Master), prepared in four semesters after the bachelor’s degree
Two possible options: Research Master: More research oriented, which will allow continuation to a doctorate Professional Master: More for professional oriented, which will be a preparation for a specificprofession, and which allows immediate entry into the job market.

•

Doctorate/Ph.D. (Doctorat), prepared in six semesters after the master’s degree in a doctoral
school. This third level will be dedicated to research work. The doctorate diploma is obtained
after a thesis defense.

Sources:French Embassy in Japan: http://www.ambafrance-jp.org/
Ministry of Higher Education and Research (MESR): http://www.enseignementsup-recherche.fr/
CampusFrance: http://www.campusfrance.org/fr/
Jun Ohba, Tatsuya Natsume: The university and degree in France, Gakui to Daigaku (Degrees and Universities),
National Institution for Academic Degrees and University Evaluation (NIAD-UE) (2010)

2. History and legislation
2-1) Historical overview
The history of higher education in France originates in the 12th century, when the first universities were
established. They were independent institutions with autonomous status that were awarded significant
privileges.
In 1794 during the French Revolution (late 18th century), the Convention created the special grandesécoles: the Central School of Public Works (a year later renamed the École polytechnique), the arts andcrafts conservatory, the school of oriental languages, the school of fine arts etc. In 1806, Napoleon I
created a law setting the Imperial University (the first decree to organize it was set in 1808) in order tocontrol education, and all institutions were combined under this banner. The Imperial University was
really centralized. In the 27 cities where academies were installed there were faculties which weredirectly managed by the central government. There has been contestation against this centralization.
However, in the reign of Napoleon III, the title of Grand Master of the University (Grand maître del’université) to which had designated the Minister by Emperor was took place by the emperor himself.
When France was divided into 16 academic constituencies and the faculties took separate control,
eventually each taking the name of University in 1896. It was the reform in 1896 in which the university

Overview of the Quality Assurance System in Higher Education: France5was given the right to deliver their own diplomas, even if the grades were still the responsibility of thestate.

2-2) Edgar Faure law
The framework law on higher education of 1968, known as the Edgar Faure law, created a new type of
institution, or a Public Establishment of Scientific and Cultural Character (EPCSC) (p.32). The former
faculties by this law were replaced with education and research units (UFR) which were autonomous,
involved the participation of all the players in the university community and multidisciplinary. However,higher education continued to be divided into two separate blocks: the grandes écoles, educating thenation’s senior executives and the universities, which were effectively “UFR federations”. Anotherimportant point of this law is to give more autonomy to the universities, after the contestations of May
1968 (election of president, presence of students in the councils).

2-3) Savary law
The current organization of higher education is ruled by the Code of Education, from the law of 1984,
known as the Savary law. Its main idea is to have a common public service of education and higher
education. While maintaining the major principles of the Faure law, it defines objectives to regroup
grandes écoles within the same context as other higher education institutions and promote greater
openness of these institutions to the outside world. It confirms the status of them as public institutions,now called Public Establishment of Scientific, Cultural and Professional Character (EPCSCP) (p.32). The
principle of equal opportunity has long been emphasized in the French education system. In this frame,
the education along life is also given to universities.

The most important elements in French higher education history between 1984 and 2007 were: first, theimplementation of a contractual policy that links the State and the institutions and provides independent
higher education institutions with a new and viable content (1989); second, U2000 (University for 2000)
followed by the “U3M (University in the Third Millennium) Plan for 2000-2006, which outlined the major
development guidelines for the higher education system within the framework of the State-region plan;and third, the implementation of the European qualification architecture since 2002, known as the LMD
reform.

2-4) Recent developments: 2007 to the present –giving much more autonomy touniversities–
An important milestone in the recent history of the French higher education system was the adoption of
Law for Freedom and Responsibilities of Universities (LRU) in August 2007, according more autonomy touniversities in terms of budget and human resources introduced by the Sarkozy administration. At thesame time, a process of consolidation was undertaken by many universities, in the form of either theCenters of Research and Higher Education (PRES*), which enable universities, grandes écoles and researchorganizations to pool resources and activities, or a merger of several institutions. Moreover, toencourage the presence of foreign students and researchers in its higher education institutions, France
has taken several steps over the past years, including the establishment of CampusFrance to promote

6

Overview of the Quality Assurance System in Higher Education: France

studies in France and the National Agency for Research (ANR) for research funding, increased budget for
the French Ministry of Higher Education and Research, and increased autonomy of universities, inaccordance with the French law relative to the freedom of responsibility of universities, whichauthorizes universities to create foundations for private fundraising.
According to the LRU law, full autonomy of universities must be achieved by 2012. This process wasintroduced step by step and on 1st January 2009 the minister in charge of higher education and researchannounced a list of 18 universities that became autonomous. A further 33 universities became
autonomous on 1st January 2010 and 22 more on 1st January 2011, making a total of 73 which marks
about 90% of French universities and leaves a further 10 to achieve autonomy on 1st January 2012.
There are two main reasons why university reform has been deemed necessary in France. First, there isno selection process for students wanting to enter at bachelor level in French universities: every
candidate has to be accepted. Due to that 90,000 students exit the education system every year without adiploma and 50% of students registered in the first year at the university fail at the end of their first twosemesters. These statistics suggest that often university courses have often not been attracting theattention of many of the students taking them. Also, one year after obtaining their diploma, 53% ofuniversity graduates with a degree (Bac +4) (p.20) are still looking for employment, which suggests
employers are also not entirely satisfied by the content of university courses. The objectives of thisreform are therefore to provide direction for the 50% of the young people to a higher education diploma
who are currently failing, and in order for them to achieve a degree that will assure their employment
future. Second, due to the cementation of research between universities and National Center for
Scientific Research (CNRS) university research is not visible at the international level. The Frenchacademic community now considers it unacceptable for the nation to be unable to place its universities
among the best institutions in international rankings.
*Note about PRESPRES (Centers of Research and Higher Education) have been introduced since 2006 to the French higher
education system, with the objective of building up strong research departments that will be noticeable
on an international level. The number of the PRES counts 21 in early 2011. This enables the facilitation ofuniversity and research institution links at a particular site. Conference of University Presidents (CPU)has strongly promoted the concept of the PRES to introduce a new set of dynamics within French
institutions of Higher Education and Research. The major goals of PRES establishment include: providing
coherence in the institutional politics of institutions of a particular site with regard to education,
counseling and professional orientation; improving consistency and integration of organization,
efficiency and governance; boosting the research capacities and the international impact of theinstitutions; and allowing joint development of new services and infrastructure.
Source:Ministry of Higher Education and Research (MESR): http://www.enseignementsup-recherche.gouv.fr/
Ministry of Foreign and European Affairs: http:// www.diplomatie.gouv.fr/
Legifrance: http://www.legifrance.gouv.fr/
Conférence des présidents d’université (CPU): http://www.cpu.fr/
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010
French Embassy in Japan: http://www.ambafrance-jp.org/

Overview of the Quality Assurance System in Higher Education: France

7

3. French educational system
Diagram of French Education System
Compulsory
education

(Age)
2

3

4

5

Écoles maternelles
Classes enfantines

Pre-primary

6

7

8

9

10

11

12

13

14

15

16

17

ÉcolesélémentairesCollège

Lycée

PrimaryLower
secondarygeneralUppersecondarygeneral

18

19

20

21

22

23 24–

Université
CPGE

GrandesécolesÉcolesspécialisées
STS/IUT

Lycée

Terciary

professionnel
Lower
secondarygeneralUppersecondaryvocational

Source: European Commission (EC): Eurydice – Organisation of the education system in France, 2009/2010

4. Higher education system4-1) Types of institution
Higher education in France is characterized by a variety of institutions with different objectives,
structures and conditions of admission. They can be divided into universities, grandes écoles, and otherhigher education institutions (including Public Establishments of Administrative Character (EPA), private
institutes and schools of higher education).

4-1-1) Universities
Regulated by the 1984 Savary law, French universities are Public Establishments (EP, mainly Public
Establishments of Scientific, Cultural and Professional Character: EPCSCP/EPSCP) (p.32). They have toaccept all students with a French “baccalauréat” (p.12), which is the qualification of graduation fromhigh school, with a little exception such as medicine, and could also accept foreign diploma which allows
access to universities in the country of origin. French universities had a little more than 1.4 million
students in 2009-2010. These include 14.8% non-French students. These establishments provide basic
training courses, technological or vocational training programs. There are a total of 83 EPCSCPs, or
universities.

Since 1984, they have been organized into training and research units (UFR). They also include internal
institutes and schools such as University Institutes of Technology (IUT), created in 1966, andprofessional university institutes (IUP), created in 1994. The IUTs

8

created under the conditions of

Overview of the Quality Assurance System in Higher Education: FranceArticle 33 of the Law of 1984 (Article L 713-9 of the Code of Education) have their own special
prerogatives: the director has control of income and expenses and has authority over the entire staff.

The majority of universities are multi-disciplinary. Some of the universities are structured around close
pairs of fields such as sciences and health, sciences and arts, medicine and law, law and arts.

4-1-2) Grandes écoles and other higher education institutes
Higher education schools are public or private selective establishments which provide preparation for
specialized professional work; for example, in the fields of engineering sciences, architecture, businessand management and also for translation, interpreting, and journalism.

Grandes écoles
The grandes écoles are peculiar French institution. These highly selective establishments have a right toselect their students unlike the universities. They accept much fewer students than the universities,
although over 200,000 students are enrolled as of 2011. The grandes écoles train engineers, high level
managers, and specialists in the arts, literature, the social sciences and law. Training in the grandesécoles and specialized schools generally takes five years, including two years of initial preparation,either in the grande école itself or in secondary establishments (lycées) (Preparatory Classes for Grandes
Écoles: CPGE). These schools therefore more often issue a diploma at the baccalauréat level +5 years,
providing a master’s degree upon graduation.
The environment of the grandes écoles is special. Many of which are funded in part by corporate partners.
Students enjoy ample opportunities for interaction with faculty, because classes are small. Projects andcase studies are the predominant educational models, and students have a wide choice of options.
The two largest groups of grandes écoles are schools of engineering and schools of management, butthere are also the Écoles normales supérieures (ENS) known as teacher training colleges, veterinary
schools, and other schools in a variety of specialized areas. In regard to the ENS system, there are three
in all (Paris, Lyon and Cachan (its branch has been established in Ker Lann)). They are under the controlof the Ministry of Higher Education and Research. Students who are citizens of the European Union,
attending these schools have the status of “civil servants in training” and therefore receive a salary forthe duration of their studies (currently four years).

EPA (Public Establishment of Administrative Character)
EPAs are very diverse and come under the authority of various ministries. Some are categorized as
grandes écoles such as École polytechnique under the jurisdiction of the Ministry of Defence. The
following are included in this category:•

Local public education institutions (EPLE) with preparatory classes for grandes écoles (CPGE) or
higher technician sections (STS);•

Scientific grandes écoles come under the authority of the Ministry of Higher Education andResearch;
Overview of the Quality Assurance System in Higher Education: France

9•Superior institutes of military education, which come under the authority of the Ministry of
Defense: the army, navy and air force institutes;•

The National School of Administration (ENA), under the authority of the Prime Minister;•Superior agricultural institutes, which come under the Ministry of Agriculture;•

National veterinary schools, under the supervision of the Ministry of Agriculture;•

Superior institutes of artistic studies, which come under the authority of the Ministry of Culture;•

National superior engineering institutes and national engineering schools.

•

The Paris institute of corporate administration (IAE-Paris), which provides a link between
university education and practical business studies;•

The Institute of Higher Education for Science and Technology (IHEST), under the authority of theministers in charge of national education and higher education and research.

Other EPAs can be connected to an EPCSCP, by decree or at their request, after the National Council on
Higher Education and Research (CNESER) renders its decision.

Other Specialized Schools
France is internationally recognized in the fields of gastronomy, hotel management, fashion, films,
among other areas. Numerous specialized schools offer programs in these and other fields.

4-1-3) Private institutions of higher education
There are two types of private institution:•

Private institutes of higher education. There are 13 in France, governed by the Law of 1875 on
the freedom of higher education, which offer general university education programs;•

Private technical and management institutes of higher education. 44 are private engineeringschools and 90 are private business and management schools). The education dispensed bythese schools is recognized by the Ministry of Higher Education.

Differentiation between public and private institutions
It is legally prohibited in France to use the term, “University (université)”in names of private higher
education institutions (Article L 731-14 of the Code of Education). However, in some cases, "universities"
are commonly used by name such as “X university (université (catholique) X)”, or it is sometimes used ininternational agreements. However, some of the Research and Higher Education Hubs (PRES) under the
Research Program Act of 2006 are given names with the term “university”. Private higher education
institutions must clearly indicate in their names to the effect that they are privately owned institutions.
Sources:
CampusFrance: http://www.campusfrance.org/fr/
Ministry of Higher Education and Research (MESR): http://www.enseignementsup-recherche.gouv.fr/

10

Overview of the Quality Assurance System in Higher Education: France4-2) Statistics
Number of institutions (2011)
Type of Institutions

Number of Institutions

Public universities

83

Doctoral schools in Universities

300 approx.

University Research laboratories and centers

1,200 approx.

