The competence development agenda in france

Abstract

The objective of this chapter is to explore the competence model that developed in France and the extent to which competence-based approaches have been adopted over the last 30 years. The chapter presents the emergence of a competence movement in France and the initiatives made by the state in relation to vocational and professional education. The chapter explores conceptual approaches to competence in France and makes comparisons with other dominant European and worldwide competence models. The conceptual approach to competence in France comprises: theoretical knowledge, functional competencies and social or behavioural competencies. In order to gain senior managerial positions in France, the assessment of skill and knowledge is based almost entirely on the achievement of specific state-recognised qualifications. The focus on qualifications in the context of a state-regulated, educational-led vocational training system has created rigidities that act as impediments to the adaptability and flexibility demanded in this era of global competition. Social partners have engaged with state agencies in the reform and rationalisation of vocational qualifications. Reform of the French qualifications framework began in 2002, and further reform is still underway to align it with the European Qualifications Framework. It has however remained a struggle to replace the logic of qualifications with the logic of competence.