Education in Marone

The responsibility for the **education system in Marone** is delegated to the federal government. The system is divided into three major groupings: primary, secondary, and post-secondary.

Schooling is compulsory in Marone between the ages of five and 15, which accounts for the entirety of primary school and the lower half of secondary school. Preschool, upper secondary, and post-secondary education are all optional. Primary education begins at age five and concludes at age 12; lower secondary education begins at age 12 and concludes at age 15; and upper secondary education begins at age 15 and concludes at age 18. School buildings are broken up in three separate tiers: *écoles primaires* (primary school, ages 5–12), *collèges* (lower secondary school, ages 12–15), and *lycées* (upper secondary school, ages 15–18). Most public education is conducted in Maronan, although several regions have received authorization to implement bilingual education.

Most education facilities in Marone are publicly-funded, although private education also exists. According to a 2014 survey, 90.5% of Maronan primary and secondary school students attended a public school, while 9.2% attended a private school, and 0.3% were homeschooled. Due to the separation of church and state, public schooling cannot have any religious affiliation.

## Levels

The Maronan education system is divided into three levels: primary, secondary, and post-secondary, while secondary is further subdivided into lower secondary and upper secondary.

### Primary education

The first level of Maronan education is primary education, which is further subdivided into preschool (Maronan: *école maternelle*) and primary school (Maronan: *école primaire*). Primary education institutions are funded by the national government, although curriculum is set by departmental governments. This means that primary schools in differing departments may differ greatly in what they teach students, although in practice, there are few differences between departments on primary education curriculum.

#### École maternelle

*École maternelle*, or preschool, is the first level of primary education in Marone, and often a child's first experience in a classroom setting and away from their parents. *École maternelle* is non-compulsory and does not have to be taken sequentially. Students can begin *école maternelle* as early as two years old, and as late as five years old, while some children do not attend *école maternelle* at all. *École maternelle* serves several purposes in Maronan society: preparing children for primary school, allowing parents to return to their careers from parental leave, and instructing children in reading and writing the Maronan language. While there are publicly-funded *écoles maternelles*, most are privately-funded and charge tuition fees. Most publicly-funded *écoles maternelles* are established in rural villages and lower-class neighborhoods of cities and towns, while privately-funded *écoles maternelles* exist elsewhere.

In most *écoles maternelles*, students are grouped together by age. In preschool, emphasis is placed on learning through playing, and *écoles maternelles* are staffed with *enseignants d'éducation primaire*. Subjects taught at *écoles maternelles* are typically solely related to learning how to read and write, with some basic mathematics as well; other activities at *écoles maternelles* are most often related to art and music, with additional time for recreational activities. Children will typically graduate from *école maternelle* in the spring of the year they turn five, regardless of how many years they have attended *école maternelle*. There are no graduation requirements when it comes to *écoles maternelles*, as long as children are of the right age.

#### École primaire

*École primaire*, or primary school, is the final level of primary education in Marone and the first level of compulsory education. Students typically begin *école primaire* at five years old, and typically graduate at 12 years old. Public *écoles primaires* are entirely free for tax-payers, with tuition being covered in taxation, while schools are staffed with *enseignants d'éducation primaire*. Students automatically receive the right to attend *école primaire* in the area that they live, so the burden is placed on schools for accommodating all students in the area, instead of being placed on the families to ensure their children receive admission. Private *écoles primaires* exist, but are rare.

The first year of *école primaire* is known as *cours préparatoire* (CP), where students are introduced to a classroom setting away from the more playful environment of *école maternelle*. During CP, students are instructed in the basics of Maronan language, mathematics, science, physical education, and the arts, while developing their reading, writing, arithmetic, and listening skills. After CP, students begin *cours primaire 1* (CP1), where the skills learned in CP are built upon, which continues the following year in CP2 as well. After completing CP2, students begin *cours moyen 1* (CM1), where more advanced subjects such as foreign language, history, and social studies, are introduced to students, in addition to speciality classes like cooking, sewing, and technology. There are three more grade levels in *école primaire*: CM2, CM3, and CM4, before students complete primary education. There are no standardized exams in primary education, although teachers may assign assessments to their students in order to demonstrate performance levels to parents and guardians. Throughout primary education, students remain with one core teacher for all major subjects and the same class of students, although they study with specialty teachers for specialty subjects. Students also receive a new core teacher and class of students each grade level.

### Secondary education

The second level of Maronan education is secondary education, which is further subdivided into lower secondary education (Maronan: *collège*) and upper secondary education (Maronan: *lycée*). Secondary education is fully overseen by the national government, with funding and curriculum set by the Ministry of National Education.

