Four priorities for the strategic framework
The MAEE’s consultation and inventory exercise revealed a demand for a framework that will preserve players’ diversity and enable them to align their action with shared priorities. These priorities are four in number.
1. Priority for emerging countries, the countries of Eastern Europe and the Mediterranean, and Africa
Emerging countries are now at the heart of global growth, in Asia, South America, North Africa and the Middle East, and the rest of Africa: in recent years they have seen growth rates of 6% to 10% and more. For companies from all over the world, and especially for the French ones, they offer two opportunities:
locations to produce for expanding local markets or export;
destinations for French exports of the capital goods and infrastructure these countries urgently need to sustain their growth.
The ability to meet the demand for qualiﬁed labour is consequently a major asset for French companies.
2. Priority for teaching intermediate skills
The emerging countries, with rare exceptions, educate all their young people to the end of secondary school and a signiﬁcant number at university. However, vocational education is often inadequate and suffers from low prestige. Furthermore, these countries are faced with the inappropriate content and insufﬁcient number of existing higher vocational courses, particularly those designed to teach intermediate skills that require scientiﬁc and technical knowledge, and management and team-leading capacities.
The MAEE’s consultation exercise conﬁrmed the existence of strong demand for development cooperation in higher vocational education.
Students at the Algerian Higher School of Business. ©MAEE/Frédéric de La Mure.
3. Priority for local courses
In the emerging countries, courses in intermediate skills can only be designed for local teaching for at least two reasons:
extent of demand, from tens or even hundreds of thousands of students;
closeness to companies, both for skill acquisition and for opportunities for practical internships and the integration of courses with vocational integration.
4. Priority for constructing national certiﬁcation frameworks
Many countries have begun the work of designing national certiﬁcation frameworks. Certiﬁcation has two functions:
social recognition for the holder, a testimonial of knowledge and know-how from a recognized competent authority;
an economic function of organizing the labour market by “signalling” competencies sought by companies. National certiﬁcation is essential in order to unify recognized skills for a uniﬁed geographical area.
Updated on: July 2011
- 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)