Grandes écoles

225

Engineering schools (grandes écoles included)

224

Business schools (grandes écoles included)

220

Other institutions (including lycée with STS or CPGE)

3,000

Source: CampusFrance: http://www.campusfrance.org/en
Ministry of Higher Education and Research (MESR): http://www.enseignementsup-recherche.gouv.fr/

Number of students
Student population (schools and higher education)(Unit: Thousand)
Year

2005

2006

2007

2008

2009

2,283

2,254

2,231

2,234

2,316

Preparatory Classes for Grandes Écoles(CPGE)

75

76

78

80

81

Higher Technician Sections (STS)

230

228

231

234

240

University Institutes of Technology (IUT)

113

114

116

118

118

1,284

1,259

1,221

1,266

1,306

engineering schools

108

109

109

114

118

business schools

88

87

96

101

116

15,02014,966

14,914

14,88014,955Higher education

universities (excluding IUT and engineeringschools belonging to them)Grand total(Including overseas departments)

Source: Ministry of Higher Education and Research (MESR): The State of Higher Education and Research in France, 2010

Overview of the Quality Assurance System in Higher Education: France11

Evolution of immediate enrolment rates of baccalauréat holders (%) in the different
higher education courses (metropolitan France + overseas departments)* Baccalauréat is the national examination and the certification which certifies the graduation of highschool. It is divided to each category corresponding to the areas including natural sciences, economy
and social sciences, or literatures. The baccalauréat is, basically, the first step to enter universities, or
requirement for the access to higher education. It is considered of importance element described in
the diploma how it takes to finish after obtaining the baccalauréat (expressed as Bac+α).
2000

2002

2003

2004

2006

2007

University excluding IUT

61.8

62.4

62.8

62.1

58.8

55.6

IUT (University Institutes of Technology)

11.2

11.4

10.7

10.7

10.4

10.7

CPGE (Preparatory Classes for Grandes écoles)

12.6

13.6

13.0

13.6

13.2

13.3

STS (Higher Technician Sections)

9.0

8.4

8.0

7.8

7.8

8.3

Other courses

9.1

9.7

9.7

10.8

10.8

11.4

University excluding IUT

19.1

17.8

18.1

18.1

17.4

15.8

IUT

9.1

9.5

10.0

10.2

9.9

9.5

CPGE

1.1

1.1

1.0

1.1

1.1

1.3

STS

44.5

45.8

45.1

44.1

42.5

42.3

Other courses

3.9

4.2

4.2

4.7

5.0

5.4

University excluding IUT

46.4

46.6

47.3

46.5

45.0

42.5

IUT

10.5

10.7

10.4

10.5

10.3

10.4

CPGE

8.4

9.1

8.9

9.2

9.2

9.4

STS

21.8

21.7

20.9

20.6

19.3

19.4

Other course

7.2

7.7

7.8

8.6

8.9

9.4

University excluding IUT

6.4

6.0

6.3

6.4

5.8

5.0

IUT

0.5

0.6

0.7

0.7

0.7

0.7

CPGE

0.0

0.0

0.0

0.0

0.0

0.0

STS

9.7

12.8

14.4

15.2

15.5

15.6

Other course

0.5

0.6

0.6

0.6

0.6

0.6

Type of Baccalauréat
General Baccalauréat

Technological Baccalauréat

Total General and Technological

Vocational Baccaluaréat

Total for all baccalauréats (general, technological and vocational)
University excluding IUT

39.2

38.9

39.8

38.9

37.5

35.0

IUT

8.7

8.8

8.7

8.7

8.4

8.4

CPGE

6.9

7.4

7.3

7.4

7.4

7.5

STS

19.6

20.0

19.7

19.6

18.6

18.7

Other courses

6.0

6.4

6.5

7.1

7.3

7.6

Source: Ministry of Higher Education and Research (MESR): The State of Higher Education and Research, 2008

12

Overview of the Quality Assurance System in Higher Education: France

5. Enrollment
The conditions of admission largely depend on the institutions and the degrees offered. However, allinstitutions require, in general, the baccalauréat or an equivalent diploma. Access to the different levelsof post-baccalauréat education offered by institutions under the Ministry of Higher Education andResearch (whether universities, institutes or public schools) can also be gained through the professional
experience validation system (p.24). Students with foreign degrees, for example, can benefit from thisvalidation process for the admission. Validation is decided by the president of the university or directorof the institution, on the advisement of a teaching committee.

5-1) Admission requirements for universities
There is no selection process at Bachelor level. Universities have to accept all students having thefollowing diploma:•

French baccalauréat or a document that is considered equivalent (e.g. certificat de capacité endroit)•DAEU (Diploma for Access to University Studies), through passing the tests*DAEU is a national higher education diploma, created in 1994, which replaced the Special
Examination of Entry to the University (ESEU).

Admission to University Institutes of Technology (IUT), however, is based on an application process
involving an interview of baccalauréat-holding candidates.

5-2) Admission requirements for grandes écoles
Public and private grandes écoles are often very different in nature but all share a strict process foradmission. Most of the candidates must not only have their baccalauréat but also succeed in passing ahigh level test that requires two years of preparation in Preparatory Classes for Grandes Écoles (CPGE),
which are also highly difficult to enter. However, National Institute for Applied Sciences (INSA) for
example, select their student just after the baccalauréat without the CPGE.
Students do not receive a diploma on completion of the CPGE. However students who fail theiradmissions test can join a university. The grandes écoles are very selective for international students aswell. In total, they enroll about 30,000 international students, who, upon graduation, enjoy excellent
career prospects.

5-3) Access to higher education (Admission Post –Bac portal)
The “Admission Post-Bac” portal (Post-baccalauréat Admission) has been created as a website listing all
higher education courses and was extended to all academies in 2009. It lists more than 9000 courses inmore than 2000 public and private institutions.
Source:Admission Post-bac: http://www.admission-postbac.fr/
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010
CampusFrance: http://www.campusfrance.org/
Jun Ohba (2008): The Higher Education Institutions and Degree Granting Authority in France, The 14th report of
SOCIÉTÉ FRANCO-JAPONAISE DES SCIENCES DE L'ÉDUCATION

Overview of the Quality Assurance System in Higher Education: France

13

6. Courses and qualifications
6-1) Courses
In France, courses are categorized into three types: short programs, long programs, and specialized
programs. An overview of these courses is described in the following:

6-1-1) Short programs
Short programs mostly require 2 or 3 years of study and are common in the areas of business,
manufacturing, and services. Many are offered in multidisciplinary institutes affiliated with universities
or specialized schools. These programs are designed to enable graduates to begin their careers in the
shortest possible time, without forgoing the possibility of continuing their higher education. As thecurriculum always includes at least one internship with a commercial enterprise, short programs offer apractical, relevant introduction to the job market. Most are highly selective in their admissions and when
delivered by universities are exception to the principle of non-selection for the admission of first cycle
university degrees.

6-1-2) Long ProgramsLong programs are offered in universities, grandes écoles, and specialized schools.

Universities
Studies are organized into three basic levels (p.21):•

Bachelor: 3 years of study corresponding to 6 semesters and 180 ECTS credits.

•

Master: 5 years of study (after 3 years study of bachelor), 4 additional semesters and 120 ECTS
credits.
At the master’s level, two paths are possible. Students who choose a rather “research oriented
master” (formerly known as the DEA: Advanced Studies Diploma) typically intend to go on toearn a doctorate, whereas those who elect for a rather “professional oriented master” (formerly
DESS: Higher Specialized Studies Diploma) want to begin their careers directly after graduation.
Provided they have sufficient undergraduate experience, international students can enroll
directly in a master’s program for one or two years of specialized education.

•

Doctor/Ph.D.: 8 years of study (after 3 years study of bachelor and 2 years of master), 6
additional semesters.

Grandes écoles
Long programs in the grandes écoles represent five years in total of postsecondary study, starting with
two years of preparation within the grandes écoles or in a preparatory class at a secondary school.
Preparatory classes for the grandes écoles, also known as CPGE or prépa, are demanding programs thatenable graduates to sit for entrance exams for 3-year programs at grandes écoles. The CPGE courses,
which are usually held in the lycées (secondary education institutions) but in some cases in universitiesor the grandes écoles themselves, is the equivalent of the first cycle of tertiary education. They arebroken down into the three categories of economic and business classes, literature classes, and science

14

Overview of the Quality Assurance System in Higher Education: France

classes. Their studies give them ECTS (European Credit Transfer System) credits in the European frame.
Upon the successful completion of a total of five years of postsecondary study, graduates are awarded
their school’s diploma, which is formally equivalent to a master’s degree. Many grande école programs
are now taught in English, especially in the areas in which the school specializes. Degree programs in the
grandes écoles usually include international internships and study abroad.

Other specialized schools
Other specialized schools offer degrees in fields such as communications, tourism, and health,paramedical specialties, gastronomy, hotel management, fashion, and film, comic art, animation, video
games, photography, and the performing arts, as well as in journalism, communication, social work, andmore. Specialized schools may offer diplomas or degrees that are specific to the granting institution.
Most programs are two to five years in length. Admission decisions are typically based on examination
results or on an evaluation of the student's application. Graduates of private specialized schools receivea diploma that is specific to their school. That diploma may or may not be recognized as the equivalentof a master.

6-1-3) Specialized programs
Combined theoretical and practical training programs
This training program system is combined theoretical training in a school or university with practicaltraining in a company. This type of training which provides professional experience and competence, isconstantly progressing in the higher education sector. The combined training program provides
diplomas at the baccalauréat level +2, such as Higher Technician Certificate (BTS), or baccalauréat +3 or
baccalauréat +5. Around ten universities and grandes écoles offer the possibility of acquiring anengineering bachelor or master’s diploma through combined training programs.

Unconventional education structures
Long-distance education
The Ministry of National Education (MEN) has established the National Center for Distance Education(CNED) to offer correspondence courses in all fields. Online seminars and meetings between students
and teachers are organized for programs that require a higher degree of professional qualification. The“electronic campus (campus électronique)” program offered by CNED gives users access to all of theservices available on a real campus, including the library.

Lifelong university education
Institutions of higher education also provide lifelong education. This began with the Law of 1971 (Law on
the organization of vocational training as part of continuing education) and universities have been
providing access to professional training since 1985 and issued partial degrees rewarding professional
experience since 1993. This was taken a step further in 2002, when an entire degree could be earned
through the validation of professional experiences, including volunteer, social and unpaid work. These

Overview of the Quality Assurance System in Higher Education: France15

programs are being organized into modules and information technology options are being explored for
those with limited access to onsite education (due to work and/or family obligations or distance).

6-2) Curriculum
In 2002, the Ministerial Order on University Studies Leading to A Bachelor provided for programs to be
spread out over six semesters and organized them by field in both initial and continuing education
formats. The programs operate under the objectives defined for the following degrees including:•

DEUG and bachelors (the Ministerial Order of 1997)•

Multi-discipline bachelors (the Ministerial Order of 1994)•

Bachelor in public administration (the Ministerial Order of 1985)•

DUT (the Ministerial Order of 1994)•

DEUST (the Ministerial Order of 1984, not included in the LMD structure from 2007-2008)•

Vocational bachelor (the Ministerial Order of 1999)•

National interpreter/guide degree (the Ministerial Order of 1995)

The study programs basically include, to a various extent depending on the degree, education theory,
methodology, and practical applications. Based on the educational objectives (while ensuring thatstudents acquire a certain general foundation of knowledge), the programs can include elements of
pre-professionalization, professionalization, individual or group projects, and one or more internships.
The programs are organized into mandatory teaching units (UE) chosen by the student and in some cases
elective units. They include appropriate levels of modern foreign language teaching and IT training.
The curricula notably involve learning university working methods and research techniques.

6-2-1) Student Assessment
In French universities, courses are usually grouped into modules (sets of related subjects) that are
cumulative. A degree consists of a certain number of modules, some required, others are optional or
selective. Once a student completes a module it can never be lost. It can be carried over and counted
toward the degree requirements of another program.

Assessing student performanceStudent performance is assessed in two ways in French higher education:•

Continuous assessment. Learning is measured continuously through tests and quizzes
administered throughout the year in every subject.

•

Final examinations. These measures for student learning in all subjects over a period of several
days. Final exams are given twice a year at the close of each semester.

Grading scale
In general, French higher education institutions use the French grading scale from 20(the highest mark)to 0 (the lowest mark) by each subject.

16

Overview of the Quality Assurance System in Higher Education: France

The French grading scale
Numerical Grade

Description

Meaning

From 16 to 20

Trés bien (TB)

Very good

14 and 15

Bien (B)Good

12 and 13

Assez bien (AB)Fairly good

8 to 11

Passable

SatisfactoryNote

In some cases a supplementary
exam may be taken

0 to 7

AjournéUnsatisfactory

Source:Nuffic: Evaluation of foreign Degrees and Qualifications in the Netherlands Country Module France International
Recognition Department 2009

The ECTS (European Credit Transfer System) grading scale has been developed in order to help
institutions translate the grades awarded by host institutions to European students. It provides
information on the student's performance in addition to that provided by the institution’s grade. A
student who has a 19 grades and who passes the second exam more than 9 grades are given the same
number of ECTS.

Awarding credit for experience
A series of regulations has now made it possible for France’s educational institutions to award academic
credit toward a degree, certificate, or other credential (such as a professional qualification) in
recognition of a candidate’s experience on the job or in another setting. Candidates seeking credit are
required to complete an application in which they describe their professional experience and the skills
they acquired. The application is presented to a jury that decides how much academic credit thecandidate should receive for the experience and skills described. If the jury decides to award less than
the full amount of credit sought, the candidate is also offered suggestions on how to make up theremaining credits.
Two distinct procedures are used. The first, called VAP 85, makes it possible for candidates to transfer
directly into a program at the level decided by the validation process. The second, Validation System ofAcquirement of Experience (VAE) (p.24) allows the candidate to receive a degree or credit toward a degree
based on the jury’s assessment of the candidate’s prior learning and accomplishments.