#### Lower secondary school

*Collège*, or lower secondary school, is the first level of secondary education and the final level of compulsory education. Students typically begin *collège* at 12 years old, and typically graduate at 15 years old. Public *collèges* are entirely free for tax-payers, with tuition being covered in taxation, while schools are staffed with *professeurs*. Much like with *école primaire*, students automatically receive the right to attend *collège* in the area that they live, so the burden is placed on schools for accommodating all students in the area, instead of being placed on the families to ensure their children receive admission.

In *collège*, students study the subjects they first begin to learn in *école primaire* with increasing difficulty. The subjects in the national curriculum for *collège* students include Maronan language and literature, mathematics, biology and geoscience, chemistry and physics, history and geography, philosophy and social sciences, Ditrovian language and an optional second foreign language, arts and crafts, music education, civics and government, technology, and physical education. Much like *école primaire*, students remain with the same class of students for the majority of their classes, apart from electives where the various classes mix. However, classes study with a different teacher for each subject. Classes also each are assigned a core teacher (Maronan: *professeur principal*) who serves as a link between the class and their other supplementary teachers, and is responsible for finalizing end-of-term grades, meeting with parents, administering the end-of-*collège* exam, and determining whether a student passes or fails the year. Both a student's class of students and core teacher will change each year of *collège*.

All *collège* students must sit for the *examination de la fin de collège* (EFC) at the end of their final year of *collège*. This is a four-hour exam administered in two parts that tests students in Maronan literature and language, history, natural sciences, and mathematics. Each subject corresponds with one-hour of testing that consists of multiple choice and essay questions – although the mathematics section does not contain essay questions. Students are not required to pass the exam to graduate from *collège*, but their grades on the exam are taken into consideration during the *lycée* admissions process. At the end of each year of *collège*, a student's core teacher determines if their grades warrant them to advance to the next year. In most cases, students will advance even if they have failing grades, but whether to request that a student repeats the year is at the discretion of the core teacher, although they cannot request this if a student has no failing grades. If a student is requested to repeat the year by their core teacher, they may appeal the decision before an adjudicator appointed by the Ministry of National Education. In all but the most egregious cases, the adjudicators typically side with the student.

#### Upper secondary school

*Lycée*, or upper secondary school, is the final level of secondary education in Marone. *Lycée* is non-compulsory, although the large majority of students choose to attend given the limited career options for adults without a diploma from a *lycée*. Students typically begin *lycée* at 15 years old, and typically graduate at 18 years old. Unlike in lower levels of education, public *lycées* are not entirely free for tax-paying residents, and students must pay a yearly enrollment fee of around $100. This enrollment fee is waived by the Ministry of National Education for students who demonstrate financial need. Students are additionally not guaranteed admission, but must go through an application process. *Lycées* are staffed with *professeurs* for academic courses, while technical and vocational courses are taught by professionals within their field who have received a *diplôme de technicien supérieur* (DTS) in education.

The *lycée* admissions process begins during the end of a student's second year of *collège*, when a school guidance counselor (Maronan: *conseiller d'orientation*) meets with students to help them determine a suggested upper secondary school path. Students have three general options when choosing a *lycée*: *lycée académique*, which has the most rigorous admissions requirements and prepares students for university education, *lycée technologique*, which also prepares students for university education but provides instruction in hands-on education such as through laboratories and experimentation, and *lycée professionnel*, which has the least rigorous admissions requirements and prepares students to enter the workforce after graduating. While applying, students are expected to submit their grades throughout *collège*, their EFC scores, a personal essay, two letters of recommendation, and any supplemental materials, such as a portfolio for artistic programs. For *lycées académiques* and most programs of *lycées technologiques*, a student's grades in *collège* and their score on the EFC are weighted the most heavily when determining admissions, while for *lycées professionnels*, grades and exam scores are less of a consideration. Some *lycées* have stringent admissions criteria, while others accept almost all who apply; *lycées professionnels* in particular very rarely deny admission to applicants, although rejections to *lycées académiques* and *lycées technologiques* happen often, with some schools more competitive than others.

Many *lycée* buildings house more than one sole educational path. For instance, many *lycées* offer both the *lycée académique* and *lycée technologique* tracks, while some offer all three tracks. This is encouraged by the Ministry of National Education due to the strong opposition in Marone to educational streaming, where students are separated according to academic potential and performance. In *lycée*, students study with a different teacher for each class, which also includes a different set of classmates. Students also no longer have a core teacher, and must build strong relationships with each of their teachers.

