Key Benefits:
Minister of Higher Education and Research,
Vu le education codeincluding articles L. 612-1, L. 612-2, L. 612-5, L. 612-7, L. 612-8, L. 612-9, L. 613-1, D. 123-13, D. 123-14, D. 611-1, D. 611-2, D. 611-3, D. 613-3 and D. 613-6;
Vu le search codeincluding article L. 114-3-1;
Having regard to the 17 November 1999 decision on professional licence;
Considering the decision of 25 April 2002 on the national master's degree;
Having regard to the licence order of 1 August 2011;
Considering the opinion of the National Council for Higher Education and Research of 17 December 2013,
Stop it!
The purpose of this Order is to clarify the rules relating to the organization of national degrees of licence, professional licence and master's degree. These rules may be supplemented for certain mentions of these diplomas by specific provisions in the case of training in relation to regulated professions.
The degree and professional license are national degrees of higher education giving their holder the university degree of licence.
The master is a national degree in higher education giving the master's university degree to his holder.
The title of diplomas covered by this Order is defined by a domain name and mention. National diploma, professional and master's degree designations are fixed by order.
The title of a diploma is based on a denomination specifying the domain and the mention concerned. These designations ensure the legibility of the training offer for students, professional partners and the scientific world, in France and abroad.
The following areas are:
arts, letters, languages;
- law, economy, management;
- Human and social sciences;
Science, technology, health.
Field titles may, in limited numbers, derogate from these reference areas to translate, at a site level, the collective strategy for training offering. These requests for exemptions are reviewed as part of the accreditation of institutions in connection with the training strategy of the site.
The mention is the reference level for the definition of training content and the educational organization.
The institutions offer to the Minister responsible for higher education, as part of the accreditation of their training offer, the linking of references to areas related to their training policy and in line with the site's training strategy.
The nomenclatures apply to all training courses leading to one of the diplomas covered by this Order. Outstanding titles may be validated by the minister responsible for higher education after the advice of the National Council of Higher Education and Research in the framework of experiments presented by the institutions or in the framework of diplomas issued with one or more foreign higher education institutions within the framework of an international partnership, and given the common European and international appellations.
The licensing and professional licensing monitoring committee and the master follow-up committee organize consultations leading to periodic revisions of nomenclatures by involving the academic community.
The training offer is structured in semesters and capitalizable teaching units. Training times are balanced throughout the week and take into account the development of the use of digital technologies.
The organization of the training is built around a coherent and comprehensive training project, carried by an educational team.
The pedagogical team includes teachers, researchers, other teachers, tutor students, librarian staff, engineers, administrative, technicians, workers, service and health workers who support the training and who participate in the training in the semester or in the year of the training concerned.
In accordance with Articles D. 611-1 to D. 611-6 of the Education Code, the training is organized, within each mention, in the form of standard courses of initial and continuing education forming coherent sets of teaching units and organizing adapted educational progressions, in the context of the purposes of the diploma. These typical courses are made up of compulsory, optional and, where applicable, free education units. In particular, they aim to facilitate mobility, both within and outside the country.
The list of types of training courses as well as their titles are subject to the validation of the board of the relevant component and of the board of education and academic life of the academic council or the board of the institution which has competence in the field of training.
In the course of life-long training, it may include terms specific to continuous vocational training or alternation.
After agreement of the educational team in charge of a mention, a student may be allowed, depending on his/her personal and professional project, or as part of a reorientation, to follow a suitable curriculum that is not completely identical to a type of training course.
The organization of the training is part of a learning logic, allowing to take into account the characteristics of the students by offering them educational devices that promote the implementation, interaction with other actors of the training beyond the educational team, the memorization and enhancement of their productions and achievements, the development of the critical spirit, autonomy. This logic promotes coherence between the teaching units, the derailment of the learnings in order to allow the student to establish links within the same training and between his or her training experiences. It encourages students to mobilize the knowledge and skills developed in training in new situations. The educational means implemented are part of this learning logic.