6-2-2) Ongoing debates
Advancement
In order to create a coherent teaching environment, universities establish rules of advancement within
the programs they offer, with respect to the requirements for the various teaching units (UE) proposed.
This type of organization makes it possible to redirect students through the establishment of“gateways”.

University studies can now begin with an orientation semester, which gives students the opportunity tofamiliarize themselves with the university and the discipline they have chosen, but also to decide
whether or not the choices they have made are right for them. In the second semester, they can choose
Overview of the Quality Assurance System in Higher Education: France

17

to:
•

continue the same bachelor program,•

begin a new bachelor program,•ask to be transferred to a different program (STS, IUT, etc.).

The Ministerial Order of 2002 (by the Ministry of National Education) amended by the Order of 2008 (bythe Ministry of Higher Education and Research) established a certain number of principles guaranteeing
student rights with respect to the system of measuring acquired knowledge and skills. The current
system includes: compensation, capitalization, and the coefficient of teaching units. The student must
now be informed by university of the system one month after the start of the school year at the latest.

Access to labor market (professional integration in universities)
Since 1974, a great effort has been done by French universities to build numerous professional degrees
at master level: called Higher Specialized Studies Diploma (DESS), University Institute for Vocational
Training (IUP) selecting students, working with firms and practicing internships. The Law for Freedom
and Responsibilities of Universities (LRU) also gives higher education institutions a mission to provide
vocational guidance to students at bachelor level in order to support them until they get jobs.
Institutions are required to publish not only statistics on their success rates in examinations, but also
statistics on the professional integration of their graduates. The law stipulates that each institution
create professional integration support offices that will publish lists of work placements and job offersthat correspond to the education provided by the university. These will assist students in finding firstjob placements.

In addition it is considered important for institutions to raise student awareness regarding the available
professional integration services and what exactly is being taught at higher education institutions.
Article 20 of the LRU (L 612-3 of the Code of Education) states that candidates are free to choose where
they study as long as they have requested a pre-enrolment application. This pre-enrolment process ispart of a system known as “active guidance”. This is advice and support-oriented approach provided byuniversities to assist future baccalauréat graduates in making higher education choices that will lead toa suitable profession afterwards, and also reduce cases of academic failure where a student drops out
due to unsuitable coursework. This approach has improved links between universities and secondary
education institutions.

This process of job guidance traces its history back to the Faure law of 1968. This gradually evolved into
the official creation of university information and guidance departments that came with the reform offirst cycle university education in 1973, and then the decree of 1986 that made student information andguidance systems a part of the university structure and named “joint university and inter-university
services for guidance and professional integration (SCUIOP)”. This is designed to give futurebaccalauréat graduates information on university courses in terms of educational content and potential
professions after graduation. It also entrusts teachers and researchers with missions to provide
employment guidance in addition to their regular educational roles. It develops the facilitation of18

Overview of the Quality Assurance System in Higher Education: Franceprofessional integration of students by creating relationships between institutions and both theprofessional world itself and employment services that provide access to it. It publishes an annual reporton the professional integration of graduates. SCUIOP is therefore the central figure in implementing the
LRU in 2007.

6-3) Qualifications
As a result of the integration of LMD system (p.4), the higher education in France is currently organizedaround a three cycle degree system, consisting of bachelor, master and doctorate. Only these three typesof degrees (diplomas) are recognized by European Higher Education Area (EHEA). Though other sorts of
diplomas are not accepted, many of those are still utilized as important indicators in the national
context.

The higher education institutions and degrees (diplomas)
LEVELS
18 semesters

9(+9 years)

8

DOCTORATE
16 semesters

7
6
5

Universities
・State diploma of
doctor of medicine

12 semesters(+6 years)
MASTER(+5 years)

32

4 semesters(+2 years)

Grandes Écoles

Schools of art
Schools of arquitecture

Schools of business

Other institutions

Schools of engineering(lycées, specialized schools)・State diploma of doctor of
dental surgery
・State diploma of doctor ofpharmacy

・Specialized Mastère (MS)・Master of Business・Administration (MBA)・Professional credential for・Research master・Professional master・Engineering diploma

・Engineering diploma
・Master of Science (MSc)
・Business school diplomas
・Degrees of theGrandes Écoles

・Diploma of art schools(DNSEP)・State diploma of architect
・Diplomas of specialized
Schools (health, social
l work, tourism)

300 ECTSBACHELOR
6 semesters (+3 years)
180 ECTS

Doctoral school・Doctorate / PhD(+8 years)

10 semesters

4

THE LMD SYSTEM

1practice ofarchitecture (HMONP)

・Diplomas of art schools(DNAT - DNAP)
・Architecture diploma

・Bachelor
・Vocational bachelor

・University diploma intechnology (DUT)

Independent

・Admission to the first year of
a Grande École program
・Preparation for admission to
Grandes Écoles (CPGE)

・Diploma of art schools (DMA)・Higher technical certificate(BTS)

Note: Completion of secondary school + Baccalauréat or equivalent (eligibility to enter higher education inhome country) = access to French higher education
The degrees conferred in French universities and other institutions of higher education are certified
by the French government.
Source: CampusFrance: http://www.campusfrance.org/en/resource/licence-degree

6-3-1) Degrees from short programs
BTS: Brevet de Technicien Supérieur (Higher Technician Certificate) – non university degree
BTS is offered in the Higher Technician Section (STS) of vocational secondary schools, these programs
require two years of study (120 ECTS credits). They are designed to train middle managers in one of 145
defined specialties. The BTS courses are situated in lycée, but are also considered as higher education
Overview of the Quality Assurance System in Higher Education: France

19

studies as well as IUT (University Institute of Technology). Upon graduation, more than 30% of students
continue their higher education at a university, engineering school, or business school.

DUT: Diplôme universitaire de technologie (University Diploma of Technology) – university degree
DUT is a two-year diploma awarded by France’s 116 IUTs. Designed to train mid-level technical personnel
in two years, IUT programs also allow graduates to continue on for a more advanced degree, such as avocational bachelor, and about 80% of IUT graduates do so. The types of courses offered are the DUT for
Legal Careers, the DUT for Corporate Management and Administration, and the DUT for Information andCommunication.

DEUST: Diplôme d’études universitaires scientifiques et techniques (Scientific and Technical University
Studies Diploma) – university degree
DEUST is a career-oriented degree offered in 2-year university programs. Each of the 80-odd DEUST
specialties is very specific, having been created in response to local labor-market needs. The curriculumof DEUST programs is often designed in consultation with employers and local governments. Practicing
professionals take a share of the teaching load. In this course, graduates may continue on for another
degree and the vocational bachelor is the most common choice.

Licence professionnelle (Vocational Bachelor) – university degree
This degree is granted after one year of further study to students who had already successfullycompleted two years of post-secondary study. The content of the wide variety of vocational bachelor’s
programs is determined by partnerships of universities, employers, and professional associations andthe teaching faculty includes many active professionals. The vocational bachelor is one of the best
French degrees for individuals hoping to find a job immediately after graduation.

6-3-2) Intermediate degrees
This type of degree, or master 1 is not recognized as a valid diploma in Europe. However, for historicalreasons, the master 1 as well as the Bac+2 degree) is considered of importance in France: Before the LMD
reform, it was one of the reference degree for obtaining the job. Moreover, the countries historicallylinked to France are sometimes used to send their students at this level to France, since the local
universities suffer a lack of place or material for this level. The number of ECTS permits the student topursue his studies in another university, but it would be possible between two semester.

6-3-3) Degrees from long programs
The implementation of the ‘LMD reform’ has seen a new degree structure for higher education, to aligntheFrenchsystem

with

the

rest

of

Europe,byoffering

threelevelsofstudies(bachelor/master/doctorate), in accordance with the Bologna process. These are:•Bachelor, Vocational bachelor, DNTS (National Diploma for Specialized Technology): degrees
received after three years of post-baccalauréat studies, corresponding to 180 ECTS credits;•

Master, DEA (Advanced Studies Diploma), DESS (Higher Specialized Studies Diploma): degrees
obtained after 5 years of post-baccalauréat studies, corresponding to 300 ECTS credits;

20

Overview of the Quality Assurance System in Higher Education: France•Doctorate: degrees obtained after post-master’s studies, corresponding to 480 ECTS.

Degree awarding powers
In France, the authority to confer degrees is granted and renewed by the Ministry of Higher Education
and Research after review of an application presented by the institute in question, which is evaluated by
AERES (Evaluation Agency for Research and Higher Education) through a scientific and technical panel ofexperts and transmitted to the national council of higher education and research which presents its
opinion.

Academic degrees include the baccalauréat and the bachelor, master and doctorate. The baccalauréat is
not recognized as the degree in the context of Bologna process, but it is the first level degree in the
French law. Bachelor and Master’s degree programs, as well as intermediary degrees, are issued byuniversities and occasionally by other Public Establishment of Scientific, Cultural and Professional
Character (EPCSCP) accredited for educational purpose by the Ministry of Higher Education and Research(MESR).

French Degree Structure
DOCTORAL STUDIES→ Doctoral degree→ 3 years
MASTER’S PROGRAM→ Master→ 120 ECTS

ENGINEERING /MANAGEMENT STUDIES→ Master→ 180 ECTSBACHELOR’S PROGRAM→ Bachelor orProfessional bachelor→ 180 ECTS

PREPARATORY CYCLE→ 120 ECTS

Baccalauréat
Secondary Education
Source:Qrossroads: Higher education in France: http://www.qrossroads.eu/higher-education-in-europe/france-30

Bachelor (Licence)
The institutions eligible for authorization to award bachelor's degrees are universities (Article 8 of the
Ministerial Decree concerning university education which leads to Bachelor’s Degrees of 2002).
The national qualification for the HE studies leading to the bachelor•

Certificat de capacité en droit;•

DEUST (Scientific and Technical University Studies Diploma);•

DEUG (General University Studies Diploma), at the request of the student;•

DUT (University Diploma of Technology);

Overview of the Quality Assurance System in Higher Education: France

21

•

DNTS (National Diploma for Specialized Technology), which is progressively disappearing ;•DEUG awarded by University Institute of Technology (IUT);•

Bachelor;•

Vocational bachelor;•

Bachelor awarded by IUT

MasterAuthorization to award master's degrees can be granted to an EPCSCP alone or jointly with other national
higher education institutions. In contrast, although non-EPCSCP higher education institutions can offer
higher education courses, they have no authority to award master’s degrees.

The diploma which officially confers a degree is the national master degree. The academic master degree
which does not confer a degree can also be awarded by the State, following a national evaluation andexamination in the National Council for Higher Education and Research (CNESER), to the holders of other
degrees such as:•

the certified engineer diploma, following an evaluation by Commission for Engineer Titles (CTI);•

the end-of-studies diploma awarded by an Institute of Political Studies (IEP);•

the national diploma of veterinary medicine;•the end-of-studies diploma from certain higher business and management schools;•

the national diploma in architecture;•

the national heritage conservation diploma;•

the diploma from the second cycle of École du louvre;•

the diploma from the special Saint-Cyr military school;•certain diplomas from the Paris-Dauphine University institution featured on the list determinedby the minister for higher education, mentioned in Article 2 of the decree of 1999 relative to themaster degree.

Doctorate/Ph.D.
The Ministerial decree concerning Doctoral Programs (études doctorales) of 1984 provided that only
institutions that offer higher education as a public service registered in a list prepared by theuniversities and the Ministry of National Education (MEN) were authorized to award doctorate. Private
institutions were allowed to participate in doctoral programs under agreements approved by the MEN.
One out of every three French doctorate is awarded to a student from outside France.

6-4) National qualifications frameworks
Professional qualifications
Professional qualifications in France greatly vary in type and level, and national diplomas granted byuniversities can be considered, in many cases, as professional qualifications. One of the common
features is that most of them are national qualifications under the control of the national government.
Different ministries, including the Ministry of National Education, Ministry of Agriculture, of Industry, of

22

Overview of the Quality Assurance System in Higher Education: FranceDefence, of Health, and the Ministry of Culture, have different professional qualifications in response to
their own responsible services. Types of professional qualifications required to perform respective job
duties are generally specified in a collective agreement entered into between workers and employers.
Professional qualifications are usually given through school education and accredited by diplomas.

CNCP (National Commission for Vocational Certification)
CNCP was set up under the French social modernization law in 2002, the national commission for
professional certification is placed under the authority of the French minister in charge of vocational
training. The institution is made up of 43 members: representatives of ministers, representatives of theregions, social partners, representatives of the consular chambers, and qualified person.
Its mission is to:•

List the offer of vocational certifications (national register of vocational certifications),•

Inform people and companies about the certifications listed in the national register and thecertifications recognized in the member states of the European Union,•

Check the coherence, complementary and renewal of diplomas and qualification documents,
together with their adaptation to evolution in qualifications and work organization.

•

Issue recommendations for the attention of the institutions awarding diplomas, qualification
documents for professional purposes or professional qualification certificates,•

Point out any full or partial correspondences between certifications listed in the national
register, or between the latter and other certifications, mainly European certifications,•

Point out any full or partial correspondences between certifications listed in the national
register, or between the latter and other certifications, mainly European certifications, and•Draw up a new nomenclature covering levels of certification in relation to jobs held.

Under the authority of its chairperson, the CNCP relies on the work carried out by a specializedcommittee, a permanent secretariat and a network of regional correspondents. It contributes to work at
an international level on transparency of qualifications.