##### Lycée académique

*Lycée académique*, or gymnasium, is one of the three general upper secondary school paths that a student can take. *Lycée académique* is the most academically rigorous of the three paths, and is designed to prepare students for university education, although not all graduates opt to pursue university studies. It is also the most popular of the three paths, accounting for 48.5% of all *lycée* students in 2014.

Students attending a *lycée académique* may choose one of three programs:

* *Lycée académique en littérature et langues* (LALL), where students study a core program in literature and foreign languages. Students enrolled in this program may specialize in Maronan literature, philosophy, a foreign language, or classical studies.
* *Lycée académique en économiques et sciences sociales* (LAES), where students study a core program in economics and social sciences. Students enrolled in this program may specialize in economics, history, psychology, sociology, geography, or political science.
* *Lycée académique en sciences naturelles et mathématiques* (LANM), where students study a core program in natural sciences and mathematics. Students enrolled in this program may specialize in mathematics, biology, geoscience, chemistry, physics, or computer science.

Students choose their program prior to the beginning of their second year of *lycée*. During their first year, students generally each complete the same courses, ensuring that every student has the same general background in core subjects before they are allowed to further specialize. This also allows students to explore all three programs prior to deciding which they want to pursue further. Throughout all three years of *lycée*, students within all three programs are still required to study the Ditrovian language and philosophy, although there are no other course requirements across all programs.

In addition to selecting a program, students are also required to select a specialization within their program prior to the beginning of the second term of their second year. The specialization that the student chooses becomes a weekly two-hour class in the chosen discipline, although it does not affect the remainder of their course schedule. The content of a student's speciality class goes further than what students learn in the common class of the subject, and does not touch upon the content learned in the common class. Additionally, students also receive a lengthened section of the *baccalauréat* exam in their chosen speciality. Specializations play no role in determining what post-secondary career or university degree program a student may pursue, although many students eventually pursue university studies in the subject they choose as their *lycée* speciality. Additionally, students are allowed to enroll in elective courses, which are neither required in the core curriculum nor part of their program of study. Electives may come from course offerings from *lycée académique* or *lycée technologique* programs.

At the conclusion of a student's final year of *lycée*, they sit for the *baccalauréat académique* exam. The exam consists of both written and oral sections, and lasts for a total of two days of testing. Students complete the sections of the exam that correspond with their chosen program of study, in addition to a lengthened section of the exam for their chosen speciality. If a student passes the exam, they are awarded a *baccalauréat académique* diploma, which confers eligibility for post-secondary education. If a student fails the exam, they cannot begin post-secondary education after graduation from *lycée*, and must continue to retake the exam, most often with the help of preparatory courses offered by *lycées* during the summer. Students may also not be able to graduate on time in *lycée* if they fail a course. Unlike in *collège*, where repeating a year of school is at the discretion of core teachers and decisions may be appealed, any student may not graduate on time if they fail one of their courses, which leads students to take grading and assessments quite seriously.

##### Lycée technologique

*Lycée technologique*, or technical school, is one of the three general upper secondary school paths that a student can take, introduced in 1970. *Lycée technologique* is designed to educate students using hands-on teaching methods, such as laboratories and experimentation, and prepares students for university studies. It accounted for 33.1% of all *lycée* students in 2014.

Students attending a *lycée technologique* may choose one of eight programs:

* *Lycée technologique en agriculture et agronomie* (LTAA), where students study a core program in agricultural studies and agronomy.
* *Lycée technologique en art et design* (LTAD), where students study a core program in fine arts and design.
* *Lycée technologique en éducation et développement de l'enfant* (LTED), where students study a core program in eduction and child development.
* *Lycée technologique en gestion et commerce* (LTGC), where students study a core program in management and business.
* *Lycée technologique en gestion et santé* (LTGS), where students study a core program in management and healthcare.
* *Lycée technologique en hospitalité et commerce* (LTHC), where students study a core program in hospitality and business.
* *Lycée technologique en ingénierie et industrie* (LTII), where students study a core program in engineering and industrial studies.
* *Lycée technologique en théâtre, musique, et drame* (LTTMD), where students study a core program in theatre, music, and the performing arts.

Some *lycées* which offer the *lycée technologique* offer all eight programs of study, while others may only offer certain programs, often the most popular ones. For example, the LTGC program is offered in almost every *lycée* which offers the *lycée technologique*, while the LTAA program is typically only offered in rural areas, and students interested in pursuing it may be required to travel or relocate in order to enroll. Unlike with the *lycée académique*, students pursuing the *lycée technologique* choose their program of study while applying, and may apply to several programs within one *lycée*. Some programs, such as the LTAD and LTTTMD, require applicants to submit a portfolio or audition during their application process. The program that a student chooses does not have any bearing on post-secondary career options or university studies, although most students choose to pursue careers and university studies in fields related to the program they chose to study.

