LITERACY IN FRANCE COUNTRY REPORT | ADULTS DRAFT

October 2015

This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein.

This working document reflects the point of view of literacy professionals assembled in this network. It is still a work in progress since we continue to gather and update information on literacy in Romania up to the year 2015. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to “ELINET”, followed by the date of publication of the document.

Main authors A Performance in Literacy: Professor Anke Grotluschen, Klaus Buddeberg, Sophie Koch (University of Hamburg) B Literacy Policy: Jean-Pierre Jeantheau, Chargé de mission national de l’ANLCI, avec les contributions des chargés de mission régionaux de l’ANLCI: Catherine Belmans (Haute Normandie), Marie-José Lefebvre (Basse Normandie), Agnès Salvadori (Ile de France), Manuel Berthou (Languedoc-Roussillon), Anne Boidin (Picardie), Anne Messegué (Rhône Alpes) et des chargés de mission nationaux Eric Nedelec (Coordination nationale, Actions Educatives familiales, etc.) Elie Maroun (Forum des pratiques, TIC), Florian Jenny (DIRRECTE), et d’Hervé Fernandez directeur de l’ANLCI et de Christelle Leblanc, assistante de direction.

Report edited by Jenny Litster and David Mallows (UCL Institute of Education)

Coordinator of the ELINET-Project University of Cologne Prof. Dr. Christine Garbe Institut für Deutsche Sprache und Literatur II Richard-Strauss-Str. 2 50931 Köln – Cologne christine.garbe(at)uni-koeln.de

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TABLE OF CONTENTS A

Performance in Literacy ................................................................................................................................................. 4

1

Average Performance in Literacy ................................................................................................................................... 5

2

Gaps - Low Literate Population ...................................................................................................................................... 6 2.1

Language ...................................................................................................................................................................... 6

2.2

Age .................................................................................................................................................................................. 6

2.3

Gender ........................................................................................................................................................................... 7

2.4

Family ............................................................................................................................................................................. 7

2.5

Employment................................................................................................................................................................. 8

3

Skills Use .................................................................................................................................................................................. 8

4

Literacy Gaps .......................................................................................................................................................................... 9 4.1

Parental Education .................................................................................................................................................... 9

4.2

Books at Home ........................................................................................................................................................... 9

4.3

Language ................................................................................................................................................................... 10

5

Participation in Adult Education - Low Literate Population ............................................................................. 11

B

Literacy Policy .................................................................................................................................................................. 12

1

Provision ............................................................................................................................................................................... 13

2

Quality monitoring ........................................................................................................................................................... 19

3

Literacy curricula/reading instruction ....................................................................................................................... 20

4

Screenings/Assessments/Support .............................................................................................................................. 22

5

Special support for second-language learners/migrants ................................................................................. 24

6

Reading environments to stimulate reading motivation .................................................................................. 26

7

Digital Environments/use of technology in education....................................................................................... 26

8

Teachers ................................................................................................................................................................................ 28

9

Teacher education ............................................................................................................................................................ 29

10

Policy-making ..................................................................................................................................................................... 31

C

References .......................................................................................................................................................................... 36

D

Appendices......................................................................................................................................................................... 39

3

A PERFORMANCE IN LITERACY

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This section of the report draws on data from PIAAC the OECD’s Survey of Adult Skills, to describe the reading performance of adults in France. Our focus is on low achievers, those who scored on the lower levels of the survey: Level 1 (scores from 176 points to fewer than 226 points) and below Level 1 (scores below 176 points). At Level 1, adults can read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information, which is identical to or synonymous with the information given in the question or directive. These texts contain little competing information. Adults performing at this level can complete simple forms, understand basic vocabulary, determine the meaning of sentences, and read continuous texts with a degree of fluency. Below Level 1, individuals can read brief texts on familiar topics and locate a single piece of specific information identical in form to information in the question or directive. They are not required to understand the structure of sentences or paragraphs and only basic vocabulary knowledge is required. The results are compared to the average of the 17 EU countries which took part in PIAAC 1.

1 Average Performance in Literacy France performs significantly worse than the EU-17 average of 271 scoring an average of 262. Table 1.1 Average Literacy Performance

Average

Standard Error

France

262

0.6

EU-17

271

-

Significant differences between the country and EU-17 in bold

The lowest 10 percent of the French participants perform significantly worse than the lowest 10 percent of the EU-17 average. On the other side of the scale, the best 10 percent of the French participants perform also significantly worse than the best of the EU-17 average. The gap between top and bottom performers is 124 points in France, wider than the EU-17 average of 117.

1

France has carried out its own survey of adult literacy and numeracy - the Information and Everyday Life survey (IVQ). For more information see: http://www.anlci.gouv.fr/Illettrisme/Les-chiffres/Niveau-national/L-enquete-Information-et-Vie-Quotidienne https://ec.europa.eu/epale/sites/epale/files/france_anlci_jean_pierre_jeantheau__0.pdf http://www.centreforliteracy.qc.ca/sites/default/files/IVQ_doc_en.pdf Sources above accessed on 15.10.2015.

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Table 1.2 presents the spread of literacy achievement of adults in France and EU-17 countries. Table 1.2 Spread of Literacy Achievement

Gap 10th Percentile

Standard Error

90th Percentile

Standard Error

10th90th

France

197

1,46

321

0.87

124

EU-17

210

0,49

327

0.33

117

Significant differences between the country and EU-17 in bold

2 Gaps - Low Literate Population In France 26% of the unemployed participants perform at Level 1 or below. The proportion of adults performing at Level 1 or below is bigger among men than among women. The proportion is slightly bigger among those who live with a spouse or partner than among those living alone. Distinctly more non-native speakers perform at level 1 or below compared to the average of EU-17 countries. Age seems to matter a lot more than on average in EU-17 countries. 2.1

Language

Migration has no causal relation with literacy. What is significant however is the oral language competence of the migrant. As part of the survey, participants were asked if their native language is the same as the test language. 46% of those with a different language scored at Level 1 or below compared to only 19% of those whose native language was the same as the test language. The comparable figures for the EU-17 average are 34% and 14%. Table 2.1 Test language and Native Language at Level 1 or below

Test language not same as native language

Std. Error

Test language same as native language

Std. Error

France

46 %

2.22

19 %

0.55

EU-17

34 %

0.79

14 %

0.17

Significant differences between the country and EU-17 in bold

2.2

Age

The percentage of the French scoring at or below Level 1 increases with age: from 13% among the age group 24 and below to 35% among those aged 55 plus. The overall impression of these data show that in France, age seems to matter more than in other countries. In the age groups of adults aged 16 to 34 years the share of performers at Level 1 or below is least (13%).

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Table 2.2 Age at Level 1 or below

Age

France

Std. Error

EU-17

Std. Error

24 or less

13 %

1.15

12 %

0.33

25-34

13 %

1.07

12 %

0.32

35-44

19 %

1.05

14 %

0.32

45-54

26 %

1.04

18 %

0.36

55 plus

35 %

1.32

25 %

0.41

Significant differences between the country and EU-17 in bold

2.3

Gender

In the EU-17 average, the sexes show nearly no significant differences, but in France they do. 22% of men and 21% of women scored at or below Level 1. The comparable figures for the EU-17 average are nearly 17% of men and 16% of women. Table 2.3 Gender at Level 1 or below

Male

Std. Error

Female

Std. Error

France

22 %

0.75

21 %

0.70

EU-17

17 %

0.23

16 %

0.22

Significant differences between the country and EU-17 in bold

2.4

Family

In France 22% of those living with spouse or partner scored at or below Level 1 compared to 19% of those living alone. The comparable figures for the EU-17 average are 16% and 15%. Table 2.4 Living with spouse or partner among those who scored at Level 1 or below

France

EU-17

Living with spouse or partner

Percent

Std. Error

Yes

22 %

0.62

No

19 %

1.02

Yes

16 %

0.21

No

15 %

0.31

Significant differences between the country and EU-17 in bold

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2.5

Employment

19% of the employed in France perform at or below Level 1, as do 26% of the unemployed, and 27% of those who are out of the labour force. The international comparison reveals that in France the unemployed participants are less literate than the EU-17 average (26% vs. 22%). The same is valid for those out of the labour force (27% vs. 24%) as well as for the employed (19% vs. 13%). Table 2.5 Employment at Level 1 or below

Employed

Std. Error

Unemployed

Std.

Out of the

Std.

Error

labour force

Error

France

19 %

0.63

26 %

2.57

27 %

1.17

EU-17

13 %

0.19

22 %

0.80

24 %

0.36

Significant differences between the country and EU-17 in bold

3 Skills Use Participants in the Survey of Adult Skills were asked about their writing and reading at home, and at work, if employed. In the table below a higher score shows more frequent use. Table 3 Literacy Skills Used At Home and At Work

Writing Skills at Home

Reading Skills at Work

at Home

at Work

Index of

Std.

Index of

Std.

Index of

Std.

Index of

Std.

Use

Error

Use

Error

Use

Error

Use

Error

France

1.81

0.01

1.86

0.01

1.84

0.01

1.83

0.01

EU-17

1.99

0.00

1.95

0.00

2.02

0.00

1.97

0.00

Significant differences between the country and EU-17 in bold

Adults in France perform significantly lower regarding their use of reading skills at home and at work compared to the EU-17 average. They also differ significantly and negatively from the EU-17 average indexes of use of writing skills at home and at work. These indexes reveal that adults in France use their literacy skills less often than on average across EU-17 countries, especially their reading and writing skills at home.