RNCP (National Register of Professional Certifications)
The purpose of RNCP is to provide people and companies with up-to-date information about diplomasand qualification documents for professional purposes, together with the qualification certificatesshown in the lists drawn up by the national joint employment committees in the various professional
branches. It helps to facilitate job access, management of human resources and professional mobility.
The certifications listed in the register are recognized throughout France.
In practice, the RNCP can be used to consult descriptions of certifications: activities targeted, sectors ofactivities, elements of competence acquired, modalities of access, levels, etc. An up-to-date quantitative
analysis of the register (number of data sheets that can be consulted online, number of data sheets
undergoing validation, list per certifying authority, etc.) is placed at the users’ disposal at regularintervals. http://www.cncp.gouv.fr/

Overview of the Quality Assurance System in Higher Education: France23

Validation of experience acquired (VAE)
The Validation System of Acquirement of Experience (VAE) allows people who satisfy certain conditions
the opportunity to acquire a diploma through professional experience outside the formal education
system. This system enables those who concerned to obtain, totally or partially, a diploma, title orcertificate of professional/Vocational qualification. The act of January 17, 2002 is known as the “Socialand Modernization Act” and states that “Every person who is engaged in actual life has the right to havetheir experiences validated, especially abilities obtained through professional experiences in achieving
diplomas, professional-oriented academic titles, or professional qualifications.” The accreditation ofexperience acquired is applicable to any person, irrespective of his/her age, level of studies or status, tovalidate his/her acquired experience to obtain a professional certification. Three years of experience inrelation to the content of the desired certification will be necessary. VAE can be financed by vocational
training funds, provided that the professional certification sought is listed in the RNCP..In 2007, there
were 4,199 approved VAEs of which over 2,000 were for diplomas obtained through the VAE system.

Recognition of diplomas
Apart from a few exceptions, there is no regulatory equivalence between French diplomas and diplomas
awarded in other countries. However, diplomas awarded in other countries can be recognized. If the
purpose of such recognition is to continue education, it is known as academic recognition. If the purposeis that of exercising a profession, it is known as professional recognition. It is possible to obtain general
information about recognition of diplomas by contacting the national centers of resources and theEuropean relay information and orientation centers (CIO).

The European certification framework: a new way of understanding diplomas and qualifications in
Europe. The European Commission adopted the recommendation made by the European Parliament andthe Council, aimed at establishing a European qualification framework for learning at any time of life.
The EQF creates common references that will help the Member States, companies and citizens to compare
the certifications issued under the various European education and training systems.
Source:Ministry of Higher Education and Research (MESR): http://www.enseignementsup-recherche.gouv.fr/
Ministry of Foreign and European Affairs: http://www/diplomatie.gouv.fr/
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010
Nouvelle Université: http: //www.nouvelleuniversite.gouv.fr/
CampusFrance: http://www.campusfrance.org/
Centro Inffo: http://www.centre-inffo.fr/
Jun Ohba, Tatsuya Natsume: The university and degree in France, Gakui to Daigaku (Degrees and Universities),
National Institution for Academic Degrees and University Evaluation (NIAD-UE) (2010)
National Commission for Vocational Certification (CNCP): http:// www.cncp.gouv.fr/

7. Student unions
The National Union of Students of France (UNEF), founded in 1907, is the main national student union in
France. The organization works to represent the interests of students towards the national and local
governments, the political parties, the government bodies concerned with higher education and the24

Overview of the Quality Assurance System in Higher Education: France

university administrations. The organization is also active on the international arena, particularly within
the European Students’ Union, ESU.
Source:Union Nationale des Etudiantes de France (UNEF): http://www.unef.fr/

8. Tuition fees and financial support for students
8-1) Tuition fees
The government bears the bulk of the cost of education for public institutions of higher education in
France - an average of 10,000 euros per student per year. Annual tuition rates at public institutions are
set by law. The rates students pay for the 2010-11 academic year are:•€174 for bachelor’s programs•€237 for master’s programs•€359 for doctoral programs•€564 for programs leading to the engineering diploma

Tuition rates at private institutions (particularly schools of business and management) are generally
higher than at public ones, and generally between €3,000 and €10,000 annually).

8-2) Financial support for students
Several types of financial aid are available to students in France, including: scholarships,
accommodation subsidies and other financial aid. The criteria for receiving “social criteria scholarships”
is now much simpler., The amount awarded now only depends on three elements: the income of the tax
household that the student comes from, the number of dependent children in this household and the
distance between the family’s residence and the student’s place of study. A new national emergency aid
fund has recently been designed to provide adapted aid to students experiencing difficulties that cannot
be resolved by the scholarship system based on social criteria (for example, students whose parents
suddenly lose their jobs, and adults resuming their studies or a student breaking away from his/herfamily and must take responsibility for his/her self). This aid will be allocated in each institute by acommittee chaired by the director of National Center for University and School Works (CNOUS). Finally
there is now easier access to loans and all students, whether they are scholarship holders or not, may
benefit, without parental guarantee, from deferred payment loans (full or partial as the student sees fit).

With regard to accommodation, the policy undertaken by the ministry in charge of higher education aims
at developing the amount of accommodation offered by CNOUS, diversifying accommodation solutions,using available property whenever possible, and finally improving access to accommodation for all
students.
Foreign students, whether they benefit from a grant or not, have the same rights as French students interms of access to university restaurants, which are managed by the regional university centers andOverview of the Quality Assurance System in Higher Education: France

25

school related benefits (CROUS), or social services.

8-2-1) CampusBourses: grant search engine
CampusBourses is a grant research engine by CampusFrance, an essential tool for financing one’s
education in France. It provides instantaneous information on financial aid by allowing users to perform
searches customized to their needs. From the bachelor to the post-doc levels, CampusBourses contains
data on grant and scholarship programs provided by not only national and local governments,
corporations, foundations, and institutions of higher education. The following are the organizations andoutline of the aid from public institutions in France and from the European Union:•

European Union:
Erasmus Program and Erasmus Mundus (for non-Europeans);•

The French Ministry of Foreign and European Affairs:
Grants provided to international students by offices in Paris (25%, including Eiffel and Major
Programs) and from French embassies abroad (75%);•

The French Ministry of Higher Education and Research:
Need-based and affirmative-action grants to French citizens and certain groups of foreign
students (notably those who have lived in France for at least two years and whose residence fortax purposes is located in France) and doctoral contracts (managed by doctoral departments
throughout France);•

Public research organizations:Of these, most prominent is the National Center for Scientific Research (CNRS), which operates inall disciplines, while others specialize in, for example, economic and social development (IRD),
energy and the environment (ADEME), or exploitation of the seas (IFREMER).

•

Regional councils:
Grants awarded to students and scholars enrolled in institutions in their region, particularly
doctoral and post-doctoral support administered by institutions of higher education andresearch, usually funded in partnership with a public research organization or a private firm.
There are also grants for international students under exchange agreements with educational
institutions outside France.

•

Higher education institutions:
These provide direct grants, especially for doctoral and post-doctoral programs.

Source:CampusFrance: http://www.campusfrance.org/
CNOUS: http://www.cnous.fr/
French Embassy in Japan: http://www.ambafrance-jp.org/
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010

26

Overview of the Quality Assurance System in Higher Education: France

9. Internationalization of French higher education
France is one of the major countries in promoting the internationalization of Higher Education. Since
1998, EduFrance, which has since been renamed CampusFrance (the French operational structure
dedicated to international mobility), has been the focus of French efforts in the field of international
higher education, which is increasingly competitive. Dedicated to international academic and scientificmobility, CampusFrance exists under the auspices of three different French government ministries:
Foreign and European Affairs; Higher Education and Research; and Immigration, Integration, National
Identity, and Cooperative Development. In addition, CampusFrance is the leader an international
consortium made up of German Academic Exchange Service (DAAD), Netherlands organization forinternational cooperation in higher education (Nuffic), the British Council, the European Council of
Doctoral Candidates and Junior Researchers (Eurodoc), and the Institute of International Education(United States). CampusFrance also participates in projects financed by the European Commission, suchas IMPI (Indicators for Mapping and Profiling Internationalization) and Eurodata II (Study on mobility
developments in higher education),).

With 270,000 international students (12% of the total student population), France is the third largest hostnation of international students behind the United States (535,000) and the United Kingdom (340,000)
and the number of international students in France has grown by 75% in the previous ten years. The
number of programs held in English has been expanded dramatically; CampusFrance suggests that there
are nearly 600 higher education programs. One particular innovation to increase the number ofEnglish-language programs comes from involvement in the EU Erasmus Mundus project. As for areas oforigin, in 2007 Africa (44%) counted for the most, followed by Europe (22%), and Asia (20%), which leaves
14% for other parts of the world.

Financial support is an essential part of ensuring international mobility, both to welcome students fromabroad and to send French students to study overseas. In the case of incoming mobility, the Eiffel
excellence grants, Major excellence grants and French government grants (mentioned in 8.2) are all
aimed at enticing the world’s most talented students to study in France. In the case of outgoing mobility,
on the other hand, higher education grants (based on social criteria) and international mobility grants are
the main basis.

Joint programs are now being established between France and Japan as well. Many examples exist at
research level or for joint diploma between. There are some double degree programs and more than 700
exchange programs between both countries’ institutions.
Source:Delegation internministerielle a l’amenagement du territoire et a l’attractivite regionale (Datar), Centre d’analyse
atrategique (CAS), Agence francaise pour les investissements internationaux (AFII), Ministére de l’economie, del’industrie et de l’emploi: Tableau de bord de l’attractivité de la France Édition 2010
CampusFrance: http://www.campusfrance.org/
CNOUS: http://www.cnous.fr/
European Commission (EC): http://ec.europa.eu/

Overview of the Quality Assurance System in Higher Education: France

27

10. Responsible authorities and higher education related bodies
Government department
MESR (Ministry of Higher Education and Research): http://www.enseignementsup-recherche.gouv.fr/
The French Government is responsible for overall public policy towards higher education.

Research funding council
ANR (National Agency for Research): http://www.agence-nationale-recherche.fr/

Public research bodies
EPST (Public Establishment of Scientific and Technological Character)
CNRS (National Center for Scientific Research): http://www.cnrs.fr/
INSERM (National Institute for Health and Medical Research): http://www.inserm.fr/
INRA (National Institute for Research in Computer Science and Control):
http://www.international.inra.fr/
INRIA (National Institute for Research in Computer Science and Control): http://www.inria.fr/

EPIC (Public Establishment of Industrial and Commercial Character)
CEA (Atomic Energy Authority): http://www.cea.fr/
CNES (National Center for Space Studies): http://www.cnes.fr/

Foundations
Institut Pasteur : http://www.pasteur.fr/
Institut Curie: http://www.curie.fr/

Academic Information Center for Domestic and International Students
CampusFrance: http://www.campusfrance.org/fr/
CampusFrance is the French operational structure dedicated to international mobility. Now
CampusFrance operates *117 offices and 24 branches around the world. In France, a representative isfound in every higher education and research cluster in France. Their aim is to promote higher education
among foreign students, in particular through education fairs. CampusFrance centers advise and guideforeign students who are contemplating study in France, and are the dedicated point of contact for all
administrative procedures prior to students’ arrival in France.
CNOUS (National Center for University and School Works): http://www.cnous.fr/
Under the supervision of the Ministry of Higher Education and Research, the CNOUS manages the CROUS
network, or the CNOUS heads a network that extends across all of France including its overseas
territories (CROUS network).

There are 28 regional centers (CROUS) and 14 local centers (CLOUS)

reinforcing the regional centers in 12 university towns in 2011. The objective of this network is toprovide all students equal access to higher education and an equal opportunity for success, by lending
support to their everyday activities including information on financial aid, residences or part-time jobs.

28

Overview of the Quality Assurance System in Higher Education: France

The comprehensive regional coverage allows a local response to user needs, and constitutes the core of a
network of university social service.

CIEP (International Center for Pedagogic Studies): http://www.ciep.fr/
CIEP contributes to promoting international mobility in the field of education, with a specific department
under the European ENIC-NARIC agency network: the France ENIC-NARIC Center. As the ENIC-NARIC
center, the CIEP delivers attested comparisons of foreign qualifications, evaluating such qualifications interms of the French system, and provides information on the conduct of professions which are regulated
in France, and on international recognition procedures for French qualifications.

Representative organizations
CPU (Conference of University Presidents): http://www.cpu.fr/Universites
CPU represents the common interests of the institutions it includes: universities and technologicaluniversities, the National Polytechnic Institute, the Écoles Normales Supérieures, the National Institute ofApplied Sciences, Great Institutions and Research Centers and Higher Education. Active in arousing
public debate on higher education and research in France, it is an indispensable interlocutor of theauthorities on the university question.
CNU (National Council of Universities): http://www.cpcnu.fr/
CNU is the national body that adjudicates on measures relating to qualification, recruitment and thecareer of teachers-researchers (professors and lecturers) of the French University. It is composed ofgroups, divided into sections; each section corresponds to a discipline. The sections, as well as thenumber of members of each section are fixed by order of the Minister for higher education. Two thirds ofthe members of each section are elected by their peers and the remaining one third is made up of
members appointed by order of the Minister for higher education among universities teachers and Allied
staff and lecturers and Allied personnel.
CGE (Conference of Grandes Écoles): http://www.cge.asso.fr/
CGE is an association (Act 1901) of the grandes écoles of engineering and management, all recognized by
the state and conferring a national diploma attesting to at least five years of study after the baccalauréat.

Quality assurance organizations
AERES (Evaluation Agency for Research and Higher Education): http://www.aeres-evaluation.fr/（Please refer to the chapter IV-1 for details.）

CTI (Commission for Engineer Titles): http://www.cti-commission.fr/(Please refer to Chapter IV-2 for details.)