Much like with the *lycée académique*, students of the *lycée technologique* generally each complete the same courses during their first year in a broad array of academic subjects, before they begin to focus their coursework on their program's area of specialization in their second year. Throughout all three years of *lycée*, students within all eight programs are still required to study the Ditrovian language, Maronan literature, history, and mathematics, although there are no other course requirements across all programs. Additionally, students are allowed to enroll in elective courses, which are neither required in the core curriculum nor part of their program of study. Electives often come from *lycée académique* programs, and are focused in academic subjects rather than technical education like with *lycée technologique* courses. A student's main area of study throughout *lycée* will be in their program, and much of the education is hands-on through in-person instruction with individuals who have careers in a student's program of study. Students are also given numerous opportunities to enroll in internships (Maronan: *stages*) outside of the classroom in real professional establishments, in exchange for school credit. Businesses are given tax breaks by the Maronan government for opting into the *lycée technologique* internship system.

At the conclusion of a student's final year of *lycée*, they sit for the *baccalauréat technologique* exam. The exam consists of both written and oral sections, and lasts for a total of two days of testing. Students complete the sections of the exam that correspond with their chosen program of study, in addition to shortened sections of the *lycée académique* exam for Ditrovian language, Maronan literature, history, and mathematics. If a student passes the exam, they are awarded a *baccalauréat technologique* diploma, which confers eligibility for post-secondary education. If a student fails the exam, they cannot begin post-secondary education after graduation from *lycée*, and must continue to retake the exam, most often with the help of preparatory courses offered by *lycées* during the summer. Students may also not be able to graduate on time in *lycée* if they fail a course. Unlike in *collège*, where repeating a year of school is at the discretion of core teachers and decisions may be appealed, any student may not graduate on time if they fail one of their courses, which leads students to take grading and assessments quite seriously.

##### Lycée professionnel

*Lycée professionnel*, or vocational school, is one of the three general upper secondary school paths that a student can take. *Lycée professionnel* is designed to give students vocational training that prepares them to enter the workforce upon graduating. It is also the least popular of the three paths, accounting for 18.4% of all *lycée* students in 2014. Although they are intended for students leaving *collège*, one can enroll in a *lycée professionnel* at any point in their life assuming they have completed *collège*. While uncommon, it is not unheard of for adults to enroll in a *lycée professionnel* years after finishing their education, should they desire a career change or require additional professional qualifications.

Students attending a *lycée professionnel* may choose between one of hundreds of programs, including cosmetology, nursing assisting, teaching assisting, real estate, paramedic training, mortuary sciences, cooking, metalworking, policing, and many others. The *lycée professionnel* is considered to be quite different from the other two *lycée* paths, as students are not required to enroll in any academic courses during their studies, and their education is focused exclusively on the vocational program that the student chooses. As such, most *lycées* offer either the *lycée professionnel* or the *lycée académique* and *technologique*, and it is rare for school buildings to offer all three paths together or the *lycée professionnel* with either the *lycée académique* or *technologique*. Similarly to the *lycée technologique*, students choose their program while applying, and may apply to multiple programs within one *lycée*. Due to the amount of programs offered, most *lycées* do not offer every program, while others specialize in only one or a few specific programs, and students may need to travel or relocate to enroll in a school that offers their desired program. Similarly to the *lycée technologique*, students are given numerous opportunities to enroll in *stages* outside of the classroom in real professional establishments, in exchange for school credit. Businesses are given tax breaks by the Maronan government for opting into the *lycée professionnel* internship system.

At the conclusion of a student's final year of *lycée*, they sit for the *baccalauréat professionnel* exam. The exam's formatting depends on the student's program of study, with some programs requiring a written exam, some an oral exam, some an in-person demonstration of skills, and others a combination of any of the aforementioned formats. If a student passes the exam, they are awarded a *baccalauréat professionnel* diploma and become licensed to work within the industry of their *lycée* program. The *lycée professionnel* does not confer eligibility to pursue university studies, although it does confer eligibility to pursue the *diplôme de technicien supérieur* (DTS), which, upon completion, would confer eligibility to pursue university studies. If a student fails the exam, they must continue to retake the exam before receiving licensing, most often with the help of preparatory courses offered by *lycées* or through *stages*, although they are still eligible to consider themselves a *lycée* graduate. Students may also not be able to graduate on time in *lycée* if they fail a course. Unlike in *collège*, where repeating a year of school is at the discretion of core teachers and decisions may be appealed, any student may not graduate on time if they fail one of their courses, which leads students to take grading and assessments quite seriously.