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4 Literacy Gaps 4.1

Parental Education

Table 4.1 presents the spread of literacy achievement by adults reporting their parents´ highest education level. Parental level of education is a significant factor in France as in the rest of the EU countries that took part in PIAAC. In France, there is a significant difference of 25 points between those reporting that neither parent attained upper secondary education and those reporting that at least one parent attained secondary education (246 vs. 271). Furthermore, those reporting that at least one parent completed tertiary level education perform significantly better than those whose parents attained secondary education (294 vs. 271). The gap between those reporting lower parental education and those reporting higher parental education is wider in France (48) than the EU-17 average (41). In the EU-17 average it´s the same pattern on a significantly higher level for the both groups of lowest and middle parental education (253 vs. 246; 277 vs. 271). French adults reporting higher parental education perform like the EU-17 average (294). The overall impression of these data is that the higher the parental level of education, the better the literacy performance. Table 4.1 Literacy Proficiency by Parents´ Education

Lower Secondary or Below

Std. Error

At least one

At least one

parent secondary/

Std.

parent

post-secondary

Error

Tertiary

Std. Error

Gap

France

246

0.94

271

1.23

294

1.19

48

EU-17

253

0.38

277

0.32

294

0.44

41

Significant differences between the country and EU-17 in bold

4.2

Books at Home

Table 4.2 shows the spread of achievement of adults by reported number of books at home. This is a common measure of cultural capital. In France, 68% of adults report having fewer than 100 books at home. On average these achieve 252 points in PIAAC, 33 points fewer than French adults reporting that they have more than 100 books at home (252 vs. 285). This gap is wider than the categories in the EU-17 average (33 vs. 31). Distribution on average across the EU-17 countries is similar. However, those French having fewer than 100 books perform significantly worse than the comparable EU-17 group (252 vs. 259), as do the ones with more than 100 books (285 vs. 290). Table 4.2 Books at Home

Average score of those with less than 100 books

Percent of Population

Average score Std.

of those with

Error

more than 100 books

Percent of Population

Std. Error

Gap

France

252

68

0.69

285

32

1.12

33

EU-17

259

60

0.25

290

40

0.28

31

Significant differences between the country and EU-17 in bold

9

4.3

Language

In France, proportionally, there are as many adults as on average across EU-17 countries reporting that the test language is not their native language. These French adults, who do not speak French as native language, achieve significantly fewer points in the PIAAC test than those who report that their native language is the same as the test language (227 vs. 266). Table 4.3 shows the spread of literacy achievement referring to the test language and adults´ native language. Table 4.3 Native Language

Language of the Test and Native Language Same

Gap

Not Same

Mean

Std. Error

%

Mean

Std. Error

%

France

266

0.62

91

227

2.30

9

39

EU-17

274

0.19

91

246

0.91

9

28

Significant differences between the country and EU-17 in bold

In France the proportional distribution of native-speaking and non-native-speaking participants is the same as the EU-17 average. Those French participants whose native language is the same as the test language perform significantly worse than the EU-17 average (266 vs. 274). Those whose native language is not the same also scored significantly worse than the average across EU-17 countries (227 vs. 246). In France, the gap between the native and non-native speakers is 39 points, much larger than the comparable EU-17 average (28 points).

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5 Participation in Adult Education - Low Literate Population In France, the rate of participation in formal or non-formal adult education by adults on Level 1 or below is significantly lower than on average across the OECD-Countries (31%). Table 5.1 Participation Rates in Formal and Non-Formal Adult Education on Level 1 or below

Participation Rate

Standard Error

France

22 %

1.2

OECD-Average*

31 %

0.5

*For technical reasons we report the OECD average here.

The non-formal education index incorporates participation in seminars and workshops, private lessons and open or e-learning formats. Table 5.2 shows the percentage of low literate and high literate adults participating in all four types of non-formal education. Table 5.2 Percentages of Low and High Literate Adults Participating in Non-Formal Education and Training

Open or distance

Seminars or

Private

On the job

education

workshops

lessons

training

Level 1

Level

Level 1

Level

Level 1

Level

Level 1

Level

or Below

4/5

or Below

4/5

or Below

4/5

or Below

4/5

-

-

5%

21 %

7%

18 %

8%

27 %

6%

16 %

9%

37 %

8%

17 %

17 %

42 %

France OECD-Average* *see above

French adults are most likely to participate in on the job training (organised by supervisors or similar facilitators), reaching 27% of Level 4/5 performers and 8% of performers at Level 1 or below, which for both groups is less than the participation rate on OECD average. Participation in seminars or workshops also occurs less often than on OECD average. For private lessons, the pattern is similar to the OECD average. Participation in open or distance education was not reported because of a very small number of cases.

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B LITERACY POLICY

12

1 Provision 1.1

What types of adult literacy provision are there? What do you consider to be adult literacy provision in your country?

In France, many organisations are involved in the organisation and delivery of adult literacy provision. Professional training for adults in employment can offer basic literacy programmes, and since the law of 2005, particularly as part of the fight against illiteracy. Under this framework, the organisers of training are generally Organisme Paritaires Collecteur Agréés (OPCAs - Joint Agency Authorised Collector). Every company is required to participate in the financing of continuing education of its employees. The participation rate and terms differ depending on the company's workforce. Organisations which deliver classes are either private organisations (see training organisations below) or public adult education centres (Greta/GRoups of EsTAblishments) which, while still relatively independent, must be authorised and sign contracts with OPCAs and other organisers based on a procurement process. The State, or the CNFPT (National Centre For Territorial Public Service), can, based on their needs (no internal resources available), pass training agreements with training organisations (but most of the time they do their own training) for the training of civil servants. Job-seekers can be referred to basic training by Pole-emploi (Job-centre) advisers, or by local agencies. Classes are run by training organisations. Training programmes can be initiated by regions or counties (communes). Large businesses can purchase basic training from different training organisations. 1.2

Who carries out this training?

There are more than 48, 000 training organisations, both public and private, in France, all of which provide classes to learners. Competition and performance help choose between operators. Two types of training organisation can be identified: 1) Public and para-public training organisations: These account for 20% of training activity. The most important are the GRETA, under the care of the Ministry of Education; the establishments related to agriculture; continuous training services at universities; and the CNAM (National conservatory for arts and professions). Associations as well as para-public organisations like the AFPA (Association for Adult Professional Training), chambers of commerce or professional chambers, also play an important role. 2) Private organisations They are numerous and broadly of two natures: associations or private businesses. These carry out 80% of training activity. The CNFPT (National Centre for Territorial Public Service) runs basic training for territorial civil servants (4 million). The State runs its staff training. Organisation is currently mutualised between the different services and offers basic training. A teaching service, composed of personnel from the education department, runs training in prisons (both central and halfway houses). Some charities organise classes or training for their client groups of (e.g. ATD Quart monde, CroixRouge). This training can be organised as part of entry to the labour market programmes funded by

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Departments, or local collectives for welfare recipients having completed an insertion contract, as in the case of PLIE (local entry to the labour market programme). Training programmes can be provided by employers (especially large businesses) with the support of their internal training service. In some family programmes, like Educational Family programmes, adults participate in activities which permit them to refresh their basic knowledge over time. These activities are often connected to the children’s schooling, which makes it possible to act both on prevention and the fight against illiteracy. 1.3

State intervention

As well as creating national rules (laws and regulations) which direct basic training (especially as concerns professional training) and internal training for its personnel, the state runs some basic training programmes at the local level. Nationally, since 2009, the state has put in place and financed a specific “Key skills programme”. This programme is part of the European framework of basic skills in educating and lifelong training (December 2006 recommendation from the European Parliament). The programme is primarily aimed at those with poor literacy, who need to reinforce their key skills as part of a work requirements. Starting from a national remit, in each region, a regional office of the Ministry of Labour runs their public regional market and chooses local training organisations from tender. The national state “key skills” programme will be transferred to the regions starting in 2015. 1.4

Regional intervention

For the past few years, regional councils have had increasing responsibility (which will become total) over adult training. Every year, they offer training programmes leading to a qualification, targeted at young people and adults. As part of the law on professional training (5th March 2014) the Regions (Regional Elected Councils) have been given the responsibility for organising literacy programmes, to complement the national literacy policy. For example, the regional council of Basse Normandie has long funded a “basic training” programme which permits adults who left the school system to access qualifications. In the Rhone-Alpes, the national remit has been adapted to permit the offer of three distinct training pathways, based on the degree of mastery of basic skills and the advancement of professional goals. This has permitted a more precise response to peoples’ needs. This key skills training programme in three pathways has also been accompanied by the Illiteracy Resource Centres in each department (of the Rhone-Alpes region), by information and regular awareness-raising, and a regular surveillance, to develop or reinforce prescriptions on one or another pathway. This has permitted trainers and purchasers of training to better understand the programme and to let more job-seekers benefit from it. National numbers show it is the region in which this training programme has worked best, thanks to this accompaniment and the differentiation of pathways.

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1.5

Shared characteristics of these apparatuses 

Programmes mostly targeted to job-seekers



Access to them comes via referral by public employment services (Job-centre, Certificate of professional aptitude/CAP employment and local missions)



There is Permanent Exit/Entry with totally individualised pathways



Upon entry, individual placing in terms of acquisition of basic skills: written and oral communication, mathematical skills, learning to learn, digital skills

1.6



End of pathway summaries, linked to professional goals



Measure of effects 6 months on in terms of professional insertion



The choice of training organisations is made in terms of objective market criteria:



Knowledge of audiences



Trainers’ skills



Choice of pedagogic methods (cognitive remediation)



Territorial links

Institutional actors

There are three institutional actors: 1) Social partners These are the primary funders of professional training, which they organise via national interprofessional and/or professional agreements. These funds are mobilised via: 

Employees’ individual right to training (DIF). It must be noted that the law of the 5th of March 2014, with the implementation of the personal training account (CPF) has considerably widened the individual right. It is something of a fundamental change: the right to training is now permanently associated with the person, throughout their professional life (even if they move company or sector) whatever their status, employee or job-seeker. The law of the 5th of March rules that anti-illiteracy programmes are eligible for the personal training account.



Businesses’ training plans



Mobilisation of OPCA’s training programmes. Professional branches determine the priorities concerning Professional Training. OPCAs put in place these priorities, taking into account spending on training and the maintenance of payment for training employees.

2) The state For training for job-seekers, via the key skills market 3) Regional councils For training in business and training for job-seekers via public markets These three funders can mobilise the European Social Fund (FSE) and co-finance programmes, notably via the “Paritary Fund For The Security Of Professional Pathways”. 1.7

How is adult literacy provision funded?