Overview of the Quality Assurance System in Higher Education: France

2911. Legislation
Loi d’orientation de l’enseignement supérieur: 12/11/1968（Framework law on higher education）The 1968 framework law, called the Edgar Faure Law, was thebasic legislative framework for university organization in France. The law provided for academic,
administrative and financial autonomy of the universities, which replaced the old faculties. This law has
not been repealed and those provisions not in contradiction with those of the law on higher education
dated 26/01/1984 remain in force. (p.6)

Loi sur l’enseignement supérieur: 26/01/1984(Law on higher education) The 1984 law on higher education, known as the Savary law, defines the basic
principles applying to higher education courses under the responsibility of the Ministry of Higher
Education and Research, and also establishes the principles governing the organization and operation ofhigher education institutions, including universities, colleges and institutes outside universities, Écoles
normales supérieures (ENS), French schools abroad and the grandes écoles. The law reorganizes theuniversity system, formerly governed by the framework law on higher education dated 12/11/1968, by
granting more autonomy in administrative, financial, teaching and scientific matters to universities.
(p.6)

Loi de programme pour la recherche: 18/04/2006(Law on research) The 2006 law on research’s main objectives are to improve the strategic vision andcoherence of the research system, and to develop interfaces and cooperation between public research
actors and between them and the business sector. Besides, this law (art 9), introducing into the researchcode articles L.114-3-1 to L.114-3-7, is a legal framework of creating AERES. These articles mostly define
the mission of AERES (L.114-3-1 and L.114-3-5) as well as the tasks and composition of that council(L.114-3-3).

Loi relativé aux libertés et responsabilités des universités: 10/08/2007(Law for university liberties and responsibilities) Law reforming autonomous status and management in
the universities. (p.6)
Source:Legifrance: http://www.legifrance.gouv.fr/
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010

30

Overview of the Quality Assurance System in Higher Education: France

III. The Quality Assurance System
1. Transition of French quality assurance system
1-1) The National Council for Evaluation of Universities (CNE)
An external evaluation system was formed in France in the middle of the 1980s. The University
Committee (CNE) was set up in 1984 and played a central role in evaluation. It was an autonomous
administrative entity that reported directly to the President of the Republic and the mission was toevaluate universities, schools and other institutions in the areas linked to the missions of the higher
education public sector. The AERES (Evaluation Agency for Research and Higher Education) inherited themission.

1-2) Bologna process
France is no exception to other European states that saw a drastic change in Higher Education as a resultof the Bologna Declaration (1999). New state regulations were introduced from 2002 (p.4), aimed atbuilding a degree structure that is common to all higher education institutions. The implementation ofthese regulations was phased in step by step and a study of the quality assurance process was put into
operation.

1-3) 2006 to the present - a new era in Quality Assurance
In response to the requirement of quality assurance under the Bologna process, The Act on research (lawn° 2006-450 April 18, 2006) and the Act on the Liberties and Responsibilities of Universities (LRU) was
enacted, which lead to large-scale changes in the QA system in addition to enhancement of university
autonomy and responsibility. At the same time, a new evaluation organization was established replacing
CNE, but also bodies assessing programs in HE and research. This is the Evaluation Agency for Researchand Higher Education (AERES), and its establishment was stipulated in the Program for Research Act of2006. AERES is in charge of institutional evaluation (universities, high schools and researchorganizations), research unit evaluation and bachelor, master, and doctoral program evaluation.
However, when it comes to providing engineering programs for engineering diplomas, Commission forEngineer Titles (CTI) is in charge of evaluation.
Source:Jun Ohba, Tatsuya Natsume: The university and degree in France, Gakui to Daigaku (Degrees and Universities),
National Institution for Academic Degrees and University Evaluation (NIAD-UE) (2010)
Thierry Chevaillier: The Changing Role of the State in French Higher Education：From Curriculum Control to
Program Accreditation
Stefanie Schwarz and Don F. Westerheijden (Eds.) (2004): Accreditation and Evaluation in the European Higher
Education Area, kluwer Academic Publishers

Overview of the Quality Assurance System in Higher Education: France31

2. Quality assurance system in French higher education
2-1) Higher education and university approval system
2-1-1) Establishment of Public Corporations in Higher Education
Public corporations are legal entities that have been created by the state for the purpose of education andtraining. They are granted formal autonomy to administer themselves and manage their own resources.

EPCSCP (Public Establishment of Scientific, Cultural and Professional Character)
Public universities, National Polytechnic Institutes and University Institutes of Technology (IUT) are
included in this category. The Higher Education Act of 1984 defines and organizes these institutions.
Their constitution provides for a federal structure of departments (UFR, schools or institutes), that offer
both research and teaching and for an elected executive. They are created by the government after
consultation with the National Council for Higher Education and Research (CNESER). Changes in theinternal structure of the institutions must be approved by the minister in charge of higher education.

EPA (Public Establishment of Administrative Character)
These bodies are set by the act in the same way as EPCSCP.

Not only higher education institutions but

can be found in all sectors of public administration. The heads of such corporations are appointed by theminister in charge of the government department that controls them (Ministère de tutelle), and therefore
the minister in charge of higher education for the majority of higher education institutions. Others areautonomous administrative public corporations (most schools of engineering and many otherinstitutions). (p.9)

Departments of Public Administrations
Some higher education institutions are mere departments of ministries, without any formal autonomy orcorporate identity.

2-1-2) Private institutions of higher education
According to the Code of Education L731-1, all French or persons who are the member of the European
Community or the European Economic Area, and are more than 25 years old can open freely the courses
and higher education insitutions under some conditions (e.g. notification to the county). These private
institutions need to be recognized by the states for public financial support and granting degrees. (p.10)2-2) Internal quality assurance
The policy of establishing contracts between the government and the universities has strengthened thearea of evaluation, and internal evaluation in particular, as the contracts require a solid approachthrough evaluation. The development of a system based on performance that came about after the Law
Relative to the Finance Laws (LOLF) was passed, has meant that higher education institutions must firstacquire the tools required for genuine internal control, allowing the definition of targets that areappropriate given the resources allocated. Since 1996, universities are required to conduct internal

32

Overview of the Quality Assurance System in Higher Education: France

evaluations of study programs, which include conducting student surveys. Institutions have therefore
created specialized services called “observatories” in charge of collecting data, conducting surveys andproducing local indicators on students and graduates in order to enhance their own statistical andanalytical capacity. In this regard, the accreditation process by the ministry has increasingly been
associated with the evaluation of programs by AERES.

2-3) External quality assurance
Present discussions on the roles and organizational means of the university system in Europe and inFrance, particularly through the Law for Freedom and Responsibilities of Universities (LRU), emphasize
the necessity of developing the responsibility of the institutions. In this context, institutional evaluationmust indicate the capacity of an institution to evaluate itself, to set and follow its objectives within thecontext of the major orientations indicated by the State, to detect its problems, and to carry out activities
for improvement.
External Quality Assurance includes the following areas:
1.

Institutional evaluation2.

Research (Research Units) evaluation

3.

Academic program and degree evaluation (Bachelor, Master, and Doctoral Program)4.

Validation for academic staff evaluation procedure

External Quality Assurance Agency
There are some external quality assurance agencies. AERES (Evaluation Agency for Research and Higher
Education) operates evaluation of institution, research units, and programs and degrees. CTI(Commission for Engineer Titles) accredits the engineering programs. AERES is responsible for theevaluation of the majority of higher education (post-baccalauréat) programs, including LMD universities
and grandes écoles (with some exceptions). It is not responsible for institutions related to medical
specializations, DUT (University Diploma of Technology) programs and other schools, although it can
provide evaluations if those institutions request it of AERES. CPGE (Preparatory Classes for Grandes
Écoles) programs, however, are totally out of AERES jurisdiction. When it comes to assessing the qualityof engineering in public or private institutions, CTI accredits the program.

Following explanations are concerning the evaluation conducted by AERES (See “IV-2 CTI” for theaccreditation by CTI).

Overview of the Quality Assurance System in Higher Education: France

33

Organization for Higher Education and Intervention of Boundary of AERES
Universities: evaluation of establishment, research units and course programs
Grandes écoles: evaluation of organization, research units, and course programs (However
some are excepted from AERES evaluation.)
Higher education institutions excepted from AERES evaluation (they may request evaluation by
AERES.
Higher Education Institutions completely separated from AERES evaluation
OTHER’TRAININGSOF ECOLES

Specialised
medicine
Generalmedicine

Doctorate+8

Pharmacy

DOCTORATE

Odontology
Maieutics

Master+5

OTHERSMASTER
Bachelor+3

PRO BACHELORBACHELOR

+2
BTS

CPGE

DUT

Baccalauréat

ASSISTANCEENGINEERS’
TRAINING

Source: Evaluation Agency for Research and Higher Education (AERES): http://www.aeres-evaluation.fr/

2-3-1) Institutional evaluation
The Law Relative to the Finance Laws (LOLF) of 2001 provides an organizational law regarding the basisof the compilation and implementation of the national budget. This was fully implemented with thebudget of 2006 (beginning January 1 of that year. It included a contractual dialog which has been
implemented since the nineties between the government and institutions on their respective aims ending
with a contract signed from that discussion. These contracts last five years. This marked a transition
from a “culture of means” to a “culture of results and performance” by setting clear guidelines,
expanding discretion for comprehensive budget allocation and accountability, and expanding discretion
and improvement of performance evaluation. Under the new system, the institution executive’s rights
were expanded, as was the discretion allowed the institution in fiscal, human resources andorganizational reform. However, this extra autonomy to universities means a reduction of government
control and instead independent evaluation is required. Institutional evaluation has been considered to
be in contradiction to the principle of individual academic freedom, but on the other hand institutions
have an obligation of care towards students and some system of checks and balances is required toensure that this is appropriately provided.

The AERES Department for the Evaluation of Institutions (Department 1) evaluates higher education andresearch institutions, research organizations (public science and technology institutions like National
Center for Scientific Research (CNRS) or National Institute for Health and Medical Research (INSERM) andPublic Establishment of Scientific and Technological Character (EPST), scientific cooperation foundations

34

Overview of the Quality Assurance System in Higher Education: Franceand institutions as well as National Agency for Research (ANR). Between 60 and 80 institutions areevaluated annually.

AERES institutional evaluations are based on the examination by the committee of a self-evaluation
conducted by the institution, and a visit or visits to the institutions being assessed. It seeks to identify its
strengths and weaknesses and then makes recommendations. After the evaluation, AERES compiles areport which is sent to the institution in question. The institution received the report sends then theircomments to the AERES. Both AERES report and comment of the institution will be published publicallyon the AERES website. The institutional evaluation is conducted after evaluation of research units andprograms and is therefore the central component of the integrated evaluation. The evaluation of an
institution focuses on its organization and governance, as well as its strategy in terms of research,
exploitation of research findings, training, student life and external relations, etc. To this aim, thedepartment provides the expert committees and evaluated institutions with an evaluation guide.

For research organizations, the evaluation covers all of their missions, particularly as regards
exploitation of findings and transfers. The institutional evaluation department also analyses the site
policies of institutions. Every year it draws up a summary of the evaluations conducted.

Department for the evaluation of institutions

Evaluation Flow of Institutions (AERES)
Preparation

1

Carried out by the AERESof thecampaign

Submission

EXPERT

2

6

COMMITTEE

of institution

VISIT

application
forms

Creation of

3

5
Preparatory
meeting withthe expert
committee

reports andanalyses ofConsultation

4

depts. ofof theresearch

institution’sunits & LMD

manager

programs

PREPARATIONInterview with・the institution
manager・the management

7
Writing thedraft report

team

10

・the dept. heads ofthe institution
・students,
professors, staff,
etc.

VISIT

Feedback,

8

The

collective

institution

review andsubmits

validationcomments

9

The report ispublished
together withcomments
onlinePOST-EVALUATION MEETINGS

Source: AERES: http://www.aeres-evaluation.fr/

Integrated Evaluation
AERES has implemented a system of integrated evaluation that investigates first research units (Dep. 2),
then the programs of the three cycles (LMD) (Dep. 3) and finally institutions (Dep. 1), in a combined
report. This report is used for reference by the government and also as the basis for future

Overview of the Quality Assurance System in Higher Education: France35

self-evaluation by the institution which was evaluated. It is based both on a prior self-evaluation by theinstitution and an onsite evaluation by expert committees. The latter is necessary to get a proper
understanding of the environment of the institution in question that cannot be achieved on reading
documents alone.

Impact of the integrated evaluation on the institution
AERES gives a grade to the evaluation of programs and research units from the range of A+, A, B, and C,
the outcome reports will be published on the website, and the results will be reported to the government
and the recipient university. In addition, the results are also available to the general public including
stakeholders such as employers and potential students. However, AERES is not involved at all in further
judgment such as the continuation of research units or academic programs and the government futurebudget allocation to the institution.

2-3-2) Research (Research units) evaluation
Evaluation of scientific research comprises fundamental research activities, and efforts to achieve newknowledge independent of perspectives of application. The benefits of the research are difficult tomeasure the efficacy of the effort made. In societies where the research efforts are financed by the stateor private enterprise, it is apparent that there is a strong need to evaluate the effectiveness of research.
This evaluation can concern all kinds of groups conducting scientific research, ranging from individual
evaluations to that of universities or institutes.