To promote the recognition of the course followed by the student and to develop international mobility, each diploma is accompanied by the supplement to the diploma mentioned in d of Article D. 123-13 of the Education Code. This synthetic document outlines all the knowledge and skills acquired during the course of training followed by the student.
As part of the institution's policy, evaluation mechanisms are put in place for each training or for a group of trainings, including through the formation of development councils bringing together representatives of teachers-researchers, teachers, librarian staff, engineers, administrative, technicians, workers, service and health, students and the socio-professional world.
An evaluation of training and teaching is organized through regular surveys of students. This evaluation is conducted in accordance with the provisions of the Staff Regulations.
These mechanisms promote dialogue between educational teams, students and representatives of the socio-professional world. They inform the objectives of each training, help to change its contents and teaching methods in order to facilitate the appropriation of knowledge, knowledge and skills and to improve its quality. These devices can also serve as a basis for the evolution of the institution's training card in line with the site policy.
The results of the evaluations are presented and debated within the educational teams, the development council, the board of the relevant component and the board of training and academic life of the academic council or the board of the institution which has competence in the field of training.
The use of digital technology must allow active, reactive and interactive pedagogy between students and between students and educational teams. The training, or part of it, may be offered on a hybrid basis by the alternation of pedagogical activities in presential and remote or totally remote, depending on the public concerned.
The links between training and research are fundamental to any institution that is intended to issue one of the diplomas covered by this Order. These links, which are based on cross-sectional skills to several research units, are necessary to place students as close as possible to the knowledge being established in the areas corresponding to the training objectives.
Educational teams and research teams have their own goals. The trainings depend on the educational teams that need to establish fruitful interactions with the research teams.
Representatives of the socio-professional world are associated with the design and evaluation of training and participate in the teachings under the conditions provided for in theArticle L. 611-2 of the Education Code.
Experience in the professional environment is a particular modality for the acquisition of knowledge and skills for graduation. As well as other ways to encourage, such as alumni associations and networks, the feedback of former graduates or the practice of teaching, it contributes to the professional integration of future graduates.
This professional experience can take a variety of forms, including internships or training periods alternated in a professional environment under contract of work and in a training institution.
In this context, like any other training element, the objectives and modalities of this professional experience need to be clarified and lead to the preparation, supervision and evaluation of the training objectives. With regard to internships, these elements are specified in the annex to this Order.
The skills acquired by a student as part of his or her employee or volunteer activity can be valued within his or her training course.
Experience in a professional environment, as defined in this article, is mandatory in a professional degree in the form of an internship and master's degree.
The typical courses of training leading to the licence may include periods of professional experience according to the validation procedures provided by the educational team responsible for it.
The board of education and academic life of the academic council or the board of the institution which has competence in the field of training sets out the special educational modalities taking into account the specific needs of students in special situations, including student employees or taking special responsibilities in academic life, student or associative life, pregnant women, students in charge of families, students in several courses, students with disabilities, artists and sports students. These teaching methods can be based on digital technologies.
The European ECTS credit system aims to facilitate the organization, delivery, evaluation, recognition and validation of certifications and teaching units as well as student mobility.
Each teaching unit has a value defined in European credits, at the level of studies concerned.
The number of credits per teaching unit is defined on the basis of the total workload required from the student to obtain the unit. This workload, representing twenty-five to thirty hours for a ECTS credit, is estimated based on the total workload of the student that includes the number of hours of teaching and self-employment. This charge takes into account the use of new technologies by equivalence with teachings to acquire the same skills and based solely on presential.
In order to ensure the comparison and transfer of training courses in the European area of higher education, a common reference is set corresponding to the acquisition of 180 credits for the degree and 300 credits for the master level. This reference allows to define the credit value of all diplomas. Credits are obtained when the validation conditions defined by the knowledge control procedures and abilities specific to each type of study are met.