Adult literacy provision offered as part of professional training for employees is funded by companies (1971 law). They are obliged to contribute (unless they themselves organise the funds they would have to give to the OPCAs) to funds which fairly manage the money, all the while respecting the orientations and the legislative framework set by the law. The rate of contribution is fixed by the 5

15

March 2014 law (this legal obligation is 1% of total salaries for companies with more than 10 employees) and by social partners in inter-professional and professional agreements. Most businesses spend more on professional training than the law demands. The OPCA or a sector-specific body organise the collection of obligatory contributions, mutualise resources, and finance training policies defined by professional branches. This mutualisation is carried out thanks to a fund called the “Paritary Fund for the Security of Professional Pathways” (FPSPP), which is granted a billion Euros. Of this amount, 100 million Euros were assigned in the three last years to the fight against illiteracy. Businesses therefore have a very important role in the training of their staff. Businesses are also able to offer a particular type of work contract which allows an alternation between periods of work in the company and periods of training at a centre. The two main contracts of this type are contracts of professionalisation and apprenticeship contracts. In the context of these contracts, basic skills training can be organised, linked to the domains of technical and professional training. Depending if the employer is from the public or private sectors, other types of aided contracts introduce training obligations and accompaniment of employees: future jobs, generation contracts, insertion contracts, accompaniment in employment contracts, etc. Public employers – State, local authorities and public hospitals – put in place a similar programme for the training of their staff. In the case of prisons, financing comes from a line of dedicated programmes managed by the Ministry of Labour (DGEFP, DIRECCTE/Regional Directives for Companies, Competition, Consumption, Labour and Employment). Training for job seekers is funded by a “key skills” programme run by the Ministry of Labour which guarantees, thanks to its local centres, a certain control over the use of funds. This programme is cofinanced by the FSE. Regional councils also fund basic training, also with FSE co-funding. The involvement of regional councils in programmes is variable. According to the decentralisation law of 2014, the management of key skills apparatuses will pass to the regions (ongoing), and be run by them starting from 2015. Charitable associations (or others) generally finance themselves from their own funds (gained through diverse subsidies, public or private, from private individuals or foundations). Overall spending on lifelong learning (Ministry of Labour, Employment and Professional Training 2010) is €31.3 billion, or 1.6% of GDP. It is distributed as such: 

Businesses: 41%



State: 15%



Regions: 14%



Public Service for their staff: 19%



Job-centre: 6%



Homes: 4%

This spending includes:

1.8



payment of people in training (salaries, indemnities, etc.)



direct spending on training

Is there a statutory entitlement to literacy provision up to a certain level?

In France there is a right to training.

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The labour law includes the obligation of adaptation for workers to the evolution of jobs. This consecrates to a degree the right to acquisition of the European key skills. The fight against illiteracy comes from this obligation. Continuous professional training comes from legal and regulatory provisions in the labour code for workers and job-seekers. Supervision of this is guaranteed by the Ministry of Labour and Employment’s regional services for the control of professional training. The fight against illiteracy is part of these provisions. It also comes from education law (see regulatory appendix, Article L121-2 of the code of education 2014): “the fight against illiteracy and innumeracy constitutes a national priority. This priority is taken into account by public education servants as well as by private citizens who carry out a training or social actions. All of these public services contribute in a coordinated manner to the fight against illiteracy and innumeracy in their respective fields” Training reforms in 2009 introduce two important innovations: a right to information and to professional orientation for all, and a de-compartmentalising of certain funds for a better continuity of rights between the salaried and job-seekers. Regulations on continuing training are part of the labour code (see appendix). The legal programme |for professional adult training was modified in 2014 by a law (see appendix) but application decrees will appear between now and the end of the year. The law was modified in 2014, notably by the creation of a personal training account. This is the cornerstone of this new training reform. The personal training account, the principle of which came from the law on job security from June 2013, has been operational since the 1st of January 2014. The personal training account can be opened at the age of 16 and follows the person throughout their life, even if they end up unemployed or change jobs (unlike the previous programme, the individual right to training [DIF]). It is topped up once one is salaried. An annual number of hours are credited to the account, with a maximum of 150 over nine years. Beyond this limit, supplements can be added by the employer, the employee, the job-centre, or via a company agreement. Eligible training is “mandatory skills training corresponding to the short or medium-term needs of the economy”. Generally, the employee must ask for the employer’s agreement if he wishes to carry out training during work hours. However, literacy programmes are eligible within the personal training account, and the employer cannot object to their taking place during work hours. For the unemployed, there is no need for authorisation from the Job Centre. Before, the “key skills” programme, the state did not fix a level, assuming that any person, whatever their level, could have a need to reinforce one or several key skills as part of a professional project. 1.9

What is the rate of participation in adult learning, workplace training, liberal adult education?

The “key skills” programme is part of a European framework defining basic skills for lifelong education and training. In 2011, in France, 50,100 people started training as part of this programme. Trainees, 69% of whom were female, were generally young and low-qualified, and most were out of work at assignment. “Key skills” training is personalised according to the professional goals of the trainee. Training started in 2011 and followed to their end and lasted slightly over 100 hours on average, and was spread over a period of five and a half months. 92% of the trainees were unemployed upon entry

17

into training. 86% participated with a view to gaining a qualification or a job. 23% thought to work in business support professions after, such as office administration, and 23% in services to people. 28% of those who entered a “key skills” training in 2011 abandoned it before completion. Among those who followed it to term, 33% were employed six months after the end, and 21% in training (Samson 2013). The fund for professional pathway security (see above) estimates that almost 100,000 employees have benefited from basic training these last three years. Other source: APFA, the French association for professional training received 92,290 trainees in 2012, of which 66,206 were training at levels 5 and 6 (the lowest in France) (French Republic 2013, p.19) 1.10 Are studies available on factors that inhibit or prevent participation in literacy education and in using literacy outside educational contexts? If yes, what are the factors? A number of studies on this subject are available: 1) Jean-Marie Marx report in 2010 for the Secretary of Employment (Marx, 2010). Main questions: What is at stake and what is slowing development of professional training of job-seekers? 2) Pascal Moulette and Olivier Roques Study, HEC Montreal (Moulette and Roques 2014) 3) Study published in 2010 by Anne Vinerier “Brakes and levers faced with re-learning at an adult age” (Vinerier 2010): 

I feel capable of following training



I have bad memories of school



I prefer to keep my problems to myself and not speak of them



I always manage to get help from someone (to fill in a dossier, write a report...)



I don't have the means to go to training



It is more important to me to work than to train



I am too old to learn



I don't see what use training would be for me



My health doesn't permit me to take training



My surroundings don't encourage me to

Engagement in basic training of adults with low levels of scholarisation, Veronique Leclercq (Leclercq, 2006). One could also cite studies by DARES (Research, Study, and Statistics Directorate) and studies by DGEFP (General Delegation for Employment and Professional Training). 1.11 What progression routes are there from basic adult education courses to VET/HE courses? The programmes put in place by regional councils mostly aim to permit all people to access a qualification. In many regions, the pathways are therefore designed between specific basic training or anti-illiteracy fights and level 5 qualifications like the CAP. The priority remains the access to qualification for jobs in the country. A tendency which is increasingly being developed is integrating basic training into qualification training to facilitate the link between professional and educational contexts.

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1.12 Does a right to advice and guidance regarding educational opportunities exist? If yes, who provides this advice? For job-seekers, public employment services: job centre or centre for disabled employment and local youth missions accompany seekers into training. This constitutes the public employment service, free to users. For employees, the FONGECIFs (Fund for the Management of Individual Training Leave) that accompany individuals or the Human Resources department of their company, offers advice and guidance. The Company Committee of companies with more than fifty employees is competent to negotiating a training plan. In larger companies, there is a training commission. Staff representatives also have a legal competency to inform employees, with the human resources service. There is also the public orientation service. The law of the 5th of March 2014 will change the landscape with the implementation of regional public orientation services, which will have, among other things, to take into account the needs and expectations of people in the context of the personal training account. Nevertheless, there will always be a distinction between that which relates to educational guidance and that which relates to career guidance.

2 Quality monitoring 2.1

Is there an inspection service to monitor the quality of adult literacy providers (including classroom practice)?

There are no real controls over the pedagogic control of courses, the monitoring is generally done piecemeal, even if there is local monitoring. State services do not specifically monitor the quality of private LCI teachers in class. Services monitor trainers’ qualifications, the existence of programmes, and verify that there are no sectarian divisions. Training organisations are accredited by DIRECCTE, and there is verification of a number of conditions for exercising a training activity. For example, once training is validated by a diploma, an approved title, an equal qualification certificate, there are references which trainers must make use of. However, for trainers depending on Greta, many of whom are teachers for the Ministry of Education, the inspection bodies of the Ministry of Education are responsible for monitoring teaching. On the other hand, regional councils, like Basse Normandie, sometimes create posts for territorial delegates, who closely follow teachers in a given territory: participation in review and at the end of training, meeting trainees, qualitative analysis of pathways undertaken, recommendation of pedagogic methods with the regional illiteracy resource centre. 2.2

Are there national quality standards for the quality of adult literacy providers?

Depending on programmes, yes there are national quality standards. A number of training organisations (OF) have chosen or been obliged to respond to markets to enter into quality procedures with certifications like ISO, AFNOR or internal certifications (for example GRETA PLUS). Overall, France and the ANLCI have opted for another type of national standard. Taking into account the fact that prevention and the fight against illiteracy have seen important innovations and hold a

19

strong stock of experiences that must not be lost, it was decided to share practices. In order for policies to develop and benefit the largest possible number of people faced with illiteracy, what exists must be capitalised on, to give tools to those who wish to know how to approach this question and give support to those who put in place training solutions. This is a way of working which facilitates the spread of good practice in the country, and which permits at the same time an improvement in the quality of solutions. Since 2004, with the help of the European Social Fund, the ANLCI has mobilised 7 million Euros in a programme called “the Permanent Forum for Practices” to identify good prevention and anti-illiteracy policies, formalise them, and raise awareness of them. Between 2004 and 2013, the Permanent Forum for Practices benefited 11,000 participants and speakers, among whom there were 900 practitioner-contributors during 100 practical exchange workshops all through France. 4 national meetings brought together 900 people, and 200 territorial meetings for dissemination and understanding of 50 guides (practitioners' kits2) were organised. 2.3

Are there national benchmarks/standards for adult literacy performance? How are adults‘ progress in reading and writing assessed/monitored?

