Quality Assurance in Higher Education: Experience of the French Republic

1. Lecture № 17 The quality assurance in higher education: the experience of the French Republic Contents of the lecture reflects only the author's view, the Education, Audiovisual and Culture Executive Agency and the European  Commission are not responsible for any use that may be made of the information it contains.

2. Plan Legal principles of quality assurance in the French Republic. The procedure for internal quality assurance of higher education in the French Republic. The procedure for external quality assurance of higher education in the French Republic. The activities of Quality Assurance Agencies in the French Republic. The system of the quality assurance management of higher education in the French Republic.

3. General characteristics France, the official name French Republic (La France, Républiquefrançaise) is a state in western Europe, a republic bordered by the north-east with Belgium, Luxembourg and Germany, east of Germany, Switzerland, southwest with Spain and Andorra, on southeast with Italy and Monaco in the south is washed by the Mediterranean Sea, in the west - by the Atlantic Ocean.

4. The area (along with Corsica) is 543 965 km². The capital and the largest city are Paris.

5. Overseas territories: • The name France comes from Latin. Francia - Land of francs. • The name of the territory of France before the arrival of the Franks - Gaul - from the Celtic gull tribe. • Symbolics: • National holiday - July 14 - Bastille Day (1789). • Anthem of France - the song "Marseilles", which was written in Strasbourg in 1792, and on July 14, it was proclaimed the national anthem. • The country's motto is three well-known words: "Freedom, Equality, Fraternity" (Liberté, Égalité, Fraternité). • The flag of France is blue-white-red. White is the symbol of royal power, and blue and red are the colors of the cemetery of the National Guard of Paris. Guadeloupe Saint Barthélemy Saint-Martin, French Guiana Martinique Mayotte Reunion, Saint Pierre and Miquelon South and Antarctic Territories New Caledonia French Polynesia Wally and Futuna.

6. External relations Economy France is a highly industrialized and agrarian country. By size of GDP and volume of industrial production, France occupies one of the leading places in the western world (with the USA, Germany, Great Britain, etc.). The leading industry is mechanical engineering. Developed automotive, shipbuilding, tractor and aircraft engineering, electro-technical and radio-electronic industries, as well as chemical (production of soda, fertilizers, chemical fibers, plastics), oil refining and petrochemical industry. The main seaports are Marseille, Le Havre, Dunkirk, Rouen, Nantes, Saint-Nazaire, Bordeaux. The transport network has a radial configuration with a single center - Paris. France is a European state whose history has had a tremendous influence on Europe's destiny. France is a member of the UN and most of the specialized agencies of this organization, the OSCE, the EU, NATO, the Organization for Economic Cooperation and Development. France is a co-founder of the United Nations and serves as one of the permanent members of the UN Security Council with a veto. France's post-war foreign policy was largely determined by membership in the European Union. Since the 1960s, France has developed close ties with the united Germany in order to become the most influential driving force of the EU.

7. Religion Education and science The French education system is characterized by a strong central government presence in the organization and financing of education. • The French education system is governed by the Department of National Education, Higher Education and Research. • The state plays an important role in governance, since, according to a long tradition, the education system of France is centralized. • The state defines the details of curricula at all levels of education; she organizes the procedure for admitting teachers, defines the content of education, recruits teachers who become civil servants, provides them with advanced training. • The state recruits and prepares inspectors responsible for quality control of the education system. Almost all of the country's population is Catholics. But given the historical reasons in France, many different religions coexist. The second place is Islam. It is practiced by immigrants from the countries of North Africa, the former French colonies. There are also supporters of Judaism, Orthodoxy, Protestantism and Anglicanism. France is a secular country, freedom of conscience is provided by constitutional law. It was in France that the doctrine of secularism (laïcité) was born and developed, according to which the state is strictly separated from all religious organizations.

8. Features of the education system: • There are about 7,000 colleges in the country, and 2,600 lyceums. Education needs spend 21% of the state budget annually [2]. The education system is the country's largest employer: it employs more than half of civil servants. • French education system has a pronounced national specificity. This country has its own system of diplomas and academic degrees, a special division into cycles. And a special attitude to the diplomas of public educational institutions: they are usually valued much higher than the diplomas of private schools and universities. • Primary education in France is compulsory and free. Most children from 2-3 years old attend the so-called "maternal schools", in which teachers and psychologists prepare them for 3-4 years. Children go to school at the age of 6 years. The school system adopted in France is divided into three blocks: elementary school (5 years of study), college (4 years), lyceum (2-3 years). The first two are obligatory. The modern system of education in France was finally established in the 18th century. and today it is considered to be one of the best in the world. Its main feature is the availability of free education for all in public higher education institutions of the country, including foreigners (universities charge only nominal fees from foreign students). Another feature of the education system in France is practically the same quality of teaching in both the capital of France and provinces.

