Our priority goals
Contribute to resolving educational challenges for all
This commitment, made as part of the MDGs, requires major efforts in favor of teacher recruiting and training in order to face growing enrolment levels and conduct actions to ensure universal access to education. The use of new technologies is a particularly effective tool, especially for teacher training purposes. To achieve this goal, various resources must be called upon, including: resources resulting from the cancellation of bilateral debt; the search for innovative funding sources through debt relief and development contracts; targeted subsi- dies; AFD loans; participation in the Fast Track initia- tive; decentralized cooperation; support to NGOs.
Reorganize post-primary education by diversifying educational and training paths
School in Jacmel (Haiti) ©MAEE/F. de La Mure
Professional training courses must be available after each level of general education: primary (in sub-Saharan Africa, most adults stopped attending school after the primary level), secondary and tertiary education (university-level courses combined with vocational training in a professional setting). To increase the re- levance of vocational training and promote social in- tegration, certification processes must also be set up for these training programs with economic players, in the formal and informal sectors.
Support improvements in the quality of teaching, in particular through better teacher training
French cooperation must take account of the signifi- cant changes that have affected teacher recruitment methods and levels as a result of the strong rise in enrolment as well as budgetary restrictions. A new balance must be sought between teachers’ level of education, their initial training and their continued education, including linguistic factors. In addition, teachers must be given access to pedagogical tools to compensate for shortened initial training periods.
Contribute to improving the quality of French-language teaching
The key role of languages and their relationship to a given region based on the population’s language needs must be taken into consideration. There are no ready-made solutions (each sovereign choice must be based on the specific context to which it is being applied). Therefore, in the countries that have chosen French as their language of instruction, improving the quality of French-language teaching is an essential condition for academic success at all levels and for the sustainability and professional usability of lear- ned skills. The resources of French cultural centers, Alliance Française organizations and all French-language teaching establishments of the Agency for French Teaching Abroad (AEFE) network shall be used to improve French proficiency among youth and adults. Whenever possible, institutional partnerships should be formed with the national authorities in charge of primary, secondary, vocational, technical and tertiary education and training, as well as with those in charge of combating illiteracy. Partnerships should also be established with local and regional bodies, associations and NGOs. French-speaking initiatives in this area shall be sponsored by French cooperation, like the IFADEM (Francophone initiative for the remote training of teachers) project, implemented with the International Organisation of la Francophonie and the Francophone University Agency (AUF).
French school, cultural center (Tbilisi, Georgia) - © MAEE/F. de La Mure
encourage countries to implement a standard method for measuring academic skills and promote the creation of bodies dedicated to quality-related issues. With a view to progressively harmonizing worldwide standards, France will support the development and/ or creation of networks and expert teams devoted to issues relating to the quality of instruction in pri- mary, secondary, tertiary and vocational education in French-speaking sub-Saharan Africa.
reduce the digital divide by supporting initiatives to train teachers and equip African schools.
Linguistic and educational cooperation initiatives by the French International Center for Pedagogical Studies
The International Center for Pedagogical Studies (CIEP) is a French public establishment run by the Ministry of National Education and the Ministry of Higher Education and Research. It associates diffe- rent professions - expertise, training and evaluation - to meet the needs of target countries and in response to donor orientations, in collaboration with a network of partners and within the framework defined by French foreign policy. It offers an integrated proposal and, in its role as operator, delivers French solutions for linguistic and educational cooperation, evaluation and certification, diploma recognition, and so forth. In the education sector, the CIEP intervenes in basic education, professional teaching, teacher training and higher education, and helps raise the quality of French-language teaching. Closely associated with the French education sys- tem and higher education, the CIEP benefits from in- house expertise as well as from access to a pool of external high-level experts. As a platform for debate on educational issues, it contributes to the on-going analysis of the quality of teaching. By participating in projects, conducting studies and per- forming missions, the CIEP helps support the public policies of partner countries, in cooperation with MAEE.
More details : http://www.ciep.fr/
Updated on : April 2010
- France and higher vocational education abroad (July 2011)
- Promoting French expertise internationally (June 2011)
- France's Action to Promote Innovation (December 2010)
- French external action for education in developing countries (2010-2015)
- Quality Charter for French Government Foreign Scholars (2008)