Research evaluation at AERES is conducted according to the “Guidelines for research units” the“Guidelines for federated research organizations”, and the “Preparation process for evaluation research
units”, all developed and published by AERES. The AERES Department for the Evaluation of Research
Units evaluates more than 700 evaluations of the research units of higher education institutions andresearch organizations every year. These cover CNRS, INSERM or Atomic Energy Authority (CEA),
supervised by the French Ministry of Higher Education and Research and other French ministries(agriculture, industry, etc.). The purpose of evaluating research units is to help them to characterize
their research potential and to pinpoint their position in their regional, national and international
contexts as part of their missions and in accordance with the strategic objectives of the institutions or
research organizations to which they are attached. The evaluation process begins with a declaration by
the institution of which units are to be evaluated. Then the supervising bodies of the institution dispatch
specific questions. The research units submit a report of activities and scientific results which are
passed on to the team of experts who then visit the units and write a draft report highlighting thestrengths and areas for improvement. The research units and teams are then given a score perdisciplinary panel. The draft report is validated by AERES and sent to the research unit for feedback. A
scoring meeting is then held. The score and final reports and sent to the institution and their supervisingbodies and published on the AERES website.

36

Overview of the Quality Assurance System in Higher Education: FranceDepartment for the evaluation of research

Evaluation Flow of Research units (AERES)
Preparation

Carried out by the AERES

1of the4

campaign

EXPERT
COMMITTEE

Consultation
Submission of2

research unit

manager

application
forms

Creation of
the expert

3

VISIT

of theinstitution’s

Specificquestionsof thesupervisingbodiessubmitted

committee

5Interview with6
Writing thedraft report

・the unit director
・the teams in situ
・the unit advisoryboard andtechnical teams.

7

8

10

The report isCollective

publishedreview andtogether withvalidation…

PREPARATION

The
institutions
evaluatedandsupervisingbodiessubmit theircomments

VISIT

Scoring
meeting9

the score andcomments

POST-EVALUATION MEETINGS

Source: AERES: http://www.aeres-evaluation.fr/

Criteria
Some objective criteria are needed when conducting research evaluation including:1.

Quality of scientific production, scientific influence

2.

Active participation in national and international networks and programs

3.

Risk-taking in research (particularly at disciplinary interfaces)

4.

Accessibility for the world of social demand

5.

Responsibilities in research management (national, international) or in the publication of reviews(editor-in-international collections (director)

6.

Investment in the dissemination of scientific culture

7.

Applied research or expertise8.

Estimation of the proportion of researchers and professors “productive interms of research andresults” exploitation

In France, before 2007 the EPST such as CNRS evaluate every four years which are affiliated with them orrequest their affiliation. Laboratories can gain or lose affiliation with these organizations, withconsequent impact on their financing and opportunities to recruit new researchers. Since 2007, it’s thenational agency, AERES, which is now in charge of evaluating all research institutions and even researchorganization (such as CNRS and INSERM) for the first time in France.

Overview of the Quality Assurance System in Higher Education: France37

2-3-3) Academic program and degree (LMD) evaluation
The accreditation process has increasingly been associated with the evaluation of programs. Since 2007,
AERES is in charge of evaluating all programs existing in universities and higher education institutions(expect programs which give you the right to use the title of engineer) from bachelor to master anddoctoral programs.

The AERES Department for the Evaluation of Programs and Degrees works in the context of developing
the European Higher Education and Research Area (EHEA). The scope of the evaluation covers all bachelor,master and doctoral programs of public or private higher education institutions, mainly those
supervised by the French Ministry of Higher Education and Research, as well as those supervised byother French ministries (of Culture and Communication, Agriculture, Industry, Defense, etc.). The
evaluation objectives are set according to three levels: bachelors, masters and doctorates. The
evaluations conducted by the department take into consideration the scientific and professional
relevance of the range of programs, in terms of knowledge acquisition and skills development,
integration of doctorates into the job market and/or continuation of studies is assessed in terms ofresources implemented and results. The assessment of bachelor and Master’s degrees is carried out bycommittees of experts, mostly based on documents, while doctoral program evaluation consists of an
onsite evaluation as well.

Evaluation Flow of Program & Degrees (AERES)

Department for the evaluation ofprograms and degrees

Carried out by the AERES

Review1
Preparation

Writing the draftof thereports and initialcampaign

EXPERT

4

Submission ofresearch unit

Preparatory

application

meeting

COMMITTEEVISITInterview with・the teams in situ

4committee

35Bachelor, master’s degrees,
doctoral schools

N

Bachelor, master’s degrees

N

Doctoral schools

6
Writing thereport・the unit director

forms

the expert

Nscores2

Creation of

5・the unit advisory

Consultationof theboard andtechnical teams.

institution’s
manager

PREPARATION

8

6
Feedback,
Collective

7

7
The

review andinstitutions

validation

submits

8comment

…

VISIT

9
The report ispublished
together withthe score andcomments

POST-EVALUATION MEETINGS

Source: AERES: http://www.aeres-evaluation.fr/

Criteria
Bachelor’s degree program evaluation
The transition from lycée to the higher education is a primary component of the evaluation as is student

38

Overview of the Quality Assurance System in Higher Education: Franceretention into second and third years. The evaluation criteria include:

1.

Teaching plan: Consistency and balance of teaching plan as well as of the progressiveness of theacquisition of skills and knowledge.

2.

Teaching aids for success: Variety and effectiveness of teaching aids set up by the teaching staff andthe institution.

3.

Integration into the job market and continuing chosen studies: Initiatives for preparing to continue
studies, for gaining experience of the workplace and for following up what becomes of graduates.

4.

Running the bachelor’s cycle: The members and activities of the teaching team as well as the way inwhich it improves the management of its program by analyzing and considering the different
information gathered, including the evaluation of lessons by students.

Master’s degree program evaluation
For the consistency of the program range, links between bachelor and master’s degrees on the one handand between master’s degrees and doctoral schools on the other should be identified. Compatibility
between the second year of a master’s and the requirements of doctoral schools must be highlighted. The
evaluation criteria include:

1. Extent to which the master’s degree is associated with research: special attention is paid to therenowned research teams on which the master’s degrees call, the potential which can be called on interms of professors and researchers, which account taken of accreditations to supervise research,
research and doctoral supervision grants, etc.
2. Organization of the teaching program: Give students the opportunity to specialize in a particularfield over time, resulting in either integration into the job market or admission into doctoral training.
3. Extent to which the master’s helps students to prepare for the job market: links between degrees andprofessions, partnerships with businesses (on designing the degree, participating in teaching,offering placements), follow-up of vocational integration- a report of the fate of students since themaster’s was granted must be supplied and analyzed.
4. International partnership arrangements: the type and relevance of international partnerships
established, the number of students concerned

Doctoral program evaluation
Doctoral schools are accredited by the French Ministry of Higher Education and Research for a maximum
period of four years, after a national evaluation conducted by the AERES, “ in the context of publishedcriteria that are applicable to each doctoral school.” The evaluation of the doctoral school takes accountof the results of the doctoral school self-evaluation systems that the institutions implement. The qualityof a doctoral school is assessed through its action plans, implementation and the results obtained.

The evaluation criteria include:
1.

Quality of research units and quality of research results’ exploitation carried out by the units
attached to the doctoral school: industrial contracts, patents, etc.

Overview of the Quality Assurance System in Higher Education: France

39

2.

Existence of a scientific policy set by the doctoral school management with the priorities indicated:cross-disciplinary projects between and within doctoral schools, support for emerging teams, etc.

3.

Running of the scientific and educational council: quality of external members from thesocioeconomic world, quality of foreign members, actual role of the advisory board, quality ofdebates, number of meetings, etc.

4.

Quality of doctoral student recruitment, welcome and follow-up, particularly the existence andapplication of a thesis charter; organization of thematic lessons, especially those on additional,
scientific and cultural training and opening on to the business world, and5.

National and international partnership policy, number of theses under joint supervision, presence of
foreign members among viva voce examiners, etc.

2-3-4) Validation for academic staff evaluation procedure
AERES is competent in validating the staff evaluation procedures of the institutions concerned. This is
not the evaluation for individuals.
Source:Evaluation Agency for Research and Higher Education (AERES): http://www.aeres-evaluation.fr/
Thierry Chevaillier: The Changing Role of the State in French Higher Education：From Curriculum Control to
Program Accreditation
European Commission (EC): Eurydice - Organisation of the education system in France, 2009/2010
CampusFrance: http://www.campusfrance.org/
LegiFrance: http://www.legifrance.gouv.fr/

3. Internationalization and quality assurance3-1) Joint accreditation for international joint programs
As the European Union gets more entrenched, the promotion of cooperation between agencies becomesincreasingly important. Building up mutual trust from the perspective of the recognition of quality
assurance and accreditation assessments is a necessary element of enhancing European unity.
International accreditation enables students and academics to facilitate mobility while ensuring quality
with compliance of the QA legislation in each nation and in the European framework. As a result, thenumber of joint accreditation projects involving Quality Assurance agencies from various countries andregions is increasing, and the French agencies are determined to be at the forefront of these efforts.

3-2) Recognition of qualifications
ENIC-NARIC (European Network of Information Centers - National Academic Recognition Information
Centers)
Since 2004, ENIC-NARIC France, which is attached to the International Center for Pedagogic Studies (CIEP),
has been responsible for providing information on diploma recognition. The organization preparescertificates of recognition of study levels for foreign diplomas, obtains information regarding
procedures for recognition for French diplomas in other countries as well as information regarding

40

Overview of the Quality Assurance System in Higher Education: France

foreign education systems, and provides information concerning procedures to be followed to exercise aregulated profession. In addition, ENIC-NARIC France is associated with the Ministry of Higher Education
and Research (MESR), of National Education (MEN), Conference of University Presidents (CPU),
Commission for Engineer Titles (CTI), Conference of Grandes Écoles (CGE) and other institutional
partners. Moreover, ENIC-NARIC maintains regular contacts with AERES in order to exchange of goodpractices. International collaboration is also a key area for ENIC-NARIC. International activities include a
project with Netherlands organization for international cooperation in higher education (Nuffic) on therecognition of qualifications gained as a result of professional experience and work with UNESCO on thecreation of the MERIC network (Mediterranean Recognition Information Centers).
Source:International Center for Pedagogic Studies (CIEP): http://www.ciep.fr/

Overview of the Quality Assurance System in Higher Education: France41IV. The Details of Quality Assurance Organizations
IV-1. Evaluation Agency for Research and Higher Education(AERES)
1. Overview of the organization(2011)
Year of establishment

2007

Character of theorganization

Evaluation Agency for Research and Higher Education (AERES: Agenced'évaluation de la recherche et de l'enseignement supérieur) is anindependent administrative authority (AAI) created by France’s Research
Program Act of 2006. Its organization and operation were laid down bydecree no.2006-1334 of 3 November 2006. Its originality lies in the
integrated approach to assessment, and it covers all higher education andresearch institutions, research laboratories and advanced programs.

Location

20 rue Vivienne 75002 Paris, France

Representative

Didier Houssin (President)

Number of staff

Organization

Administrative staff: 170 (including 106 scientific delegates, researchersand professors)•

Board members – 25 French and foreign members•

Experts- 4,500 a year (part-time assignment)•

Organizational structure – three departments.
・

Department for the evaluation of institutions (Dep. 1)
evaluates higher education and research institutions, researchorganizations,scientificcooperation

foundations

andinstitutions as well as the National Agency for Research (ANR).
・

Department for the evaluation of research units (Dep. 2)
evaluates the research units of higher education institutions
and research organizations, covering all types of research unit,
in

both

highereducation

institutions

andresearchorganizations.
・

Department for the evaluation of programs and degrees (Dep. 3)
evaluates programs and degrees (bachelors, masters, doctoral
schools), covering all bachelor, master and doctoral programsof public or private higher education institutions.

Source: Evaluation Agency for Research and Higher Education (AERES): http://www.aeres-evaluation.fr/

42

Overview of the Quality Assurance System in Higher Education: France

2. Mission and principles
2-1) Mission
The missions are as follows:•

Evaluating research organizations and institutions, research and higher education institutions,scientific cooperation foundations and institutions as well as the French National Research
Agency by taking account of all their missions and activities.

•

Evaluating the research activities conducted by the research units of the aforementioned
organizations and institutions, which the Agency either does directly or with the support of theresearch organizations and institutions according to procedures that it has approved.

•

Evaluating the programs and degrees of higher education institutions.

•

Approving the staff evaluation procedures of research organizations and institutions and giving
its opinion on the conditions under which these are implemented. Note that this concerns anevaluation of procedures and not of the staff themselves.

2-2) Principles
AERES is committed to implementing an evaluation policy based on three principles: independence,transparency and impartiality. It also intends to carry out its missions in accordance with key values,
specified in its evaluation charter.

2-3) Organization
The agency is based on a board of 25 eminent figures, chaired by Didier Houssin at the time of print, andis organized into three departments: Institutions, Research Units and Programs and degrees (Figure;
AERES organization). The programs and degrees department is in charge of assessing bachelor’s degrees,master’s degrees and doctoral schools.

AERES Organization
Council

Institutions

Secretary
GeneralPresident

Research Unit

(CNRS, CEA, INSERM,…)

Programs anddegrees

Admin

LMD=3, 5, 8 years

Source: AERES: http://www.aeres-evaluation.fr/

AERES selects committees of experts from within and outside France to carry out assessments, according
to the suggestions of the entire scientific community. There is a strict procedure for selection that
includes a trial inclusion before being placed on a list of experts for the following four years. The

Overview of the Quality Assurance System in Higher Education: France

43percentage of non-French experts included in these committees is relatively high (20%), even by
European standards where this is being promoted.