#### Grading and assessments

Beginning in secondary education, students begin to receive formal grades and assessments for their work. The Maronan system of grading follows a 20-point scale, where students always receive a grade from 0 to 20. The scale can be analyzed as below:

* 0: incomplete work
* 1–5: failure
* 6–10: meeting expectations
* 11–15: exceeding expectations
* 16–18: significantly exceeding expectations
* 19–20: outstanding achievement

Due to the nature of the system, grades between 6 and 10 are by far the most common, while grades above 18 are almost never awarded. Grades can also be divided into decimals to more precisely depict a student's performance, such as a 5.5/20 being awarded to a student so they do not fail the course but understand that they did not meet course expectations.

There is additionally a merit system used in Maronan grading. The merit system is most commonly attached to *baccalauréat* results, where receiving a merit is considered to be an incredible honor for the student, and highly impressive for post-secondary education admissions. The merit system is as follows:

* 16–20: *très bien* (TB)
* 14–15.9: *bien* (B)
* 12–13.9: *assez bien* (AB)

### Post-secondary education

*See also: List of universities in Marone.*

Post-secondary education in Marone is organized into four levels: DTS, bachelor's, master's, and doctoral. The DTS, bachelor's, and master's levels are organized on a semester system; it typically takes six semesters to complete a bachelor's degree, and four semesters to complete a DTS or master's degree, while most students complete two semesters per academic year. Doctoral degrees consist of research and experimentation under the guidance of a supervising professor rather than academic coursework, and may take any number of years to complete.

Students can complete their post-secondary education at either of two institutions: universities and *grandes écoles*, while DTS degrees are completed at Institut des Études de Techniciens Supérieurs (IETS) institutes. Universities and IETS institutes are always publicly funded, offer a wide array of courses and degree programs for students, and can be attended after receiving a *baccalauréat* diploma, while *grandes écoles* may be public or private, specialize in specific subjects, mainly provide graduate education, and are highly exclusive institutions that require extra preparatory studies prior to enrolling.

Universities are large institutions that can be found in every mid-sized-to-large city in Marone, and are subdivided into various faculties according to area of study. Faculties function as quasi-independent institutions, with their own faculty leadership and degree programs. Students may apply to any faculty within a university, and each individual faculty will determine whether a student is accepted or rejected, rather than the university as a whole. The university application process begins at the end of a student's final year of *lycée*; students are expected to apply to universities using their *lycée* grades, *baccalauréat* exam scores, letters of recommendation, and any supplemental materials, such as a portfolio for degree programs in the arts. Students discover which faculties they have been accepted to during the summer following their final year of *lycée*. For many faculties, admissions requirements are relatively lax and the majority of students who apply are accepted, but for others, such as the Faculty of Law or Faculty of Medicine at the University of Delmas, admissions are highly competitive.

#### *Diplôme de technicien supérieur*

The *diplôme de technicien supérieur* (DTS) is a post-secondary degree conferred at an *Institut des études de techniciens supérieurs* (IETS) prior to the completion of a bachelor's degree, introduced in 1970. A DTS degree can be completed in four semesters (two academic years), much like a master's degree, although it represents the lowest-offered level of post-secondary education in Marone. The degree is roughly equivalent to an associate's degree in other countries.

Unlike with universities and especially *grandes écoles*, there is no intensive admissions process for the DTS degree, and almost all students with a *baccalauréat* will be accepted into their DTS program of choice. Additionally, all *baccalauréat* holders are eligible to pursue a DTS degree, including graduates of a *lycée professionnel*, which are not eligible to immediately enter university studies after graduating. As a DTS grants students with eligibility to pursue university studies, obtaining a DTS degree is how graduates of a *lycée professionnel* may eventually advance to undergraduate and post-graduate studies. Some students also opt to pursue a DTS instead of beginning a bachelor's degree program because they are unhappy with their *baccalauréat* exam scores, and do not believe they would be accepted to their faculty of choice.

Much like universities, IETS institutes are large institutions, but are found much more frequently throughout Marone; while universities may be found in every mid-sized-to-large large city, at least one IETS institute may be found at the center of every metropolitan area, ranging from small to large, with large metropolitan areas often having several IETS institutes. As a result, most students at an IETS institute attend the institution closest to their home, and almost the entirety of the student body are commuters rather than students who reside in student housing. IETS institutes are also known for having a greater sense of community than universities, as they are typically smaller in size, and offer a number of community activities for students, including recreational sports teams and other clubs that are not offered at universities. Some IETS institutes are located on the campus of a university and have a special relationship with the university, often allowing its graduates to transfer directly to a bachelor's degree program at the university which corresponds with their DTS degree, without having to go through the application process.