Generally, for basic skills, training organisations take as a reference the four levels defined and developed by the ANLCI and the RCCSP (see 3.1 below). 2.4

What accountability measures are in place for adult education institutions?

Above all, there is a mandatory administrative report which includes the number of trainees, the number of class hours, trainees’ attendance at each half-day, the title of lessons. There is no final obligatory evaluation of the level attained by trainees.

3 Literacy curricula/reading instruction 3.1

Is there a national literacy curriculum for adults? How is this linked to school curricula?

There is no real detailed programme, but the law of the 5th of March 2014 on professional training put in place a “common base of professional knowledge and skills” – S3CP – that all citizens must master. The final version of this programme has not been officially released, but a first draft has been. The document is a result of the work of social partners, under the direction of the FPSPP (Equal fund for the security of professional pathways). The S3CP is related to the “common base of knowledge, skills, and culture” which presents what all students must know and master at the end of compulsory schooling. Introduced into law in 2005, it brings together all the knowledge, skills, values, and attitudes necessary for a successful education, and a successful life, as an individual and future citizen. Since it was established in 2001, ANLCI has worked to bring together all those who act against illiteracy: Ministers, territorial authorities, business, social partners and civil society, in order to secure agreement on a simple and shared definition of illiteracy so that all stakeholders are referring to the same thing: notably, this definition is now used by INSEE (the French National Statistics agency). The 2 www.anlci.gouv.fr/mediatheque,

accessed on 15.10.2015

20

definition is also used as a reference for social partners on regional councils, and by all OPCAs which put in place programmes to fight illiteracy. Independently of each organisation’s strategic orientation, each refers to shared indicators which permit a definition of the levels at which one can consider an individual to have progressed from illiteracy. Four levels are used to graduate progress towards mastery of basic skills. Beyond level 2, one has left illiteracy: Level 1: Structuring bearings Skills allowing individuals to function in the written world (identifying of signs and words), in the world of numbers (basic numeracy), in space and time, to participate in oral exchanges with simple question-answers, etc. Level 2: Basic skills for daily life Skills allowing individuals to read and write simple sentences in a familiar environment, to find information in common documents, to give and receive oral information in an interview, to resolve problems in daily life requiring simple calculations, etc. People at this level are on their way to establishing knowledge of a linguistic, cognitive, mathematical nature, but they are still narrowly focused on practical situations in their daily life. Level 3: Skills facilitating action in varied situations These skills permit the reading and writing of short texts, reasoning, resolving more complicated problems, using digital tools more. At this level, skills go beyond daily pragmatism towards more distancing, transversality, automation, towards a growing command of written codes (spelling rules, language registers) and towards a more systematic use of tools, such as tables, graphs and diagrams. The third level is close to the level of the general training certificate. Level 4: Skills reinforcing autonomy to act in the knowledge society This level brings together the necessary skills to function in society, to adapt to change and continue to train. It is the equivalent of the level of a school leaving certificate. The fourth level is close to the general training demands of Level 5 qualifications (CAP, BEP, College certificate, etc.) 3.2

What is the accepted methodology for the teaching of literacy to adults?

In 2009, ANLCI produced a “key skills in professional situations reference” (RCCSP), based on the four levels of basic skills mastery. This allowed links to be made between key skills and professional activity. Some regional councils ask LCI suppliers to embrace this work and build key skills development pathways in a skills-based or “situated” approach. This has manifested itself through the use of pedagogic techniques anchored in real situations, especially professional ones. The rise of social partners and OPCAs in charge of developing key skills training in professional situations has been accompanied by strong investment in training and a progressive adaptation of the training supply to the means mobilised by the ANLCI as part of its professionalisation programme, the permanent practices forum supported by the European Social Fund. The RCCSP has been used by over twenty professional sectors to define their basic skills and knowledge (for example, cleaning, commerce and distribution, agricultural industries, the social

21

economy, logistics, private service business, industrial cleaning and maintenance, glass industries, professional rubber, bulk commerce and the hotel industry). OPCAs have financed and developed services tailored to the RCCSP, whose usage has been amplified by calls for projects from the Parity Fund for the Security of Professional pathways which refer to the RCCSP and which mobilised 100 million Euros for the fight against illiteracy in business between 2010 and 2013. 3.3

How do curricula and learning materials cater for diversity of learner groups and learning needs?

All LCI teachers must master the principles of individualisation of training pathways. Each learner is offered an individual learning plan summarising the different elements of their learning journey, based on the desired goals. These include collective learning, accompanied self-training, and distance training. 3.4

Is there a specific focus on literacy in VET provision for adults?

Adult training programmes are essentially programmes aimed towards entry into the labour market, and so training programmes in “literacy” have naturally taken place, since the 2004 law, in the framework of professional training.

4 Screenings/Assessments/Support 4.1

How are adults with literacy needs identified?

There are a number of programmes training those supplying training (orientation professionals, employers, managers) in recognising low literate adults, notably programmes run by Illiteracy Resource Centres. This initial assessment can be made using biographical details about the person, barriers encountered, from writing or attitudes towards writing. In this regard, a number of tools have been designed to facilitate the identification of need, but also referral of people to appropriate support. For job-seekers, it is the public employment services which identify low literate adults. A process for identifying people with basic skills difficulties has been developed and all job-centre staff will be trained in this process in 2015 (there are already hundreds of trained personnel). For employees, counsellors have been trained to classify employees during counselling interviews. The RCCSP can be utilised as a classification tool by managers in the workplace. Training organisations like the AFPA (Association for Adult Professional Training) employ psychologists specialised in the diagnosis of skills, particularly at low levels. All young people aged 17 to 19 take a test on the Day of Citizen Defence (JDC), which permits the identification of youths with reading difficulties. This identification can lead to referrals to local missions or associations for young people not in education. 4.2

How are adults' prior literacy knowledge and skills recognised and validated?

Each training programme uses its own method to place people on the appropriate training. This placement can be based on the degree of mastery of basic skills as defined in the reference ANLCI

22

framework. Furthermore, the Key Skills in Professional Situations Reference (RCCSP) today serves as a framework for training programmes funded by the FSPP. A number of professional sectors have put in place processes aimed at recognising mastery of basic skills in the workplace, for example, the implementation of the CQP “Polyvalent employee", which recognises mastery of basic skills based on the “Key Skills in Professional Situations Reference”. Similarly, the cleaning sector has evolved a “Professional Writing” programme based on the Key Skills in Professional Situations Reference (RCCSP). This training pathway, called “Key in hand”, given by 50 training organisations, culminates in certification: “Mastery of key skills in cleaning (MCCP)”. More than 8,000 employees have already been through these two programmes. There is a system of validation of gains, but it is not often used by people with writing difficulties as it requires, except in special cases, the filling in of one or several dossiers! 4.3

Are there any standard tests to assess literacy needs or learning progress in literacy programmes?

Each training organisation chooses and builds its own assessment tools. An example in addition to those from the RCCSP, is the skills map from the Avenir Jeunes programme in the Ile-de-France region. 4.4

How are adults with dyslexia identified and supported?

Even if this problem is a constant preoccupation for trainers, there is nothing that is structurally organised to bring an adapted response when there is a real identification of the problem. However, work is occurring with the National Federation of Speech Therapists to create a brochure and provide tools for stakeholders to avoid the numerous confusions that persist in this area. It is important not to confuse that which is a learning difficulty with that which is part of a specific language trouble. Generally, however, it is the low skilled individuals themselves who must take the steps towards getting their dyslexia identified, first through a GP or a work doctor, who will refer them to appropriate re-educators (speech therapists or occupational therapists) and a neuropsychologist to benefit from a precise review. For dyslexic adults, the recognition of status as a disabled worker by the Primary Bank of Medical Insurance gives access to all help provided for handicapped people, including paying for adapted care.

23

5 Special support for second-language learners/migrants 5.1

Is there provision for adult migrants whose home language is not the official language of the host country?

Public policy for French language training for migrant adults is part of a number of public policy areas – education policy, urban policy, integration and immigration policy. Training is primarily aimed at immigrants from outside the EU. At the operational level this provision is the responsibility of the departmental level of the state (the DDCS), while responsibility for strategy lies at the regional level (DRJSCS mandated by the regional prefect). French language teaching for migrants is aimed at three distinct learner cohorts: 1) Adults aged over 18 with leave to remain in France: Created in 2009, the OFII (French Office for Immigration and Integration) is a decentralised public establishment – it is currently the sole state operator with responsibility for the “linguistic integration” of immigrant populations during the first five years of their residence in France. On arrival in France, non-EU migrants are required to sign a personalised reception and integration contract (CAI) which emphasises reciprocal interests (recently-arrived and French state). In this first phase, the OFII social worker carries out an oral and written knowledge French language test with the migrant, who must have reached level B1 to attempt to acquire French nationality or to stay. If their level proves insufficient, they must take a maximum of 400 hours of training. 2) Adults who have been in France for more than 5 years In contrast to recently arrived adults, there is not a structured offer of linguistic training for immigrants residing in France for more than five years. Instead, this cohort is generally placed in outreach programmes: sociolinguistic workshops which prioritise people’s autonomy and access to rights. They are generally run by the voluntary sector, supported by subsidies from the state and some territorial authorities. These programmes involve a number of stakeholders: municipal classes, Local Education Authorities, and associations, which offer the majority of training for immigrant adults with French language needs. This outreach training includes socio-linguistic workshops/ASL, basic literacy, French for professional purposes, French as a foreign language or for integration. The training also embeds key skills and many offer personal or family support, and facilitate cultural or social inclusion. This offer is generally insufficient to meet existing needs and the level proposed within these structures is below B1, the level required for access to French nationality. 3) Parents of foreign students or immigrants from an extra-communitary origin. Learners in this cohort can, as part of a programme called “open the school to parents”, benefit from training aiming at acquisition of the French language for the duration of 120 hours during the school year. Financed by the DRJSCS, this training takes place in schools. The regional piloting of this programme is jointly run by the DRJSCS and the Local Education Authority. Integration policies prioritise immigrants from outside the EU. During the recent economic crisis, migrants from across Europe came to France. Although under certain conditions (possession of a

24

document permitting residence in all EU countries), these people can join the programmes established by the OFII, most cannot. Stakeholders have raised this issue with the Directorate for Reception and Accompaniment of Foreigners (DAAEN) so that it can be investigated further. 5.2

Who pays for this provision?