9. Lyceum - the final link in the system of secondary education and at the same time the transitional stage to higher education. Universities of France In the higher education system there is no such specialty that could not be obtained in one of the educational institutions of France. Higher education is divided into three cycles, after which each student receives a corresponding diploma. The first cycle lasts for two years and ends with the DEUG or DEUTS education exam. Many stop at this stage, because such a document makes it possible to find a good job. The second cycle consists of two or three years of study. At the end of the first year, a diploma of a licensee (license) is issued, the second one ends with the receipt of the master's degree, the third is the master's diploma. Third cycle During this cycle, the chosen specialty is studied in depth, it is accompanied by an independent scientific work, the subject of which applicants are required to formulate before joining. Upon successful completion of this stage a diploma is issued for a special high (DESS) or advanced education (DEA). Colleges in France Colleges, that is, secondary vocational education institutions, such as those in France, do not exist. The college here is called the second stage of high school. For a person who does not set his goal to receive higher education, there is an acceptable way - a lyceum of vocational education. For 2-3 years of study here you can get any work specialty. After passing the final exam, students usually go to work for industry or service industries. There is another way - after graduating from college to enter one of the centers of vocational training and get a certificate that allows you to work in a specialty.

10. Official ratings of schools in France do not exist, but one can speak about the reputation that has been formed. There are 80 universities in Université des Universes and about 300 high schools (grandesécoles). French universities vary in size, but in general, regardless of location, guarantee high quality education. Small universities are characterized by a variety of disciplines and a large number of students in the first cycle of study. Universities of the major provincial cities - Lille, Toulouse, Lyon, Aix-en-Provisa, Bordoilles, Grenoble - typically have a narrower specialization, with more students in the second and third cycle. In Paris, where a quarter of all French students are concentrated, you can find virtually anything you want - any faculty, any program, any specialization. Unique features of the modern system of higher education in France: - ancient history; - availability of higher schools on the top of the educational pyramid; - own system of diplomas and degrees; - a pronounced national character of higher education; - practically the same quality of higher education in the capital and in the province; - Great financial support of the educational branch by the state.

11. Grading system in high school in France • The new evaluation agency, AERES, was conceived as the only rating agency responsible for all areas of assessment for higher education and research. CNE, CNER and MSTP were actually merged into AERES, but some specialized bodies remained outside. • AERES has completed four missions: • Assessment of higher education institutions (universities, schools) and research agencies; • evaluation of work and results of research centers; • evaluation of training programs; • verification of individual assessment procedures for training and research staff. Prior to the creation of AERES (Agency for the Evaluation of Higher Education and Research), in 2007 responsibility for the assessment of higher education and research was shared between different departments. In 2006 and 2007, the parliament voted for two major laws that led to profound changes. The "Law on the Freedom and Responsibility of Universities", adopted in August 2007, provided, in essence, a new management and greater financial autonomy of universities.

12. The purpose of the assessment. The assessment may have different goals for different stakeholders in the higher education and research system: Provide reliable information for decision-making to potential students, employers who want to evaluate the programs and levels of their future employees, accreditation and funding agencies, ministries. Assessment of the sequence and efficiency of the system of higher education in order to be responsible to society as a whole. Assist evaluated organizations in creating recommendations that can be used to better serve their missions and to justify their strategies.

13. To date, the higher education authorities in France have the following: • Agency for the Evaluation of Research and Higher Education (AERES); • National Committee for the Evaluation of Scientific, Cultural and Professional Institutions (CNE); • General Inspection of the Administration of National Education and Research (IGAENR); • High Council for Evaluation (HCE - Haut Conseil de l'évaluation).

14. Higher education institutions also help assess the system through the introduction of internal evaluation procedures. An assessment of the state of the French higher education system depends on both external and internal assessments. Various aspects of higher education and research are submitted to an external evaluation, in particular: • schools; • research subdivisions; • training courses and diplomas;

15. Bodies responsible for external evaluation of higher education participate in the assessment of one or more of these aspects. Each body has its own approach. For example, AERES defines and performs goals within the general principles defined by the state, detects dysfunctions and takes steps to improve. The Agency pays special attention to the policies pursued by educational institutions in relation to students and student life. The assessment of the institution is carried out in several stages: preparation, attendance and feedback. In accordance with the principle of autonomy for institutions, the first responsibility in quality management relies on the institution itself, which provides the basis for assimilating responsibility in the university system itself as part of the national quality system.

16. Procedures for self-assessment (or internal evaluation) • implemented in institutions of higher education; • The institution should identify its strengths and weaknesses and the progress it has achieved; • The result will be a global look at their work. • Internal evaluations can be conducted on a one-time or on a regular basis.

17. thank you for attention! Contents of the lecture reflects only the author's view, the Education, Audiovisual and Culture Executive Agency and the European  Commission are not responsible for any use that may be made of the information it contains.