Procedure for including experts on the list
Pool ofpotential
experts

Board
Directors

Participationin an expert
committee

List ofregisteredexperts(valid for 4 years)

Evaluated
institutions
Selection for1st committee

Evaluation
bodiesInclusion by the
President

Source: AERES: http://www.aeres-evaluation.fr/

3. Activities
AERES has been given four tasks:•

Evaluation higher education and research institutions (universities, INSERM, CEA, CNRS etc.)
considering all their missions and their activities.

•

Evaluation of research activities of the units and groups of these institutions.

•

Evaluation of programs and degrees of the higher education system (Bachelor, Master andDoctoral programs)•

Validate evaluation processes for the scientific staff of these institutions.

3-1) Evaluation (More details for p.33)
AERES evaluates institutions, research units and academic degree programs of both universities andsome grandes écoles. However, it does not make decisions regarding accreditation and funding. Anotherpoint is that as the research and programs and degrees sections are working together, sharing the samescientific officers, the agency evaluates both research and higher education. Furthermore, transparency
and independence is assured in all evaluation processes, by publishing processes both printed and madeavailable in open documents, with all reports accessible on the website for the perusal of all stakeholders,and AERES ensures continual improvement of the evaluation process.

3-2) Validation of its evaluation
AERES considers that the quality of its evaluations is a key for ensuring its credibility and earning it thetrust of higher education institutions, research organizations, public authorities, students and all
stakeholders. The agency applies the “Standards and Guidelines for Quality Assurance in the European
Higher Education Area” adopted in Bergen in 2005 by the ministers of higher education of the Bologna
process member states. In this context, the AERES undertakes to:•

44

Implement quality assurance based on the process approach and adapted to the end goals of theOverview of the Quality Assurance System in Higher Education: France

agency’s action throughout its various departments and activities.
•

Give it the necessary resources.

•

Provide a lasting framework for setting and reviewing its quality objectives, evaluating theirfitness to meet the requirements of the various stakeholders and making the necessary changes
and improvements•

Continuously improve the effectiveness of its methods and procedures.

This quality policy declaration is submitted by the Management to the Agency Board and made publicly
available. The quality policy set by the management is also sent to all of its staff members. Everyone’s
adherence to this continuous improvement process is a major aspect of the Agency’s quality
management system.

3-3) Evaluation cycle
Every year, AERES evaluates one fifth part of the French higher education and research institutions andresearch organizations. AERES has based the cycle of its evaluation campaigns on five geographicalzones following those used by the French Ministry of Higher Education and Research as part of its
contractual relations with institutions (Groups A to E).

GroupsName of regions included

Group A

Comprises the regional education authorities of Lyons, Grenoble, Toulouse andBordeaux

Group B

Comprises the regional education authorities of Rouen, Caen, Rennes, Nantes,
Dijon, Besançon, Clermont-Ferrand, as well as New Caledonia, French Polynesia.

Group C

Comprises the regional education authorities of Amiens, Reims, Nancy-Metz,
Strasbourg, Orleans-Tours, Poitiers, Limoges, Aix-Marseille, Nice and Corsica

Group D

Comprises the regional education authorities of the Parisian region and Créteil

Group E

Comprises the regional education authorities of Lille, Versailles, Montpellier,Martinique and Guadeloupe, as well as French Guiana and Réunion.

Source: AERES: http://www.aeres-evaluation.fr/

3-4) Impact on the outcome of the evaluation
AERES is in charge of these evaluation activities but AERES does not include the budget allocation
decision making process based on the result of the evaluation. The results of the evaluation are sent to
the Ministry and the participant institution. Under the contract policy, the government and each
university discuss the results of the evaluation.

According to the “Regional analysis of evaluations made between 2007 and 2010” published by AERES,AERES evaluations certify the quality of higher education training; half of the master’s degrees in French
universities were noted with A+ and A, and the same applies to 40% of bachelor.

Overview of the Quality Assurance System in Higher Education: France45

4. International Activities
AERES has been established during the time of a trend marked by the increasing international applicationof higher education and research activities. It intends to play a key role in the development of this,particularly through its cooperation with other evaluation stakeholders worldwide. AERES views its own
recognition internationally as an innovative quality assurance agency to be essential for boosting thecredibility of the French higher education system to make it attractive to potential international students
and to potential employers of French graduates, particularly in the context of the increasinglycompetitive European market. The agency is therefore involved in pan-European Quality Assurance
initiatives such as the EQAR (European Quality Assurance Register for Higher Education) which was set
up by the 47 European countries participating to the Bologna process and the ENQA (European
Association for Quality Assurance in Higher Education).

In May 2010, ENQA evaluated AERES in terms of its adherence to European Higher Education Area
standards and it passed with flying colors. In May 2011, AERES was listed on European Register by EQAR
and recognized as an Agency that substantially comply with common set of principles for quality
assurance adopted in Europe by the 47 ministers in Bergen in 2005 (known as European Standards andGuidelines for Quality Assurance).

4-1) Collaborations with other bodies
AERES is also aiming to respond to European and international calls for tender. For example, it signed anagreement with the French International

International Center for Pedagogic Studies (CIEP), with which it

shares its expertise as a reviewer. It is also considering partnerships with other French and/or European
collective bodies and forging links with other Quality Assurance agencies, including those in Quebec,
Brazil, Belgium, Germany, the UK, Spain, China and Japan. Such collaborations include organizing
international seminars to promote the exchange of ideas and practices between agencies. AERES attempts
to promote its activities in such forums as ENQA, EUA or the G8.

4-2) International evaluation
AERES has also commenced the evaluation of non-French institutions in an effort “to broaden its
experience”, in its own words, and this effort began in 2008 with the evaluation of Saint-Joseph
University in Beirut.

4-3) Developing international skills and discussion within the agency
To help its staff members better understand the international dimension in their activities, AERES has
extended training in "international relations" to all staff.
Source: Evaluation Agency for Research and Higher Education (AERES): http://www.aeres-evaluation.fr/

46

Overview of the Quality Assurance System in Higher Education: FranceIV -2. Commission for Engineer Titles (CTI)
1. Overview of the organization
Year of establishment

1934

Character of theCommission for Engineer Titles (CTI: Commission des Titres d’Ingénieur)

organization

is a nonprofit organization officially recognized as the independent bodyin charge of performing program accreditation of engineering degrees inFrance. CTI was established in 1934 according to the education Code
L242-1 to 12.
Its missions are respectively: the evaluation and accreditation ofprograms in the fields of engineering and applied sciences in France andabroad (ie. Germany, Switzerland, Bulgaria, Viet-Nam, and others inprocess).; the development of quality in engineering education; thepromotion of engineering curricula.

Location

34 avenue Charles de Gaulle F-92 200 Neuilly-sur-Seine

Representative

Bernard Remaud (President)•

Organization

9

memberExecutive

Board,

includedPresident

and

two

vice-presidents•

2 permanent staff members•

3 administrative staff members provided by the French ministry ofeducation.

•

Organizational structure - four sections. These are each headed by
an Executive Board member.

Quality Management

Accreditation Process

International Affairs

BudgetSource:
CTI: La Plaquette de la CTI
CTI: http://www.cti-commission.fr/

Overview of the Quality Assurance System in Higher Education: France47

2. Mission and goals2-1) Mission
The missions of CTI are respectively: the evaluation and accreditation of higher education institutions
and its curricula in the fields of engineering (computer science, applied mathematics, project
management, etc); the development of quality in engineering education; and the promotion ofengineering curricula and careers in France and abroad (i.e. Germany, Switzerland, Bulgaria, Viet-Nam).

2-2) Goals
CTI sets its goals as supporting higher education engineering institutions in the implementation ofeffective internal quality assurance and fostering competence-based engineering education to offer its
experience to foreign universities wishing to increase their international visibility.

2-3) Organization
CTI is comprised of 32 members, equally representatives of the academic world and of enterprises: 16
are university professors of staff members, 8 are representatives of industrial company associations, 8
are representatives of trade unions and associations of engineers. All members are selected by their own
organizations and appointed by the ministry of Education for a 4-year mandate, renewable once. CTI’s
administrative staff is provided by the French ministry of education.
Source:
CTI: La Plaquette de la CTI
CTI: http://www.cti-commission.fr/

3. Main areas of activity3-1) Evaluation and accreditation
CTI evaluates and accredits programs only at the master’s level. (In France, the engineering programs areorganized as an integrated 5 year master program. Currently, engineering bachelor programs do notexist in France). There are about 220 French institutions accredited by CTI, delivering yearly about
30,000 engineering master’s degrees. Each year, CTI evaluates about 150 engineering programs.

3-1-1) Procedures and criteria
The evaluation and accreditation of engineering curricula by CTI are conducted according to theEuropean Standards and Guidelines and to the standards of EUR-ACE label (European Accreditation
Consortium of Engineering Programs). The accreditation is valid for a maximum of six years. This period
may be reduced to three years or even less if the evaluation reveals important problems which need to beresolved rapidly.

48

Overview of the Quality Assurance System in Higher Education: FranceProcedures
The procedures for the institutional accreditation consist of:•

A preparatory stage in which a self-assessment report must be made by the higher education
institution•

An audit stage,•An accreditation stage,•

A communication stage.

Criteria
CTI sets criteria for each institution to practice self-evaluation as follows:
A. Mission& organization
B.

Openness & partnerships

C. Student admission
D. Education & training for integrated master degree
E.

Employment of graduate engineersF.

Quality management & ongoing quality development

3-2) International CTI accreditation
At the worldwide level, CTI is one of the most experienced bodies in charge of evaluation andaccreditation of engineering curricula and institutions. CTI has progressively widened its activities. It
has been fully involved in the development of the European Higher Education Area.

Procedures
Foreign institutions may ask the French State for the official recognition of their curricula that have been
positively assessed by CTI. This recognition implies an official agreement between the two governments.
The first step is the accreditation by CTI according to the procedure based on its standards fitted to theacademic and industrial context of the concerned country. The list of accredited foreign engineering
degrees is published annually in the French Official Journal. Graduates holding a foreign engineering
degree are entitled to have the same professional rights and levels of recognition in France as thegraduates from French institutions. CTI is also entitled by ENAEE (European Network for Accreditation ofEngineering Education) to deliver the EUR-ACE label (European engineering accreditation label) (p.50) to
all engineering programs accredited which increases recognition of CTI’s accreditation.

Criteria
Engineering graduate schools from abroad need also to globally comply with the criteria mentioned
before (p.48).

3-3) Other international activities
3-3-1) Collaboration with other overseas accreditation bodies
CTI signed agreements towards mutual recognition of accreditation results with NVAO (Accreditation

Overview of the Quality Assurance System in Higher Education: France

49

Organization of the Netherlands and Flanders) and OAQ (Center of Accreditation and Quality Assuranceof Swiss Universities) as bilateral recognition. They have provided joint accreditation for some academic
programs both through the authorization by each organization. The legal framework they use is acombination of the European Standards and Guidelines, the ECA Code of Good Practice and the ECA
Principles for the Selection of Experts. The accreditation process involves self-evaluation, on-site visit(done jointly), and decision-making (done separately). No substantial differences were found between
the two parties that would prevent them from carrying out procedures together, with separate final
decisions.

CTI also implemented joint accreditation with ASIIN (German Accreditation Agency for Degree Programs
in Engineering, Informatics/Computer Science, the Natural Sciences and Mathematics). This partnershipis based on the ASIIN-CTI cooperation agreement of 2005, regarding criteria and procedures facilitatedby cooperation in the framework of the EUR-ACE project. Their efforts at cooperation in the accreditationof bi-national engineering degree programs include writing a joint accreditation report, and if successful,a joint certificate and also undertaking a review of the procedures and criteria for the joint accreditation
process at regular interval

Besides, CTI participates in the ECA-MULTRA (Multilateral Agreement on the Mutual Recognition of
Accreditation Results regarding Joint Programs) as multilateral recognition. In addition, CTI also acts as aprofessional body because there is not a board of engineers in France. The agency has signed aprofessional recognition agreement with the board of engineers of Canada and is preparing a similar
accord with the board of engineers of Malaysia.

3-3-2) EUR-ACE project
The EUR-ACE project (September 2004/March 2006) has formulated and proposed a European system ofaccreditation of engineering programs at the First and Second Cycle level (but allowing also accreditationof “Integrated Programs”, i.e. programs leading directly to a SC degree). To this aim, a set of FrameworkStandards to be respected by all participating agencies has been formulated and published. To operate
this system, an International non-profit Association (ENAEE: European Network for Accreditation ofEngineering Education) has been established. It promoted the EUR-ACE Implementation project, that aims
at making these proposals operational by setting up the necessary organization, planning andsupervising the award of the first EUR-ACE labels, favoring the spread of the system to other countries,
establishing a fee policy that can rapidly make the system self-supporting. On November 2008, after anexternal review of its standards and procedures, CTI has been authorized until 31 December 2013 toaward the EUR-ACE

Label to accredited Second-Cycle engineering programs.

Source:
CTI: La Plaquette de la CTI
CTI: References and guidelines 2009 (Références et Orientations 2009)
CTI: http://www.cti-commission.fr/
Rolex Learning Center: Welcome to Swiss Tech Lausanne (EPFL), a Learning Technological University (powerpoint
presentation) (2010)
European Consortium for Accreditation (ECA): http://www.ecaconsortium.net/

50

Overview of the Quality Assurance System in Higher Education: FranceAppendix: Glossary
Explanation of Abbreviations & Glossary
Explained here are some words and abbreviations which appeared in the text, in alphabetic order. In
abbreviation, next to the abbreviation comes the full title in French (Italic), after which is indicated thefull title in English, and then a description of the organization.