The OFII is one of the main funders of this provision: as OFII is integrated into the Ministry of the Interior, provision is financed in the name of the State (recently-arrived people). The financing of the associative outreach provision is most from urban policy units (Regional Directorates for Youth, Sport, and Social Cohesion – DRJSCS). Associations can also appeal to donors/volunteers or finance provision themselves. There is training for migrants organised and financed by local authorities, especially in big cities. Linguistic training can also be taken care of by employers. For adults residing in France for more than 5 years, provision is funded by the DDCS and some territorial authorities. Provision for parents of foreign or immigrant children is funded by DRJSCS. 5.3

Does this provision employ specialist teachers?

Specialist teachers are employed for programmes offered under the CAI framework, but those working in the proximity programmes are not required to undergo any specialist training. Some universities offer specialist courses for teaching French as a second language: for example in the University of Paris 8, the Didactic Languages Masters course includes training in alphabetisation and remediating illiteracy; the CNED (National Centre for Distance Learning) offers distance learning, including the DAEFLE, with the option “teaching French to adults with little to no schooling”. Other courses exist in a number of universities (Paris 3, Lille, Tours, etc.) or are included in French as a Foreign or Second Language courses (FLES). The CIEP (International Centre for Pedagogic Studies) offers different types of training, over periods running from a few days to a month, including the “BELC internships”. 5.4

Is there a specialist provision for those who have poor literacy skills in their L1?

Not generally, but in practice there are situations in which people with different profiles follow similar training together. It is possible to distinguish two basic groups: 

those who have received little or no schooling in their original country, and who require alphabetisation (“alpha”)



those who have acquired a good level of schooling, at least the five primary school years, in their original country, who require French as a Foreign Language (FLE).

5.5

Is there a separate curriculum for this type of provision?

Not generally, but it can happen depending on the number of people on a course.

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6 Reading environments to stimulate reading motivation 6.1

Are there schemes to promote reading for pleasure among adults?

Yes, there are schemes to promote reading for pleasure in France, although these are not necessarily aimed at specific age ranges; rather they target the whole family, and hope to achieve indirect benefits by this method. This is the case of the ‘First Pages operation 3’ conducted by the Ministry for Culture and the National Fund for Family Allowance. 6.2

Is there systematic cooperation with civil society – e.g. libraries, book-stores, literature institutions, theatres, media, newspapers, publishers etc. in reading promotion for adults?

There is no systematic cooperation, but at the regional level, a network of cultural stakeholders including artistic associations, theatres and libraries works to support adults with difficulties in reading. 6.3

Are there family literacy programmes with a focus on supporting literacy?

Yes, the Family Education Actions were inspired by family literacy experiments developed in other countries, especially in England (Basic Skills Agency in 2002, in Paris), but also in Cyprus, Germany and Turkey. It is a question of making the bet that children’s entry into schooling acts as a motivation for parents to enter into a process which will in the long term lead them to ordinary training programmes. Today, this process is supported in its development and generalisation by the Ministry of Education, which formalised a pedagogic kit with ANLCI.

7 Digital Environments/use of technology in education 7.1

Is there a digital gap? How are adults supported in acquiring digital skills/digital literacy?

A digital gap still exists in France, even if the gap in terms of socio-economic status is slowly being reduced. According to INSEE, the Internet was used by almost all employed at a management level in 2007, while in 2012, 4 out of 5 workers use the Internet (INSEE, 2013). In 2012, 78% of people aged over 15 and living in metropolitan France had home access to Internet; this proportion fell to 53% of people without a diploma. Only 2 out of 3 of those without a diploma who have the Internet at home use it every day. Although it seems that the digital gap is being reduced in terms of access to ICT, the gap in ICT usage remains a cause for concern. Moreover, people who do not have Internet access at home cite their lack of skill as a primary reason for this.

3

L'opération Premières Pages (see: https://www.actualitte.com/article/monde-edition/premieres-pages-continuepour-plus-de-familles/25531), accessed on 15.10.2015

26

Digital skills are increasingly recognised as basic skills necessary for everyday and working life. In France, this is acknowledged in European and national certifications such as the European Digital Competencies Passport (PCIE) and the Digital and Internet Certificate (B2i/C2i). As part of the key skills of the European Reference for Lifelong Training, and the common base of skills and knowledge, since 2006, digital skills have been the subject of national programmes aimed at adults, primarily those with low qualifications or long-term unemployed. Some regional councils have worked with training organisations in the development of a multimodal training offer, integrating digital technologies into their teaching. For example Lower Normandie requires its training organisations to gain the ‘computer and Internet’ test (B2i adults). This certifies mastery of digital competence and the confident and critical use of information society technologies. To get the B2i certificate adults must demonstrate their skills in authorised centres. 7.2

Which population groups are excluded from access to ICTs?

The population groups excluded from access to ICT are: 

Individuals with a low level of income;



Those in rural areas or living far from training locations;



Those with basic skills needs;



Those in need of support with social or professional integration;



Older people.

Low literacy is not in and of itself a main excluding factor from access to ICT, but low literacy compounds the digital exclusion experienced by those in the population groups excluded from access. 7.3

Are there any web-based programmes for adults to improve their literacy and numeracy skills?

Over the last few years, several devices, platforms, and online training tools aimed at adults with low literacy have been developed. Often with help from state services, territorial authorities and organisations which finance continuous training in companies, these training suppliers offer multimodal training pathways, either as distance learning or in self-study supported in training centres. Several platforms and devices, integrating the latest technology, are currently being developed. They will soon be used for basic online skills training. Elsewhere, regional projects are being developed. Regional LCI suppliers have worked on access to distance learning modules or supported self-study via training platforms for all their trainees, including for people with low basic skills. For example, in Lower Normandie, the regional council has supported training institutions in the development of a multimodal training offer, integrating digital technologies into their teaching. Experiments are also running to create learning organisations using social networking. During the Permanent Practices Forum of ANLCI, different pedagogic resources or LMS platforms were presented: 

Dalia Resources: online and autonomous learning apparatus4



Gerip: orthophony programmes for linguistic and cognitive remediation and the fight against illiteracy5

4 5

http://dalia.educationetformation.fr/, accessed on 15.10.2015 https://www.gerip.com/, accessed on 15.10.2015

27



Pavillon des apprentissages: specific LCI training platform6



Imagana7



Plateforme de formation web: e-doceo learning manager.

These permit the construction and dissemination of training pathways from:

7.4



Resources created by trainers using Web 2.0 tools



Free resources found online



Annually rented resources

What classroom resources (E-books, notebooks, internet, mobile phones…) are used to support the development of adults’ literacy?

Computers, including notebooks, remain the most-used IT equipment in classrooms because of the difficulty training organisations face in quickly renewing their ICT equipment, and the absence of applications destined for other equipment undoubtedly limits the use of other tools. This said, there is an increased use of tablets and smart phones in teaching, for example, the Tablette Bic Education programme8. The use of Interactive Whiteboards (TBI) is low. LCI training organisation use blogs as a pedagogic tool9 and Web 2.0 tools offer interesting possibilities in terms of collaborative learning.

8 Teachers 8.1

What are the professional roles within adult education?

In training organisations, there are normally trainers who are responsible for face-to-face teaching. Depending on the size of the training organisation, there is also a role for training coordinators. 8.2

What is the status/reputation of teachers and other professionals who work in adult education?

Status depends on the type of teacher and is also linked to the type of employer. As a consequence, there is a great disparity in the workload of teachers. One of the characteristics of the sector is the great precariousness of trainers. 8.3

What are their working conditions?

Working conditions vary greatly depending on employers and contracts. There are collective conventions, which precisely define these points. A number of training organisations place increasing demands on their trainers and a trainer’s activities are becoming more and more varied, extending beyond face-to-face teaching.

http://www.pavillon-des-apprentissages.fr/, accessed on 15.10.2015 http://projet-imago.fr/, accessed on 15.10.2015 8 See http://www.bic-education.com/page/ardoise, accessed on 15.10.2015 9 See http://acseaformation.eklablog.com/ and http://bal61.blogspot.fr/ , accessed on 15.10.2015 6 7

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8.4

How do salaries compare to the national average?

Salaries are also highly variable depending on the status of the trainer. Nevertheless, the gross median salary is 32,246€ per annum and the median monthly salary is 2,150€ net, compared with a median monthly net salary in France of 1,725€10.

9 Teacher education 9.1

What are the statutory qualification requirements for adult literacy teachers?

The rules on statutory qualification depend on the type of validation which is offered for the training course. For courses that lead to qualification, there are legal obligations, especially in the field of basic skills training. A degree is required in order to study for an adult trainer diploma. Knowledge in the taught subject area is preferred. 9.2

Are there specialist qualification routes for adult literacy teachers?

There are university diplomas (DU) in adult literacy teaching/training. However, these diplomas are not valued at a national level and are recognised only in the region (or territory) where the qualification was gained. There are some Masters courses available that focus on adult training, for example, or those that emphasise the psychology of adult learning. For around ten years, Lyon 2 University has organised two diplomas to train future trainers: the DIFLES (French as a Foreign Language Teaching) and the DUDILA (University Diploma of Literacy Teaching). Each diploma takes one year to complete and is aimed at people in continuous training and people already employed or looking for work in the training field. 9.3

What are the entry requirements for Initial Teacher Education?

In the traditional path of the National Education Ministry, a Level One diploma is required to be able to teach. To become a state employed teacher, a Masters II is required, as well as a pass at the teaching exam based on the level and specialisation chosen. Since 2012, individuals have been able to prepare for the teaching exam and validate the Masters II at the same time, and specific Masters courses have opened. Before 2012, individuals were required to have validated a Master II and take a year of preparation for the exam. There is now training offered, for the most part, in specific schools, for example, the ESPE (Higher School for Professorship and Education). 9.4

Who pays for training?

Teacher training is financed by regional councils and the national Ministry for Education and Higher Education. For budgetary reasons, it is also possible for courses to be funded via a specific tool: endowment funds. Endowments allow the school to receive dedicated money for training from a company under more economically advantageous terms.

10

http://www.inegalites.fr/spip.php?page=salaire, accessed on 15.10.2015

29

9.5

Is there a curriculum for initial teacher training?