Development advice ensures that the distribution of ECTS credits within each type of training course is consistent with the training objectives.
Periods of study abroad must be the subject of an agreement signed by the institution of origin, hospitality and the student.
Standard courses allow validation of study periods abroad. When the study project has been accepted by the pedagogical officials upstream of the student's departure and the student has obtained the validation of his or her period of study by the foreign institution, the institution receives the credits corresponding to this period of study on the basis of thirty credits for all the teaching units of a semester.
The progressiveness and diversity of the methods of assessing the knowledge and skills acquired are in line with the ability of students to acquire competence and autonomy in academic work. It takes into account the organization of semester training.
The implementation of cross-sectional assessments in the context of situational situations that allow for a diagnosis of acquired skills is preferred at the end of the cycle. It is within this framework that the evaluation of periods in a professional environment can be included by jurys integrating the different panellings.
The terms and conditions of assessment, which have been decided by the board of education and academic life of the academic council or the board of the institution which has competence in the field of training, shall take into account the diversity of the public as defined in Article 10 of this Order.
The development of the courses from the first year of licence allows the success of the students taking into account the profiles of the students.
The organization of the training promotes the ongoing integration of students from higher technician sections and training courses to university degrees of technology, whether in the context of reorientation, continuation or resumption of studies.
In accordance withArticle L. 612-2 of the Education Code, the typical courses referred to in Article 4 of this Order are designed to allow students to progressively develop their personal and professional project by promoting their integration, orientation and specialization as the curriculum progresses.
Progressive specialization is based on the application of the principle of continuity, methodological and pedagogical, between secondary and higher education. This continuity includes support sequences at the beginning of training, and then at each of the key stages of training at the end of the academic year or semester of training. They allow the development of the personal and professional project.
The architecture of the type courses in licence is developed by the establishments, within their training offer, in accordance with the following principles:
– at the beginning of the cycle, a student must be entitled to an organization giving access to several license or professional license entries;
― this organization is based on multidisciplinary educational teams;
― this organization allows any student, in the course of the cycle and no later than the end of the semester 4 of the licence cycle, to delay or modify the choice of his or her license or professional license in connection with his or her personal and professional project by keeping the benefit of the ECTS credits acquired. This organization thus translates into a common base defined in terms of competence sufficient to allow these reorientations;
―any student has orientation levels allowing him, on the basis of the knowledge and skills he has acquired, to join either of the typical courses of the training in question or another training in the case that the one in which he is engaged would not or no longer correspond to his project.
The purpose of the training offer leading to the national degree of licence is that, within each licence mention, a typical course prepared for one or more professional license entries is offered to students. The choice of this type path by the student cannot prevent the continuation of studies until the national degree of licence.
The training is built from a repository that formalizes the objectives expected in terms of knowledge, knowledge and skills. The terms and conditions for evaluating student achievements are consistent with these objectives. Within the same mention, a master's degree allows the acquisition of cross-cutting skills common to the various types of training courses.
Training leading to the national master's degree includes theoretical, methodological and applied teachings and one or more professional experiences, especially in the form of internships within the meaning ofArticle L. 612-8 of the Education Code. The modalities for supervision, monitoring and evaluation of each period of professional experience are defined in terms of the objectives of the training. Training must include an initiation to research and, in particular, the writing of a brief or other personal studies.
It provides a orientation adapted to the student's professional project and ensures a preparation for its integration into the professional environment. During the process of accreditation of an institution, the Minister responsible for higher education ensures that there is a common base on the different standard courses of a single mention defined in terms of competence and ensuring real educational coherence.
It can provide mobility periods in France or abroad.
The institution informs students about the conditions of access, the skills required, the nature and the rates of professional insertion of graduates.
The Master's degree includes a teaching aimed at mastering at least one foreign language in accordance with the Common European Framework of Reference for Languages. Language teaching is given preferably over the two years of the master's degree. This education is sanctioned by ECTS credits. The Master's degree can only be issued after validation of the ability to master at least one foreign living language.