Following the completion of a DTS degree, some students opt to continue their studies with the pursuit of a bachelor's degree, while others opt to enter the workforce. For students who choose to pursue a bachelor's degree, they most often may advance directly to the third and final year of undergraduate students, should they transfer into a bachelor's degree program which overlaps with their DTS degree's area of study. As a DTS degree requires two years of study, this is done so that graduates do not significantly lag behind students who entered a bachelor's degree program immediately after *lycée*. However, if a student opts to pursue a bachelor's degree in a different subject than the one they received their DTS degree in, they often must complete all six semesters (three academic years) rather than two.

#### *Grandes écoles*

*See also: List of grandes écoles in Marone.*

*Grandes écoles* (Ditrovian: *Great schools*) are highly exclusive post-secondary institutes of education that are unique to Maronan education. There are many *grandes écoles* throughout Marone, although they are all subject-specific. *Grandes écoles* predominantely offer coursework in engineering, research for the arts and sciences, business, military officer training, and political science and public administration. Each individual school also only offers one of the aforementioned areas of study, making them highly specialized institutions, unlike universities, which each offer a broad array of coursework. *Grandes écoles* also may be publicly or privately funded; while public *grandes écoles* do not charge tuition fees and only require a small enrollment fee like public universities, private *grandes écoles* do charge tuition fees, which can sometimes be considered exorbitant. Private *grandes écoles* exist predominantely as business schools, while *grandes écoles* specializing in research for the arts and sciences, engineering, military officer training, and political science and public administration are all public.

*Grandes écoles* are primarily post-graduate institutions, specializing in the conferral of master's and doctoral degrees. However, they also confer bachelor's degrees to students, although only offering coursework for the third and final year of a bachelor's degree. In order to be accepted into a *grande école*, a student must enroll in a *classe préparatoire aux grandes écoles* (CPGE; Ditrovian: *preparatory class to the great schools*). A CPGE course is considered a form of post-secondary education, and begins after a student receives their *baccalauréat*. Only students with a *baccalauréat académique* or *baccalauréat technologique* are eligible to enroll in a CPGE course. Admission to a CPGE course is highly competitive, with admission being decided by a student's scores on the *baccalauréat* exam, grades during *lycée*, letters of recommendation, and an interview. Each year, approximately only the top 10% of the graduating class of a *lycée* will receive admission to a CPGE course, while even fewer will receive admission to a *grande école*. Despite being considered to be a form of post-secondary education, CPGE courses are typically offered at *lycées*, with some *lycées* being well-known for their CPGE courses and attracting applications from across the world. Many of these highly reputable *lycées* which are known for their CPGE courses, are also highly reputable as *lycées académiques* as well with competitive *lycée* admissions criteria, and expect the majority of their students to pursue a CPGE course after receiving their *baccalauréat* diploma. After enrolling in a CPGE course, students may choose to specialize in business, engineering, political science and public administration, humanities, or natural sciences, and receive an intensive level of coursework in their chosen speciality. At the conclusion of the CPGE course, students sit for the *concours national* (CN) exam, considered to be one of the most difficult standardized exams in Marone. The exam lasts for two days, totaling 12 hours of total testing in both written and oral portions, testing students in their chosen speciality. Grading and assessments are typically harsh in CPGE courses, so much so that students do not apply to *grandes écoles* using their grades from school or on the CN exam, but instead by using their ranking in the nationwide database of CPGE course students.

A CPGE course takes two years to complete. Students who fail a class during their CPGE course are unable to complete the course, and are asked to leave; most students who are asked to leave their CPGE course opt to apply to a public university, while others attempt to retake the CPGE course, although this is less common. During the end of a student's second year, they apply to their choice of *grandes écoles*. Approximately 30% of students in a CPGE course do not receive admission to any *grande école*. However, students who do not receive admission to a *grande école* after completing a CPGE are permitted to apply instead to a public university, and due to the prestige that comes with completing a CPGE course, they are almost guaranteed admission in any field they desire. Some students who do not receive admission to any *grandes écoles* opt to retake the CPGE course and try again to be admitted, although this is rare. Completion of a CPGE course correlates with completing two years of a bachelor's degree, so that students who have completed a CPGE course and advanced to either a *grande école* or public university must only complete one year of studies before receiving their bachelor's degree and moving onto post-graduate studies. Post-graduate education at a *grande école* is highly intensive, and considered to be the most intensive educational environment in Marone. However, completion of a master's or doctoral degree at a *grande école* is considered to be highly impressive, and graduates typically make up the elite class of academics and researchers, engineers, politicians and political operatives, military officers, and business executives in Marone. Despite this, it is still very possible to become part of this elite class without attending a *grande école*, especially considering several elite professions such as law and medicine only offer professional training and certification through the public university system.