In the traditional university programme, all students are able to join a module on introduction to pedagogy and the teaching profession regardless of their field of study. Universities set the student curricula. 9.6

Are there compulsory (or optional) language and literacy modules in all adult education ITE?

For the University Diploma in Adult Training (DUFA) which is offered in a number of different universities, training modules are more likely to focus on topics such as group dynamics and understanding the motivations of pedagogy rather than on topics relating to the understanding of the mechanisms of language. 9.7

What is the length of the required training?

Training length ranges between 480 hours for the DUFA from Lille University and 650 hours for the DUGA from Picardy University of Jules Verne. 9.8

Is there a curriculum/quality standards?

No. 9.9

Is there continuous professional development (in-service training) for teachers which focuses on literacy development?

Several continuous training programmes, whether one-off courses, or part of a professionalisation pathway, are offered annually by Centres for Organisation and Information Resources on Training/Regional Observatory for Employment and Training (CARIF-OREF), Academic Centres for Continued

Training

(CAFOC),

and

Illiteracy

Resource

Centres

(CRI)

as

part

of

regional

professionalisation plans. Elsewhere, since 2004 ANLCI’s Permanent Forum for Practices has organised workshops and modules for training and action that allow the formalisation and development of practices among stakeholders in the fight against illiteracy and produce tools for actions. 9.10 What is the take-up among teachers? As part of more or less organised regional networks, training organisations are often consulted by training organisers with professionalisation needs. The rate is highly variable depending on regions and periods of the year. A large majority of trainers are more likely to participate in CPD as part of innovative projects (e.g. new techniques, new equipment). In Lower-Normandy, almost all trainers participate in the CPD offered as part of regional plans. 9.11 Who delivers this training? University professors, trainer trainers and experts with skills linked to themes related to basic skills deliver this training.

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9.12 How is quality assured? There are more and more demands of quality from organisers. Expected impacts in terms of meeting the needs of trainers and the obligation to produce tools for action and development constitute the priority criteria for evaluating the success of teacher-training programmes.

10 Policy-making 10.1 Who is involved in policy-making for adult literacy education? The government is, naturally, very involved in the definition of adult education policy, with interministerial meetings at the ministerial level.. The National Council for Lifelong Professional Training (CNFPTLV), attached to the Prime Minister, constitutes a space of dialogue between the State, its economic and social partners, and the regional councils11 and produced a report on the fight against illiteracy, submitted to the Prime Minister (CNFPTLV, 2013). The strategic orientations and the recommendations of the report (accepted by the government) can be grouped into four main families of proposals: 1) Lower the rate of illiteracy by two points by 2018, measure it in each region and evaluate the results of the policies conducted 2) Concentrate prevention programmes among children and adolescents, training programmes on the over-45s and on residents of rural or sensitive urban zones. 3) Develop and reinforce a territorial and partnered organisation of prevention and fight against illiteracy in regions 4) Capitalise on good practices and innovate in terms of orientation, education, and training. “Finally, taking into account the importance of the problem for the economy and society, as concerns perspectives for the years to come and to prolong the big national cause, a national day of prevention of illiteracy could be held every year on the 8th of September, international day of alphabetisation”. Following these recommendations, a national week of the fight against illiteracy as held in France from the 8th to the 12th of September 2014, through 145 events. 12 The citizens' representative assemblies, national assembly and Senate may have to debate and vote on laws dealing with adult training, for example, law n° 2009-1437 of the 24th of November 2009 relating to professional orientation and lifelong training. But actually, a number of organisations are involved in basic training for adults in France. For the part concerning illiteracy, the ANLCI federates within its two main bodies almost all actors and policy makers.

11 12

http://www.cnfptlv.gouv.fr/, accessed on 15.10.2015 For further details, see the synthesis of the report or the full report, CNFPTLV 2012, for a summary of the grand national cause year see ANLCI 2014 and ANLCI 2013

31

Thus, in the administration council, there are around ten ministers (depending on the period and the fields given to different ministers by governments), representatives of OPCAs and a diversity of private or para-public actors working in training or research. In 2014 the ANLCI's administration council was composed of: Ministère des Sports, de la Jeunesse, de l’Éducation populaire et de la Vie associative- Ministère des Outre-Mer - Ministère des Affaires sociales et de la Santé- Ministère de la Justice - Ministère de l’économie et des finances - Ministère de l’Intérieur - Ministère du Travail, de l’Emploi, de la Formation professionnelle et du Dialogue social - Ministère de l’Education nationale - Ministère de la Défense Ministère de l’Agriculture, de l’Agroalimentaire et de la Forêt - Ministère de la Culture et de la Communication - ACSE, Agence nationale pour la Cohésion Sociale et l’Egalité des chances – Pôle Emploi - AFPA, Association nationale pour la Formation Professionnelle des Adultes - IFE, Institut Français de l’Éducation – Opcalim, fonds d’assurance formation des entreprises de l’agroalimentaire – Agefos PME Opcalia – SNCF. In the consulting committee, which meets, on average, twice a year, one finds (among others) representatives of local authorities (association of regions of France, Association of Municipalities of France, Association of France), as well as representatives of all trade unions and the employers and representatives of charitable organisations or foundations which fight against illiteracy. By using the tool of the ANLCI, public authorities involved in basic education have confirmed a shared desire, shared by territorial collectivities and social partners, to unite on the complicated problem of illiteracy, in order to have a dedicated structure able to produce clear information, working and organisation methods and a jointly produced tool-kit, made available to all to prevent and fight illiteracy with more efficiency and effectiveness. ANLCI therefore does not manage intervention funds, it does not distribute means, it does not replace those for whom the prevention of illiteracy or the establishment of solutions for adults is at the heart of their work. It is not an operator charged with working directly and alone against illiteracy, but a dedicated structure to federate deciders and direct operators and supply them with all the shared, indispensable elements for each to carry out their function. This desire to share tools is based on an understanding that the population faced with this problem is very heterogeneous. It is therefore necessary to precisely know the size of this phenomenon, both on a quantitative level and a qualitative one, based on a complex reality, in order to build a service which corresponds to the characteristics and the real needs of people faced with illiteracy. This service must be guaranteed with respect to their skills and the heart of their field by different public or private institutions which belong to the administration council of the ANLCI or are members of its bodies. It is based on this imperative that the ANLCI’s activity is oriented towards the production of data and shared tools, with a view to reinforcing collective effectiveness. The value added by the ANLCI is its capacity to produce that which is missing and put this work at the disposal of all. The ANLCI then shares the outcomes of this work between its administrators (ministries, public bodies, private sector), its partners, and territorial authorities that wish to access it, for example methods of measuring illiteracy, information tools, “how-to” guides for action. The members of the consultative committee of the ANLCI, whose composition covers all fields of prevention and fight against illiteracy are, almost entirely, permanent partners of the ANLCI in its daily activity. These have policies which tend to reinforce those of the ministries and public authorities, notably in the domain of prevention of illiteracy.

32

The ANLCI thus plays a driving role in the prevention and fight against illiteracy in France, albeit with limited means. Given the growing engagement of social partners and territorial authorities in the fight against illiteracy, the ANLCI is the only structure with the capacity to offer an overall vision of the advances in all professional branches and on all territories. The ANLCI highlights the needs which are not yet met and any disparities between professional sectors as well as between territories. A very important stage was reached in 2013 when the fight against illiteracy was declared a Grand National Cause by the Prime Minister following a request by the collective “Acting together against illiteracy” federated by the ANLCI. This permitted speaking of illiteracy without shame and creating a collective dynamic: for the first time, a national awareness campaign was run on television, in the press, and on the radio. All the relevant deciders and actors to this problem met during the regional and national assizes for policies to reach the level of need. At the end of 2013, the State, the regions, the social partners and the consular chambers made common cause as they decided, together, four main strategic priorities for 2018 to ensure illiteracy keeps retreating. The attribution of the label “Illiteracy, Grand National Cause 2013” has allowed the crossing of an important stage. For the first time, an awareness campaign was run in the French national media to raise awareness. The effects of this campaign were amplified thanks to the mobilisation of 67 members of the “Act together against illiteracy” collective, federated by ANLCI and by the numerous local initiatives taken by stakeholders who work daily to bring responses to concerned people. Since the start of 2013, a shared desire has been expressed to boost actions in all territories. This is the direction that was given at the Regional Assizes for Illiteracy, which assembled in all of France more than 4,300 people from June to September 2013 and at the National and European Assize, which assembled 894 people in Lyon in November 2013. These meetings were an occasion to underline that the people in question are of very different ages, social, and professional situations, and that only a concerted, decentralised action, involving all those whose skills include education, professional training, social and cultural action, can permit action to change scale. The results of the Information and Daily Life on Illiteracy survey, republished in 2012 with the same measurements as in 2004, show that this working method is starting to bear fruit as the rate of illiteracy among those from 18 to 65 years of age was reduced by two points over eight years, reducing the number of adults in question from 3,100, 000 to 2,500,000. During 2013 and in a context of willingness of the actors, the Ministry For National Education and the Ministry For Work, Employment, Professional Training And Social Dialogue took control of the National Council for Lifelong Professional Training (CNFPTLV) with a view to setting objectives and strategic orientations in terms of prevention and the fight against illiteracy for the next years which are shared between the State (in its inter-ministerial diversity), the social partners, the territorial authorities (particularly in the Regions). If an important stage was reached in 2013, a lot remains to be done. This is why all the civil society partners engaged in the Grand National Cause 2013 mobilisation wished for this dynamic to continue into 2014 by pursuing their cooperation and organising the first national action days against illiteracy from the 8th to the 12th of September 2014 with the triple objective of amplifying awareness of the phenomenon, rewarding solutions that work, and finding new ones. Supported by UNESCO's International Literacy Day, the first national days of action against illiteracy coordinated by the ANLCI permitted the organisation of more than 150 local events (open days, workshops, debates, marches against illiteracy, conferences) and deployed throughout the country to