In order to strengthen the attractiveness and international recognition of the Master's degree, some teachings may be delivered in foreign language, or organized in cooperation with foreign higher education institutions in accordance with the provisions of the articles L. 121-3 and D. 613-17 and following the education code.
Training leading to the national master's degree is based on a research activity that can be present in several forms: labellised research units, emerging teams, including technological research. This research activity must be directly related to the accredited institution, alone or in partnership with other research or higher education institutions or with economic, cultural or social media.
This research support is valid for all trainings even if it can take different forms. Model courses for immediate vocational integration outside doctoral studies must include knowledge and practices, integrating the skills of higher education institutions and economic and social circles.
The typical courses particularly focused on the professions of research, which are based more on the scientific activities of the teachers-researchers and teachers of the teams participating in the training, also integrate the socio-economic aspects related to their themes, thus facilitating the opening of doctoral studies to the non-academic worlds.
In an objective of international recognition, the national master's degree can be delivered jointly by public institutions of a scientific, cultural and professional character with other higher education institutions.
This exemption applies to institutions authorized by the Minister responsible for higher education to issue diplomas conferring the degree of master. These institutions are subject to the assessment provided by the 1°, 2° and 3° of article L. 114-3-1 of the search code and are authorized to jointly issue the national master's degree by order of the minister responsible for higher education taken after the advice of the National Council for Higher Education and Research.
The above-mentioned decision of 17 November 1999 is amended as follows:
1° Section 1 is replaced by the following:
"Art. 1st. - Academic studies leading to the professional licence are governed by the National Framework of Training Order, which leads to the issuance of national degrees of licence, professional and master's degree and the provisions of this Order.
The professional license is a national diploma of higher education giving its holder the degree of licence. It is designed for professional integration. The training validates the receipt of 60 ECTS credits. The professional licence imposes a level of 180 ECTS credits.
Vocational degrees are registered in the national directory of professional certifications under the conditions set out in theArticle L. 335-6 of the Education Code and classified at level II of the interdepartmental nomenclature of training levels. » ;
2° After the second paragraph of Article 3, a sub-paragraph is inserted as follows:
"in the same conditions, the validation of 120 ECTS credits as part of a licence course; » ;
3° The fourth paragraph of Article 3 is replaced by the following provisions:
" — one of the validations provided in the articles L. 613-3, L. 613-4 and L. 613-5 the education code »;
4° In Article 4, the words: "on a year" are replaced by the words: "in two semesters" and the second and last paragraphs are deleted;
5° In Article 5, the words: "the decree of 27 March 1993 referred to above" are replaced by the words: "these are R. 613-32 to R. 613-37 of the Education Code » ;
6° In Article 6, the word "path" is replaced by the word "instruments" and the words ", in the context of the request for empowerment", are deleted;
7° In Article 7, the fifth paragraph shall be deleted and in the seventh paragraph the words: ", organized under the conditions set out in Articles 5 and 7 of the above-mentioned Order of 9 April 1997 shall be deleted;
8° In Article 9, the word "authorized" is replaced by the word "accredited";
9° In Article 11, the words: "of section 17 of the above-mentioned Act of 26 January 1984" are replaced by the words: "of the articles L. 613-1 and L. 613-4 the education code »;
10° Article 16 is repealed;
11° The second and third paragraphs of Article 17 are deleted.
The above-mentioned decision of 25 April 2002 is amended as follows:
1° Section 1 is replaced by the following:
"Art. 1st.-The university studies leading to the master's degree are governed by the decree on the national framework of the courses leading to the issuance of national degrees of licence, professional and master's degree and the provisions of this decree.