There are additionally four *grandes écoles* specialized as art schools or conservatories, which do not require students to complete a CPGE course prior to enrolling, but do have highly-rigorous admissions processes.

## Bilingual education

Following a 1962 act of the National Congress, the regions of Marone received the right to petition the National Congress for approval to implement bilingual schooling in their region's schools. After the passing of this act, the regions of Ambas, Charlotte, Ditrone, Maronan Naysia, New Malonia, Terre Chasque, and Vetica all received approval to open bilingual schools in their regions, to varying levels of implementation. In 1975, the National Congress controversially rejected a joint petition filed by the overseas regions of Fuadeloupe, Puyane, Tahare, and Tartinique to open bilingual schools in their native creole languages, on the basis that creole languages are not independent of the Maronan language, thus not falling within the scope of the act passed to implement bilingual education. An appeal was rejected by the Constitutional Court of Marone.

In regions where both bilingual and monolingual Maronan schools exist, parents have the option to enroll students in either of the two systems, and educational opportunities for students are identical whether they attend bilingual or monolingual Maronan schools. Many regions house both bilingual students and monolingual Maronan students in the same school buildings, with classes being separated according to language. In *école primaire*, students who are either already bilingual in both languages or monolingual in either of the two are eligible to enroll in bilingual education, and early levels of *école primaire* are taught in an immersion environment to adapt the child to the language they are less familiar with. Following the completion of *école primaire*, students are ineligible to switch between bilingual and monolingual Maronan schools unless they are already bilingual and can demonstrate proficiency through a language exam. Higher levels of education in bilingual schools are taught equally in both languages. Additionally, in higher levels, students are taught both Maronan literature and literature in the language of their bilingual school. Students in bilingual schools must still study a foreign language, although students in Maronan monolingual schools in regions where bilingual schools exist are eligible to study their regional language as one of their chosen foreign languages. In regions where bilingual education exists, bilingual schools may be found anywhere from *écoles maternelles* to public universities. There are currently no *grandes écoles* that offer bilingual education.

The percentage of students that attended bilingual schools per region is as below, according to a 2018 study:

## Educators

In Marone, there are four different kinds of educators: primary education teachers, certified teachers, senior certified teachers, and university educators.

### Primary education teachers

*Enseignants d'éducation primaire*, or primary education teachers, are certified to teach primary education students, aged 2–12. Primary education teachers are required to receive a bachelor's degree and a master's degree from an *Institut d'Éducation et de Pédagogie* (IEP), which are located within most Maronan universities. After completing their education, they must pass a certification examination and complete a 6-month apprenticeship at a functioning primary school or preschool. Most primary education teachers opt to specialize in primary school education or preschool education, and are given the choice between the two paths during their master's degree studies.

Unlike other teachers, admittance to primary education teaching programs is less competitive, and they do not have to sit for nationwide competitive examinations and receive teaching assignments through exam results. The hiring of primary education teachers is overseen by each department, as they oversee much of the primary education system.

### Certified teachers

*Professeurs certifiés* (PC), or certified teachers, are certified to teach secondary education students, aged 12–18. Certified teachers are also required to receive a bachelor's degree and a master's degree from an *Institut d'Éducation et de Pédagogie* (IEP). After graduating, candidates must sit for the *examen d'aptitude en enseignement professionnel* (EAEP), a competitive nationwide examination which is offered once per year in June.

After the conclusion of EAEP testing, candidates are ranked nationwide according to their score on the exam, with the highest-ranking candidate given first choice amongst open teaching positions at secondary education institutions nationwide, although below the choices of senior certified teachers. By convention, most certified teachers find themselves teaching at *collèges*, although some teach at *lycées* as well. Candidates have the opportunity to continue taking the EAEP exam as many times they'd like, if they are unhappy with their teaching assignment or do not score highly enough to receive one.

Certified teachers have a significant level of job security. Although they do not become tenured, any request for termination of a teacher on behalf of a school must be approved by the Ministry of National Education, and teachers under threat of termination receive the right to appear before a tribunal, who will either approve or deny the request on behalf of the school. Requests that are approved by the tribunal may be appealed by the teacher, and their appeal heard by an adjudicator. Teachers who are terminated may resit for the EAEP exam and receive a new teaching assignment, although their schools will be made aware of their past termination and be offered the right to refuse the hire.

