Recent shifts in French education policies have led to significant changes, including the decision to no longer require a diploma for students transitioning to the second year of high school. Minister Elisabeth Borne emphasized trust in teachers’ assessments over mandatory diploma attainment, addressing concerns about potential failures and inequality. Additionally, “pre-second” classes aimed at supporting struggling students will continue, offering personalized instruction to help bridge academic gaps as the Ministry evaluates these initiatives for future improvements.
Recent Changes in French Education Policies
In light of the latest governmental shifts, numerous legislative modifications have emerged across various sectors in France. From road safety enhancements to pension reforms, these adjustments have significantly impacted the educational landscape. Students are now facing a wave of new programs and curricula. Not only have the science and civic education subjects undergone restructuring, but critical dates related to the diploma and baccalaureate have also been altered. Recently, the Minister of National Education, Elisabeth Borne, addressed these changes during a press conference on January 17, 2025.
Diploma Requirements for High School Transition
The decision to require a diploma as a prerequisite for entering the second year of high school has sparked considerable debate among educators. In her latest announcement, Minister Borne clarified that students will no longer need to obtain the diploma to progress to secondary education. This marks a significant departure from the previous stance taken by former Minister Anne Genetet, who aimed to make the diploma mandatory to enhance its importance and encourage student diligence. However, this initiative was short-lived, as Borne confirmed her reversal of the decision.
The Minister emphasized her trust in teachers and class councils, stating, “When a class council at the end of the third year believes that a student is likely to pass to the second year, that student will pass to the second year.” While passing the diploma remains an obligation, its attainment will not be mandatory. Many third-year students had expressed concerns that this requirement could lead to potential failures and repeating the year. Teachers also voiced worries that making the diploma mandatory could exacerbate inequalities and contribute to increased dropout rates. Sophie Vénétitay, general secretary of SNES-FSU, criticized this approach as a setback in the quest for educational democratization.
Furthermore, the “pre-second” classes, designed to assist students struggling with their studies, will continue for the upcoming year. These preparatory classes are still in the experimental stage and provide 27 hours of weekly instruction aimed at bridging academic gaps and preparing students for the baccalaureate. The program is tailored to meet individual student needs, offering various options such as theater, sports, computer science, and digital studies.
As these personalized classes progress, the Ministry has indicated that they will be subject to further evaluation and adjustments to maximize support for students. Borne reiterated the purpose of these initiatives: to aid students who face challenges but have received approval from their class councils to advance to the second year, even if they have not passed the diploma. The educational community awaits further announcements regarding potential reforms in the near future.