The national master's degree is a national diploma of higher education giving its holder the degree of master. » ;
2° Section 2 is repealed;
3° Section 4 is replaced by the following:
"Art. 4.-The master shall bear the mention of the institution(s) that issued it. » ;
4° Article 6 is repealed;
5° In the third paragraph of Article 7, the words: "Article 4 of Decree No. 2002-481 of 8 April 2002 relating to the above-mentioned university degrees and national degrees are replaced by the words: "of theSection D. 613-4 of the Education Code » ;
6° The last sentence of Article 9 is deleted;
7° Sections 10.13.15 and 16 are repealed.
The above-mentioned decision of 1 August 2011 is amended as follows:
1° In the third paragraph of Article 1, after the words: "registered by", the words are inserted: "the decree relating to the national framework of training leading to the issuance of national degrees of licence, professional license and master's degree and";
2° In Article 6, the last sentence of the eighth preambular paragraph and the ninth preambular paragraph are deleted and the words: "training team" and "training teams" are replaced respectively by the words "teaching team" and "teaching teams";
3° In Article 7, the first, second and third paragraphs are deleted;
4° Articles 10.14 and 19 are repealed;
5° In section 12, the words: "the board of directors on the proposal of the board of studies and academic life" are replaced by the words: "the board of formation and academic life of the academic council or council having competence in the field of training";
6° In articles 12,18,21 and 24, the words: "training teams" are replaced by the words: "teaching teams";
7° In section 16, the words: "On the proposal of the board of studies and academic life adopted by the board of directors" are replaced by the words: "By decision of the board of education and academic life of the academic council or council having competence in the field of training";
8° In section 17, the words: "the board of directors of the institution on the proposal of the board of studies and academic life" are replaced by the words: "the commission of the formation and academic life of the academic council or the board having competence in the field of training";
9° In section 18, the words: "The board of directors shall, on the proposal of the board of studies and academic life," shall be replaced by the words: "The commission of the formation and academic life of the academic council or of the board having competence in the matter of education shall stop" and the last paragraph shall be deleted;
10° After Article 18, an article 18-1 is inserted as follows:
"Art. 18-1. -The establishments authorized to issue the national degree of licence are entitled to issue, at the intermediate level, the degree of general university studies (DEUG), in the field of training concerned, which corresponds to the obtaining of the first 120 ECTS credits acquired in the course of licence. It is issued at the request of the student. »
The licensing and professional licensing monitoring committee and the master monitoring committee are responsible for monitoring the implementation of this Order.
The provisions of this Order shall apply to the academic year 2014 for the first year of licence to be applied.
The other provisions come into force from the academic year 2015 and at the latest when the accreditation of each higher education institution is renewed.
The Director General for Higher Education and Professional Integration is responsible for the execution of this Order, which will be published in the Official Journal of the French Republic.
A N N E X E
CAHIER DES CHARGES DES STAGES
The purpose of this workbook is to clarify the inclusion of internship periods in a training curriculum.
The course, while being a particular pedagogical modality, is integrated into the typical course of training in the form of a clearly identified teaching unit (EU). As such, all of the knowledge and skills covered by this EU is an integral part of the graduation supplement. This EU must be developed from the diploma reference points in order to establish the educational missions and objectives of the internship as well as the objectives, modalities and evaluation criteria.
Internships can focus on the discovery of a professional environment (including research), or focus on the application of training, specialization elements, several objectives that can be combined. However, it is important not to accumulate the expectations over a single training period, and for example, it is difficult to set two heavy objectives at the internship: thus, the oral support of an internship brief cannot be the only opportunity for validation of the expression/communication capabilities to the student's oral.
Preparation of the course
The pedagogical team has the responsibility, on the one hand, of the definition of the articulation of the course in the course (place, objectives...) and, on the other hand, of the validation of subjects (contents, places...), in particular their effective connection with the training objectives and the skills sought.
The pedagogical team is responsible for the methodological assistance (research methods, CVs, interview, motivation letters, writing, presentation, preparation for the mission, to the knowledge of the host structure...) brought upstream of the internship which is an integral part of the EU internship.