### Senior certified teachers

*Professeurs certifiés supérieurs* (PCS), or senior certified teachers, are certified to teach secondary education students, aged 12–18, in addition to CPGE courses and IETS programs for post-secondary education students. Senior certified teachers are also required to receive a bachelor's degree and a master's degree from an *Institut d'Éducation et de Pédagogie* (IEP), and have at least five years of experience working as a certified teacher at a *collège* or *lycée*. Candidates must then sit for the *agrégation*, a highly competitive nationwide examination which is offered once per year in June.

Much like with EAEP testing, at the conclusion of *agrégation* testing, candidates are ranked nationwide according to their score on the exam, with the highest-ranking candidate given first choice amongst open teaching positions at secondary education institutions, CPGE courses, and IETS institutes nationwide. Senior certified teachers are also given priority above certified teachers, while those who failed the *agrégation* are removed from the nationwide ranking. Most senior certified teachers work at *lycées*, while they are also the educators who teach CPGE courses and at IETS institutes for post-secondary education students. CPGE course teaching positions are typically considered the most lucrative, and are taken by the most highly-performing candidates on the *agrégation*. Candidates have the opportunity to continue taking the *agrégation* as many times they'd like, if they are unhappy with their teaching assignment or do not score highly enough to receive one. Senior certified teachers receive higher salaries than certified teachers and primary education teachers, and are some of the most highly-respected educators in Marone.

Senior certified teachers have a significant level of job security, much like certified teachers. Although they do not become tenured, any request for termination of a teacher on behalf of a school must be approved by the Ministry of National Education, and teachers under threat of termination receive the right to appear before a tribunal, who will either approve or deny the request on behalf of the school. Requests that are approved by the tribunal may be appealed by the teacher, and their appeal heard by an adjudicator. Teachers who are terminated may resit for the *agrégation* exam and receive a new teaching assignment, although their schools will be made aware of their past termination and be offered the right to refuse the hire.

### University educators

University educators in Marone are typically divided between two different subcategories: researcher-teachers and university teachers. Both subcategories are eligible to teach at both universities and *grandes écoles*, and both are hired by special commissions assembled by the Ministry of National Education, rather than through competitive examinations and nationwide rankings.

#### Researcher-teachers

*Chercheurs-enseigneurs* (CE), or researcher-teachers, are university educators who conduct research at their educational institutions and also teach courses to students. Researcher-teachers are required to have a doctoral degree and have experience in publishing their own research during their doctoral degree program. The majority of researcher-teachers receive degrees from *grandes écoles*, although this is not required. Researcher-teachers are fully tenured educators at the institutions where they work, and are the highest-paid educators in Marone. Typically, they are first hired as *chercheurs-enseigneurs adjoints* ("Assistant researcher-teachers"; CEA), and assist tenured researcher-teachers, before being hired in their own right and granted tenure after anywhere between five and eight years. Assistant researcher-teachers who do not receive tenure after ten years are typically asked to leave the institution and find employment elsewhere, where they may be hired directly as a tenured researcher-teacher or again as an assistant researcher-teacher.

Researcher-teachers may be hired to teach at either universities or *grandes écoles*, and also conduct their research at the institution where they teach. Many researcher-teachers are also involved in authoring books and appearing on television news programs, as well as being called to testify in investigations and trials as experts in their fields.

#### University teachers

*Professeurs universitaires* (PU), or university teachers, are university educators who teach students but do not conduct their own research. University teachers are also required to receive a bachelor's degree and a master's degree from an *Institut d'Éducation et de Pédagogie* (IEP), and have at least five years of experience working as a senior certified teacher. Many also have doctoral degrees, although this is not required.

University teachers teach more courses than researcher-teachers, as their schedules consist solely of teaching courses rather than conducting research as well. University teachers may also receive tenure, typically after about ten years of working in an institution, but many do not receive tenure and university teachers are not asked to leave if they do not become tenured. Tenured university teachers are highly-paid, much like researcher-teachers, while untenured university teachers are paid similar salaries as senior certified teachers. In subjects such as literature and language studies, the large majority of university educators are university teachers, while in subjects such as biology and chemistry, there are almost no university teachers as the large majority of educators are researcher-teachers.

In speciality or professional subjects, almost all university educators are university teachers, and they are recruited using different means than most university teachers, only requiring a professional certification and/or years of experience in their field. For example, a law professor, known as a *professeur universitaire en droit*, requires only a law degree and law certification, not a degree from an IEP or experience as a senior certified teacher. This regulation is also implemented for educators in fields such as medicine, veterinary medicine, dentistry, nursing, pharmacy, architecture, fine arts, music, performing arts, and others. University teachers in these disciplines receive tenure at higher rates than those in other disciplines.