33

give better information on illiteracy and local solutions which exist. An programme of practical information was given for each to people able to attend different awareness actions organised near their home. For immigrants, the Ministry of the Interior is the main actor coordinating other actors. With the new law on the professional training of employees (2014) and the previous laws on the decentralisation, the regions will have to play a key role. ANLCI missions, which are represented with regional prefects (state representatives in regions) will have an increased regional coordinating role. At the national level, the Social, Economic and Environmental Council (CESE) is also a site of discussion for adult training policies. It is a consultative assembly composed of social representatives (bosses, unions, associations). Though it only has a consultative function, optional or obligatory in the legislative process, this assembly permits the representation at a national level of professional organisations and communication between different economic actors. The subject of adult training is often raised by this body. The CESE is transposed to the regional level with a similar kind of consultative assembly, the “social and economic regional council” (CESR). 10.2 How is inter-sectoral and inter-ministerial cooperation promoted and coordinated? For people in a situation of illiteracy, the ANLCI has a role of coordination and promoting intersectoral and inter-ministerial cooperation. At the regional level, coordination and cooperation are guaranteed by regional prevention and fight against illiteracy plans. Regional ANLCI heads of mission reunite relevant parties with regional Prefects. An assessment of the situation is made, regional orientations are defined, and each involved organisation makes visible the means they are mobilising. During the implementation of regional plans, actors can also benefit from the support of Illiteracy Resource Centres. 10.3 What financing mechanisms exist that facilitate inter-sectoral cooperation? The bodies that group together OPCAs permit it. There are inter-branch (inter-sectoral) OPCAs like AGEFOS PME or OPCALIA. Regional meetings in which all OPCAs participate also exist, for example in the region of PoitouCharentes: An information day “Encouraging the entry of employees into basic skills training”, organised by ALPES took place on the 10th of July 2014 with 9 councillors from 7 OPCAs (Actalians, Constructys, Forco, OPCALIA, OCALIM, OPCA transport, UNIFAF). These exchanges aim to improve cooperation between OPCAs and regional organisations in order to encourage the entry of salaries into training.13 10.4 Which policies promote for the provision of broad and varied access to adult literacy education? There is no policy on the subject, but a number of policies run by a number of policy-makers. The problem lies in the coordination of these policies. ANLCI contributes to this coordination, with a special focus on the literacy of domestically-educated people.

13

See the ARFTLV site: http://www.arftlv.org/actualites/16108__14/Programme_rencontres_interOPCA_illettrisme.aspx, accessed on 15.10.2015

34

10.5 How are the motivation, interests and needs of adults taken into account in the policymaking processes? The needs and motivations for specific training are communicated by branches and sectors of activity. Needs are expressions of managers or states of being on territories but do not directly involve users. The users in question are not public policy actors but often seek to be as invisible as possible when it comes to illiteracy. Nevertheless, employee unions, in the private and public sectors, can be the spokespeople for employees in need of basic training. In France, employee unions co-run social and training policies in the private and public sector. They are represented on the ANLCI and the CESE and CESER. 10.6 Does the government promote adult literacy in its lifelong learning policy? Yes, two ministerial departments are particularly concerned by continuous professional training and basic training: 1) The Ministry of Labour, Employment, Professional Training and Social Dialogue 

Directs continuous professional training policy to provide access to employment, and proposes legislative developments.



Encourages dialogue between social partners.



Intervenes in the financing of adult training organisations, and participates in the financing of the training of target publics (migrants, disabled people, prisoners, etc.)

2) The Ministry of National Education 

Organises and finances, from the state, budget, the initial professional training of the youth.



Has an operational mission of continued adult training. This public service mission is provided by the Gretas (Groups of Establishments).



Also participates, on an institutional level, in the collective inter-ministerial reflection with regard to orientation and lifelong training.

35

C REFERENCES

36

Agence nationale de lutte contre l’illettrisme / ANLCI (2012) Quels usages du numérique avec les personnes

en

situation

d’illettrisme

?

Livret-Programme

du

Participant,

www.anlci.gouv.fr/content/download/2066/47701/version/2/file/LIVRET-PROGRAMME_WEB.pdf (accessed September 23, 2014) ANLCI (2013) ANCLI infos, hors-série Illettrisme, Grande cause nationale 2013, Les Assises Nationales et Européennes, novembre 2013, www.anlci.gouv.fr/Mediatheque/ANLCI-INFOS/ANLCI-INFOShors-serie-Novembre-2013 (accessed September 29, 2014) ANLCI (2014) « Agir ensemble contre l’illettrisme » Grande cause nationale 2013, 1er mars – 31 décembre 2013. www.anlci.gouv.fr/Mediatheque/Bilan-Agir-contre-l-illettrisme-Grande-causenationale-2013 (accessed September 29, 2014) Conseil national de la formation professionnelle tout au long de la vie (CNFPTLV) (2013) Rapport Prévention et lutte contre l’illettrisme (Report Preventing and combating illiteracy), www.cnfptlv.gouv.fr/validation-du-rapport-prevention.html (accessed on 29 September 2014) INSEE Première (2013) L’internet de plus en plus prisé, l’internaute de plus en plus mobile, juin 2013, no. 1452, www.insee.fr/fr/ffc/ipweb/ip1452/ip1452.pdf (accessed September 29, 2014) Jeannerot, Claude, Sénateur, Commission des affaires sociales (2014) Rapport d´information fait sur l’étude de la Cour des comptes relative à l’Association nationale pour la formation professionnelle des adultes (Afpa), N° 298 Sénat, Session ordinaire de 2013-2014, www.senat.fr/rap/r13-298/r13-2981.pdf (accessed September 23, 2014) Leclerq, Véronique (2006) L'engagement en formation de base de publics adultes de faible niveau de scolarisation, www.cairn.info/zen.php?ID_ARTICLE=SAVO_011_0087 (accessed September 23, 2014) Marx, Jean-Marie (2010) La formation professionnelle des demandeurs d'emploi, Rapport du groupe de travail, www.ladocumentationfrancaise.fr/rapports-publics/104000070/ (accessed September 23, 2014) Ministère du travail, de l’emploi, de la formation professionnelle et du dialogue social, Direction de l’animation de la recherche, des études et des statistiques (Dares) (2013) DARES ANALYSES, Juillet 2013, No 044, http://travail-emploi.gouv.fr/IMG/pdf/2013-044.pdf (accessed September 23, 2014) Ministère du travail, de l’emploi, de la formation professionnelle et du dialogue social, Direction de l’animation de la recherche, des études et des statistiques (Dares) (2012) DARES ANALYSES, octobre

2012,

No

07,

http://travail-emploi.gouv.fr/IMG/pdf/2012-075-2.pdf

(accessed

September 26, 2014). Moulette, Pascal et Olivier Roques (2014) Gérer les compétences spécifiques pour préserver le capital immatériel : l’illettrisme en entreprise dans la théorie de la conservation des ressources. Montréal : HEC. OECD (2013) OECD Skills Outlook 2013: First Results from the Survey of Adult Skills OECD: Paris République Française (2013) Annexe au Projet de Loi de Finances pour Formation Professionnelle, http://travail-emploi.gouv.fr/IMG/pdf/Jaune2013_formation_professionnelle.pdf

(accessed

September 23, 2014)

37

Samson, Nathalie (2013) Formation professionnelle: l'accord en 7 points clés. L’Express Entreprise. publié

le

14/12/2013,

http://lentreprise.lexpress.fr/rh-management/formation/formation-

professionnelle-l-accord-en-7-points-cles_1519653.html#TalF5WDwDXGolOGS.99

accessed

September 23, 2014) Vinérier, Anne (2010) Freins et leviers face à une démarche de réapprentissage à l’âge adulte, http://lefop-illettrisme38.com/sites/default/files/Comment%20accompagner% 20les%20personnes%20dans%20un%20processus%20de%20r%C3%A9apprentissage.pdf (accessed September 23, 2014)

38

D APPENDICES

39

Abbreviations and acronyms ACCES

Actions culturelles contre les exclusions et les ségrégations

ACSE

Agence nationale pour la Cohésion Sociale et l’Egalité des chances – Pôle Emploi

ADF

Assemblée des départements de France

AEF

Actions Educatives Familiales

AEPF

Académie des Écrivains Publics de France

AFEV

Association de la fondation étudiante pour la ville

AFNOR

Association Française de NORmalisation

AFPA

Association pour la Formation Professionnelle des Adultes

AGEEM

Association Générale des enseignants, des écoles et classes maternelles publiques

Agefos PME

Association de GEstion des fonds de FOrmation des Salariés des Petites et Moyennes Entreprises

AIPF

Association internationale de la presse francophone

AMF

Association des maires de France

ANACFOC

Association nationale des conseillers en formation continue

ANACT

Agence nationale pour l’amélioration des conditions de travail

ANDEV

Association nationale des directeurs de l’éducation des villes

ANDRH

Association nationale des directeurs des ressources humaines

ANLCI

Agence nationale de lutte contre l’illettrisme

APAPP

Association pour la promotion du label APP

APCA

Assemblée permanente des chambres d’agriculture

APCMA

Assemblée permanente des chambres de métiers et de l’artisanat

APPEL

Associations de parents d’élèves de l’enseignement libre

APFEE

Association pour favoriser l’égalité des chances à l’école

40

ASL

ateliers sociolinguistiques

B2i/C2i

Brevet/Certificat informatique et internet

BELC

Bureau d'enseignement de la langue et de la civilisation française à l'étranger

BTS

Brevet de Technicien Supérieur

CAFOC

centres académiques de formation continue

CAI

contrat d’accueil et d’intégration

CAP

Certificat d’Aptitude Professionnelle

CARIF-OREF

Centres d’Animation Ressources d'Information sur la Formation/Observatoire Régional Emploi Formation