The establishment, in support of its services such as the professional integration assistance office or its equivalent, must be responsible for ensuring that any student has support in his or her internship research, and ensuring that there is no discrimination. The institution is responsible for the application of the legislation in force on this point, particularly regarding access to the internship of persons with disabilities.
It is necessary that the training structures keep the memory of the internships of previous years and the portfolio of the reception structures. This information may be consolidated at the institution level.
The student must also be an actor in the process of research and preparation of the internship, as it is one of the elements of the training.
Monitoring and supervision
(academic and host structure)
The course is a component of the training, its supervision and its follow-up are mandatory. It is the responsibility of the pedagogical team to verify that the student is well supervised in the reception structure. The student must, on the other hand, ensure that the student's supervision is adapted to the objectives of the training (in terms of availability and qualification). The internship agreement must specify everything related to the mutual commitments of the three parties, including the objectives of the internship and the treatment of difficulties that may arise during the internship. The educational team is responsible for its implementation.
Each student must benefit from a tutor/student of reference within the educational team responsible for mentoring, organizing his/her pedagogical follow-up with the company and making regular progress points with him/her. If it is desirable that academic follow-up results in a visit to the place of internship, taking into account, on the one hand, the means of the establishments and, on the other hand, the wide diversity of the places of internships, other modalities can be implemented, including regular telephone appointments, email exchanges, videoconferencing...
The training follow-up charge must be valued in the activities of any teacher or researcher.
Evaluation/validation
(modalities)
The evaluation of an internship must be based on an integrated procedure for the regulation of studies. The evaluation elements fall within the autonomy of the educational team. However, it is desirable that this evaluation be based on:
– a support whose evaluation involves members of the educational team including the academic tutor and at least one representative of the host structure;
- a report, primarily evaluated by the academic tutor (the possible confidentiality of the work should not prevent a true validation of the contents of the internship);
– an appreciation of the share of the host structure.
On this last point, it is desirable that the educational team provide an evaluation grid to align the evaluation criteria with the expectations of the internship. The internship manager, i.e. the person who supervises the trainee within the hospitality structure, must be made aware of his role in the supervision of the drafting of the report for the aspects related to the conduct of the mission.
In addition to these usual evaluation elements, it is necessary that the evaluation allow the student to translate his or her application of the acquired training and to express the knowledge and skills acquired or sought during the course of the experience that the internship created. This part must be done in connection with the referee within the educational team but also with the internship master within the host structure. The internship must therefore be the place of a reflexive return to training, this from the perspective of career developments that the student will be called to know during his/her existence and which will all rely on an analysis of his/her own course. This analysis can also result in a reformulation by the student of his CV as a simple element of translation of acquired knowledge and skills. It should thus be translated into a specific chapter of the internship report and could be presented during the support.
Finally, any internship must give rise to a return of experience from the trainee on the course of the internship (reception, follow-up, interest...). This evaluation of the quality of the internship is not included in the evaluation, but must inform the selection process of the internships by the educational team. An annual assessment is presented to the Development Board.
Implementation/modalities
The implementation of the courses cannot be overemphasized in order to allow autonomy to the educational teams. Depending on their purpose (discovery, advanced job placement, graduate internship...), the duration of an internship and its placement within the course can be adapted. Similarly, if a continuous insertion within the host structure seems to be preferable, an internship may also be considered on an alternation mode (e.g., based on two days a week).
When an internship is enrolled in their curriculum, students under employee status whose activity is related to the training objectives must be able to benefit from an evaluation of this activity that may participate in the validation of the EU internship or the issuance of ECTS credits provided that this does not lead to a denaturation of the objectives provided for this EU.
Communication/information
As with any training unit, the EU internship must be described as precisely as possible in the information and communication materials for those who learn about training.
Courses in all master's courses
Masters students must be able to benefit in their course from the period(s) of the exercise of the professions regardless of the area to which they are directed. These courses can also provide courses in the socio-economic world.
Done on January 22, 2014.
Geneviève Fioraso