AAI: Autorité administrative indépendente, Independent Administrative Authority
AERES: Agence d'évaluation de la recherche et de l'enseignement supérieur, Evaluation Agency for
Research and Higher Education
ANR: Agence nationale de la recherche, National Agency for Research
The ANR is a research funding organization established by the French government law in 2005. The roleof the organization is to fund research projects, based on competitive schemes giving researchers thebest opportunities to realize their projects and contribute to groundbreaking new knowledge.
BTS: Brevet de technicien supérieur, Higher Technician Certificate
CEA: Commissariat à l'énergie atomique, Atomic Energy Authority
Certificat, Certificate:
Certification is a generic term which applies to a wide number of subjects and actions, official or not.
CGE: Conférence des grandes écoles,, Conference of Grandes Écoles
CIEP: Centre international d’etudes pédagogiques, International Center for Pedagogic Studies
CIO: Centre d’information et d’orientation, Center for Information and Orientation
CNCP: Commission nationale de la certification professionnelle, National Commission for Vocational
Certification
CNE: Commission nationale d’évaluation, National Commission for Evaluation
CNED: Centre national d'enseignement à distance, National Center for Distance Education
The National Center for Distance Learning is an establishment primarily in charge of providing
correspondence teaching at all levels of academic teaching, including university training and thepresentation of competitive administrative exams.
CNES: Centre national d’études spatiales, National Center for Space Studies
CNESER: Conseil national de l’enseignement supérieur et de la Recherche, National Council for Higher
Education and Research
CNOUS: Centre national des œuvres universitaires et scolaires, National Center for University and SchoolWorks
CNRS: Centre nationale de la recherche scientigique, National Center for Scientific Research
CNU: Conseil national des universités, National Council of Universities
Competence:
Competence refers to a skill which contributes to a set of knowledge, knowhow and behavioral skills inorder to carry out a task or activity. It always has an occupational goal.
Continuing education:
Continuing education and training has been a legal obligation toward the state since 1971. Its purpose isto ensure that salaried employees, workers and job-seekers receive training intended to confirm,

Overview of the Quality Assurance System in Higher Education: France51

improve or add to their professional skills. According to Article L900-1 of the employment code,“continuing training throughout life is a national obligation. It includes an initial training, andsubsequent training periods aimed at adults and young people already in the working world or juststarting out. These further training arrangements represent continuing professional education.
CPGE: Classes préparatoire aux grandes écoles, Preparatory Classes for Grandes Écoles
A two year course extendible to three-years, acting as a preparation course with the main goal of training
post-high school students for enrollment in a Grande École.
CPU: Conférence des présidents d'université, Conference of University Presidents
CTI: Commission des titres d’Ingénieur, Commission for Engineer Titles
DAEU: Diplôme d'accès aux études universitaires, Diploma for Access to University Studies
The diploma provides the same rights as the “baccalauréat” for those who wish to enter higher education
studies in order to increase their chances of promotion or return to the job market, to acquire a diploma
to allow them to take the administrative competitive examinations requiring the “baccalauréat”, and toobtain a diploma certifying their general competencies.
DEA: Diplôme d’études approfondies, Advanced Studies Diploma
DESS: Diplôme d’études supérieures spécialisées, Higher Specialized Studies Diploma
DEUG: Diplôme d’études universitaires génerales, General University Studies Diploma
DEUST: Diplôme d’études universitaires scientifiques et techniques, Scientific and Technical University
Studies Diploma
Diplôme, Diploma:
A written document establishing rights (as applicable: access to competitive examinations, thecontinuation of studies). It is issued by a relevant authority under the control of the State. It determines
access to certain occupations and certain training programs or competitive examinations. It
acknowledges the verified skill level of the diploma holder.
DNTS: Diplôme national de technologie spécialisée, National Diploma for Specialized Technology
DUT: Diplôme universitaire de technologie, University Diploma of Technology
The DUT is a two-year diploma awarded by France’s 116 IUTs (University Institutes of Technology).
Designed to train mid-level technical personnel in two years, IUT programs also allow graduates tocontinue on for a more advanced degree, such as a vocational bachelor, and about 80% of IUT graduates
do so. The types of courses offered are the DUT for Legal Careers, the DUT for Corporate Management
and Administration (GEA), and the DUT for Information and Communication.
ENA: École nationale d'administration, National School of Administration
Engineering Diploma
The Engineering Diploma can only be issued by schools authorized by CTI. CTI exclusively covers
engineering diplomas.
ENS: École normale supérieure, known as teacher training college
EP: Établissement public, Public Establishment
EPA: Établissement public à caractère administratif, Public Establishment of Administrative Character
EPCSC: Établissement public à caractère scientifique et culturel, Public Establishement of Scientific andCultural Character
EPCSCP: Établissement public à caractère scientifique, culturel et professionnelle, Public Establishment of

52

Overview of the Quality Assurance System in Higher Education: France

Scientific, Cultural and Professional Character
EPCST: Établissement public à caractère scientifique et technologique, Public Establishment of Scientificand Technological Character
EPIC: Établissement public à caractère industriel et commercial, Public Establishment of Industrial andCommercial Character
EPSCP: Same as EPCSCPEPST: Same as EPCSTESEU: Examen spécial d'entrée à l'université, Special Examination of Entry to the University
ESU: European Students Union
IAE: Institut d'administration des entreprises, Institute of Business Administration
IEP: Institut d'études politiques, Institute of Political Studies
INRA: Institut national de la recherche agronomique, National Institute for Agrocultural Research
INRIA: Institut national de recherche en informatique et automatique, National Institute for Research in
Computer Science and Control
INSA: Institut national des sciences appliquées, National Institute for Applied Sciences
INSERM: Institut national de la santé et de la recherche médicale, National Institute for Health and Medical
Research
IUP: Institut universitaire professionnalisé, University Institute for Vocational Training
IUT: Institut universitaire de technologie, University Institute of Technology
LMD: Licence-master-doctorat, Bachelor-Master-Doctorate
LOLF: Loi organique relative aux lois de finances, Law Relative to the Finance Laws
LP: Licence professionnelle, Vocational bachelor
LRU: Loi sur les liberté et responsabilités des universités, Law for Freedom and Responsibilities of
Universities
MEN: Ministère de l'éducation nationale, Ministry of National Education
MESR: Ministère de l'enseignement supérieur et de la recherche, Ministry of Higher Education andResearch
PRES: Les pôles de recherches et d'enseignement supérieur, Centers of Research and Higher Education
RNCP: Répertoire national des certifications professionnelle, National Register of Professional
Certifications
SCUIOP: Services communs universitaires d'information et d'orientation
STS: Section de technicien supérieur, Higher Technician Section
This is a form of technical training for two years after the baccalauréat that provides access to the BTS.
UE: Unité d'enseignement, Educational Unit
UFR: Unité de formation et de recherche, Training and Research unit
UNEF: Union nationale des etudiants de france, National Students Union of France
VAE: Validation des acquis de l'expérience, Validation System of Acquirement of Experience

SourceEvaluation Agency for Research and Higher Education (AERES): http://www.aeres-evaluation.fr/
National Institute of Statistics and Economic Studies (INSEE): http://www.insee.fr/
National Commission for Vocational Certification (CNCP): http://www.cncp.gouv.fr/grand-public/glossaireCampusFrance: http://www.campusfrance.org/

Overview of the Quality Assurance System in Higher Education: France53

Sources and references
Publications
・

Agence d’évaluation de la recherché et d’enseignement supérieur (AERES) (2010): AERES 2010
Analyses régionales des evaluations réalisées entre 2007 et 2010

・

Agence d’évaluation de la recherché et d’enseignement supérieur (AERES) (2009): Le référential
qualité de l’AERES・

Agence d’évaluation de la recherché et d’enseignement supérieur (AERES): Vague A guide del’évaluation 2009

・

Delegation internministerielle a l’amenagement du territoire et a l’attractivite regionale (Datar),
Centre d’analyse atrategique (CAS), Agence francaise pour les investissements internationaux (AFII),
Ministére de l’economie, de l’industrie et de l’emploi: Tableau de bord de l’attractivité de la France
Édition 2010

・

Dèpartement de la valorisation et de l’édition, Ministére d’education nationale (2006): The state of
Education from nursery school to higher education, n.16

・European Commission (EC): Eurydice – Organisation of the education system in France, 2009/2010

・

European Commission (EC) (2008): Explaining the European Qualifications Framework for Lifelong
Learning

・

Fabrice Hénard, Alexander Mitterle, OECD (2009): Governance and quality guidelines in Higher
Education A review of governance arrangements and quality assurance guidelines

・Jun Ohba (2008): The Higher Education Institutions and Degree Granting Authority in France, The 14th
report of SOCIÉTÉ FRANCO-JAPONAISE DES SCIENCES DE L'ÉDUCATION・

Jun Ohba, Tatsuya Natsume: The university and degree in France, Gakui to Daigaku (Degrees andUniversities), National Institution for Academic Degrees and University Evaluation (NIAD-UE), (2010)

・

Manel BENZERAFA, Laurent GARCIN, Patrick GIBERT, Jean-Francois GUEUGNON, Universite paris ouest
nanterre-la defense: Public management ambiguity and performance budgeting “how can theycoexist?, The French financial constitution case”

・

Pierre Glorieux, Director for Research Units, AERES (2010): Section des unites de recherché(presentation material in Tokyo)

・Rolex Learning Center (2010): Welcome to Swiss Tech Lausanne (EPFL) (powerpoint presentation), a
Learning Technological University

・Stefanie Schwarz and Don F. Westerheijden eds.,(2004): Accreditation and Evaluation in the European
Higher Education Area, Kluwer Academic Publishers

・Thierry Chevallier: The changing role of the state in French Higher Education: From Curriculum
Control to Program Accreditation

・

Toulouse/ Albi/ Auch/ Castres Iut Paul Sabatier 2010-2011

・

University of Lyon: Research at ENS LYON 2007-2009

・

University of Toulouse: Universite de Toulouse Research and higher education cluster

54

Overview of the Quality Assurance System in Higher Education: FranceWebsites
・Admission Post-bac: http://www.admission-postbac.fr/

・

Agence 2E2F (Europe Education Formation France):
http://www.europe-education-formation.fr/

・

Agence d’évaluation de la recherché et de l’enseignement supérieur (AERES):
http://www.aeres-evaluation.fr/

・

Agence Nationale de la recherche (ANR): http://www.agence-nationale-recherche.fr/

・

Bologna process: http://www.ehea.info/・Campus France: http://www.campusfrance.org/

・Center d’études et de Recherches sur les Qualifications (Céreq): http://www.cereq.fr/

・Centre Inffo: http://www.centre-inffo.fr/

・Centre national de la recherché scientifique (CNRS): http://www.cnrs.fr/

・Centre international d’études pédagogiques (CIEP): http://www.ciep.fr/

・

CNOUS: http://www.cnous.fr/

・Commissariat à l'énergie atomique et aux énergies alternatives (CEA): http://www.cea.fr/

・Commission des Titres d’Ingénieur (CTI): http://www.cti-commission.fr/

・Conférence des grandes écoles (CGE): http://www.cge.asso.fr/

・Conférence des présidents d’université (CPU): http://www.cpu.fr/

・Conseil national des universités (CNU): http://www.cpcnu.fr/・Documentation française: http://www.ladocumentationfrancaise.fr/

・

École normale supérieure de Lyon: http://www.ens-lyon.eu/

・

École centrale paris: http://www.ecp.fr/

・Embassy of France in Japan: http://www.ambafrance-jp.org/

・European Association of International Education (EAIE): http://www.eaie.org/

・European Commission (EC): http://ec.europa.eu/

・European Commission, Eurostat: http://epp.eurostat.ec.europa.eu/

・

L’info nationale et régionale sur les formations et les métiers (ONISEP): http://www.onisep.fr/

・

Institut national de la santé et de la recherche médicale (INSERM): http://www.inserm.fr/

・International Monetary Fund (IMF), Public Financial Management Blog:
http://blog-pfm.imf.org/

・Japan External Trade Organization (JETRO) France: http://www.jetro.go.jp/

・Japan Science and Technology Agency (JST): http://www.jst.go.jp/

・Japan Society for the Promotion of Science (JSPS): http://www.jsps.go.jp/

・Keio University: http://www.keio.ac.jp/

・Legifrance: http://www.legifrance.gouv.fr/

・

Ministère des Affaires étrangères et européennes: http://www.diplomatie.gouv.fr/

・

Ministère de l'enseignement supérieur et de la recherche:
http://www.enseignementsup-recherche.gouv.fr/

・

National Institute of Informatics (NII): http://www.nii.ac.jp/

・National Institute of Statistics and Economic Studies (INSEE): http://www.insee.fr/

Overview of the Quality Assurance System in Higher Education: France

55

・

Nouvelle University: http://www.nouvelleuniversite.gouv.fr/

・Paul Sabatier University: http://www.ups-tlse.fr/

・

Quality Network for a European Learning Resource Exchange (eQNet):
http://www.eqnet.eun.org/

・

Tohoku University: http://www.tohoku.ac.jp/

・Union nationale des etudiants de france (UNEF): http://www.unef.fr/

・ Université Paul-Valery Montpellier 3: http://www.univ-montp3.fr/
・

University of Strasbourg: http://www.unistra.fr/

・

University of Tokyo: http://www.u-tokyo.ac.jp/

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Overview of the Quality Assurance System in Higher Education: France© National Institution for Academic Degrees and University Evaluation 2012

1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp

Overview
Quality Assurance System
in Higher Education

Overview of the Quality Assurance System in Higher Education

FranceFrancePublished by:
National Institution for Academic Degrees and University Evaluation
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp

NIAD-UE
National Institution for Academic Degrees and University Evaluation