CCI France

Chambre de Commerce et d’Industrie France

CEMEA

Centres d’entraînement aux méthodes d’éducation active

CESE

Conseil économique, social et

CESR

conseil économique et social régional

CFDT

Confédération française démocratique du travail

CFE-CGC

Confédération française de l’encadrement, confédération générale des cadres

CFTC

Confédération française des travailleurs chrétiens

CGPME

Confédération générale des petites et moyennes entreprises

CGT

Confédération générale du travail

CIEP

centre international d’études pédagogiques

CJD

Centre des jeunes dirigeants d’entreprise

CNAF

Caisse nationale des allocations familiales

CNAM

Conservatoire national des arts et métiers

CNAMTS

Caisse nationale d’assurance maladie des travailleurs salaries

CNDP

Centre national de documentation pédagogique

CNED

Centre national d’enseignement à distance

41

CNFPT

Centre national de la fonction publique territoriale

CNFPTLV

Conseil national de la formation professionnelle tout au long de la vie

CNIAE

Centre national d’insertion par l’activité économique

CNML

Conseil national des Missions locales

CPF

compte personnel de formation

CRI

centres Ressources illettrisme

DAAEN

Direction de l’accueil et de l’accompagnement des étrangers

DAEFLE

Diplôme d'aptitude à l'enseignement du français langue étrangère

DARES

Direction de l'Animation de la Recherche, des Etudes et des Statistiques

Dea

Diplôme d’Etudes Approfondies

Dess

Diplôme d’Etudes Supérieures Spécialisées

DDCS

Direction départementale de la cohésion sociale

DGEFP

Délégation Générale à l'Emploi et à la Formation Professionnelle

DIF

droit individuel à la formation des salariés

DIFLES

Didactique du Français Langue Etrangère et seconde

DIRECCTE

Directions Régionales des Entreprises, de la Concurrence, de la Consommation, du Travail et de l'Emploi

DRJSCS

Directions régionales de la jeunesse, des sports et de la cohésion sociale

DU

diplômes universitaires

DUDILA

Diplôme universitaire de didactique Illettrisme et analphabétisme

DUFA

Diplôme Universitaire de Formateur pour Adultes

DUT

Diplôme Universitaire de Technologie

EGPE

École des grands-parents européens

EPIDE

Etablissements d’insertion de la défense

EPN

espaces publics numériques

42

ESPE

Ecole Supérieure du Professorat et de l’Education

FADBEN

Fédération des enseignants documentalistes de l’Éducation nationale

FCPE

Fédération des conseils de parents d’élèves

FFMJC

Fédération française des maisons des jeunes et de la culture

FFP

Fédération de la formation professionnelle

FGPEP

Fédération générale des pupilles de l’enseignement public

FLE

Français langue étrangère

FLES

français langue étrangère et seconde

FLI

Français langue d’intégration

FNARS

Fédération nationale des associations d’accueil et de réadaptation sociale

FNCS

Fédération nationale des centres sociaux

FNEPE

Fédération nationale des écoles des parents et des éducateurs

FNMF

Fédération nationale de la Mutualité française

FNO

Fédération nationale des orthophonistes

FNPS

Fédération nationale de la presse spécialisée

FNSEA

Fédération nationale des syndicats d’exploitants agricoles

FO

Force ouvrière

FONGECIF

Fonds de Gestion du Congé Individuel de Formation

FPSPP

Fonds paritaire de sécurisation des parcours professionnels

FSE

Fonds Social Européen

FSU

Fédération syndicale unitaire

GARF

Groupement des Acteurs et Responsables de la Formation

GFEN

Groupement français d’éducation nouvelle

Greta

Groupements d’établissements

IFAC

Institut de formation, d’animation et de conseil

43

IFE

Institut Français de l’Éducation

INSEE

Institut National des Statistiques et des Etudes Economiques

ISO

Organisation internationale de normalisation

JDC

Journées Défense Citoyenneté

LCI

Lutte Contre l’Illettrisme

LMS

Learning Management System

MEDEF

Mouvement des entreprises de France

OCDE

Organisation de Coopération et de Développement Economique

OF

Organismes de Formation

OFII

office Français de l’immigration et de l’intégration

Opcalia

un nom propre d’un OPCA généraliste

Opcalim

un nom propre de l’OPCA du secteur agroalimentaire

OPCAs

Organismes paritaires collecteurs agrees

PCIE

passeport de compétences informatique européen

PEEP

Fédération des parents d’élèves de l’enseignement

PLIE

programme local d’insertion pour l’emploi

PQD

Syndicat de la presse quotidienne départementale

RCCSP

Référentiel des compétences clés en situation professionnelle

RSMA

régiments du service national

S3CP

socle commun de connaissances et de compétences professionnelles

SGEC

Secrétariat Général de l’enseignement catholique

SGEN CFDT

Syndicat Général de l’Education Nationale – Confédération française démocratique du travail

SMA

Service Militaire Adapté

SNCF

Société Nationale des Chemins de Fer

44

SPS

Syndicat de la presse sociale

TBI

Tableaux blancs interactifs

TIC

Technologies de l’Information et de la

UE

Union Européenne

UFCV

Union Française des Centres de Vacances

UNAF

Union nationale des associations familiales

UNCCAS

Union nationale des centres communaux d’action sociale

UNESCO

Organisation des Nations Unies pour l’éducation, la science et la culture

UNHAJ

Union nationale pour l’habitat des jeunes

UNIOPSS

Union nationale interfédérale des œuvres privées sanitaires et sociales

UNML

Union nationale des missions locales

UNSA

Union nationale des syndicats autonomes

UPA

Union professionnelle artisanale

UROF

fédération nationale des organismes de formation

45

Legislative and Institutional Framework for the Fight Against Illiteracy Law of the 29th of July 1998 Relating to the fight against exclusion, raises the fight against illiteracy to a national priority with an inscription in the labour code (article 24 of the law) Art L900-6 of the Labour Code: The fight against illiteracy is part of continuing education. The State, territorial collectives, public establishments, public and private teaching establishments, associations, professional, syndical and family organisations, as well as business, all do their part (…) The costs of these actions can be assigned to the obligation of participation in financing professional training The creation in 2000 of the National Agency for the Fight Against Illiteracy (ANLCI) which succeeded the GPLI Created as a GIP, ANLCI's aim was to federate and optimise the means of the State, territorial collectivities, businesses and civil society to prevent and reduce illiteracy, to manage and coordinate its implementation. For two years, with the support of its regional mission heads, it has motivated a dynamic aiming for the creation of regional action plans against illiteracy, taking support from the national reference framework defined in 2002. Law of the 5th of May 2004 relating to professional lifelong training Creation of the Individual Right to Training (DIF) and setting up of professionalisation periods. These two new apparatuses can become significant levers, carried by a new Article 934-2 of the labour code, which invites professional branches to anticipate training programmes to the benefit of employees who don't master basic skills. These apparatuses remain complementary to basic training programmes as part of businesses' training plans. Law of the 18th of January 2005 of programming for social cohesion The employment section of the law, which notably created Contracts of Accompaniment in Employment (CAE) and Future Contracts (CA), which concern as a priority long-term job-seekers or welfare recipients. Through these new apparatuses, employers' commitments regarding training employees concerned by these contracts are reinforced. Law of March 2006, for the equality of opportunity and the creation of the Agency for Social Cohesion and Equality (ACSE) This agency has the vocation of setting up programmes aimed at publics encountering difficulties in social or professional insertion in the whole national territory, and should contribute to the fight against discrimination, the integration of immigrant populations, and the fight against illiteracy. Law of the 24th of November 2009 Relating to orientation and lifelong professional training. This law reinforces the right to information, to orientation, and to professional qualification. The issue of securing professional pathways is emphasised with the creation of the Equal Fund For Securing Professional Pathways. Basic training

46

programmes for employees and job-seekers promoting access to mastery of key skills are reinforced. The Labour Code, Article L6321-1, modified by the Law n°2009-1437 of the 24th of November 2009 – art. 13 The employer guarantees the adaptation of employees to their working position. They oversee the maintenance of their capacity to have a job, notably regarding the evolution of jobs, technologies, and organisations. In businesses and groups of business in the sense of article L.2331-1 employing at least fifty employees, they organise for each employee in the year that follows their 45th birthday a professional interview in which they inform the employee notably about their rights in terms of access to a professional assessment, to a skills assessment, or a professionalisation programme. They may offer training that participates in the development of skills, as well as in the fight against illiteracy. The Labour Code, Article L6111-2, modified by the Law n°2009-1437 of the 24th of November 2009 – art. 2 Knowledge and skills mentioned in the first paragraph of the article L.6111-1 based themselves on the base mentioned in the article L. 122-1-1 of the education Code, which they develop and complete. Programmes against illiteracy and in favour of lifelong learning of the French language are also part of lifelong professional training. The Education Code (Article L121-2), referring to the law of orientation of the fight against exclusion in 1998 defines the fight against illiteracy as a shared competence: “The fight against illiteracy constitutes a national priority. This priority is taken into account by the public education service as well as by public and private individuals which provide a training or social action mission. All public services contribute in a coordinated fashion to the fight against illiteracy in their respective fields.” The Convention Framework signed on the 29th of March 2010 between the Ministry of National Education and the ANLCI The Accord signed on the 4th of February 2010 between the State, the ANLCI, and the Job-Centre, which has particular relevance to raising awareness of illiteracy among Job-Centre counsellors. The Accord signed in December 2011 between the Ministry of Justice and the ANLCI. The “Grand National Cause” label was attributed to illiteracy by the Prime Minister in the year 2013, following the “Act Together Against Illiteracy” collective's mobilisation, federated by ANLCI Law n° 2014-288 of the 5th of March 2014 relating to professional training, employment and social democracy, promulgated on the 5th of March 2014 by the President of the Republic and published on the 6th of March 2014 in the Official Journal of the French Republic. What the law says: see the text or an analysis by an OPCA: http://www.opcalia.com/zoom-sur/zoomsur/zoom/show/Zoom/la-loi-relative-a-la-formation-professionnelle-a-lemploi-et-a-la-democratiesociale-jo-0603/ 2014: Current legislative evolutions (new decentralisation laws, laws on the reorganisation of school, law on professional training...) are likely to cause an evolution of the institutional context.

47

Levels of Training: Level VI and Vb: Departure during the first cycle of secondary school classes, or abandonment of CAP or BEP classes before the final year Level V: Departure after the final year of the CAP or the BEP or departure during the second general and technological cycle before the final year Level IV: Departure during the final year of secondary school (with or without the baccalaureate) Abandon of higher education without a diploma. Level III: Departure with a diploma equivalent to the Bac +2 years (DUT, BTS, DEUG, sanitary or social training schools, etc.) Levels II and I: Departure with a diploma higher than a Bac+2 (degree, masters, Dea, Dess, Doctorate, diploma from a grande ecole)

48