Lexicon

Generalization

Arts and Cultural Education (EAC) is a policy of cultural democratization, carried out by the Ministry of Culture and Communication, whose main challenge is to reach all young people, in particular by relying on compulsory schooling, between the ages of 6 and 16, and on partnership, among others, with the Ministry of National Education.

To achieve this generalization, other ministries are meant to be partners of the Ministry of Culture and Communication, so as not to leave anyone on the sidelines, let alone disadvantaged young people who are not taken into the institutions of national education. Examples include: children with disabilities in medical and social institutions that are under the jurisdiction of the Ministry of Health, young persons placed under the control of the justice system or under judicial protection who depend on the Ministry of Justice, young persons "of the second chance" who integrate a Public Institution for Defence Insertion (EPIDE) managed by the Ministry of Defence, students in agricultural and horticultural establishments under the supervision of the Ministry of Agriculture.

Priority territories

The Ministry of Culture and Communication has defined priority areas of intervention, with a focus on young people living in rural or peri-urban areas. The objective is to favour young people who are far from the cultural offer for geographical, social or economic reasons.

In accordance with the triennial agreement of objectives for working-class neighbourhoods, signed on 5 March 2014 by the Minister of Culture and Communication and the Minister Delegate for the City, 30% of the new resources allocated to the BEC plan have been allocated to projects for the benefit of city policy districts.

As regards the rural environment, to refine the notion of “isolated rural areas”, the Ministry of Culture and Communication has identified priority types of territories within the “new typology of French countryside” carried out by the Interministerial Delegation for Spatial Planning and Regional Attractiveness (DATAR) in 2012. The target territories are experiencing an increase in excess migration, characterized by a high concentration of low socio-professional categories.

In 2016, the action will be further strengthened to the benefit of these priority populations, thanks to the action of the decentralized services the Ministry of Culture and Communication and the means delegated to them (see territorial BEC strategy).

Course

The May 3, 2013 interdepartmental circular institutes the concept of “arts and cultural education pathways”, which aims to ensure equal access for all young people to art and culture, by bringing together teaching and educational activities and linking them to personal experiences. It combines, in a complementarity between school, extracurricular and extracurricular time, the direct encounter with works and artists, the initiation to an artistic practice and the acquisition of a personal artistic culture.

The reform of school time, initiated in 2013 and generalized to all primary schools in the fall of 2014, has strengthened the Ministry of Culture and Communication in its reflection on the consideration of the different times of life of the child, in order to develop a coherent path of access to culture, articulating artistic teachings, cultural action projects conducted in school time with teachers and/or extracurricular reception with facilitators, as well as the offer of cultural structures developed over leisure time.

This overall coherence can only be the fruit of a fine consultation on the territories between the services of the State concerned (at least the decentralized services of the ministries in charge of Culture, National Education and Youth) and local and regional authorities, notably through Territorial Educational Projects (PEDT).

In 2016, this consultation on territories will be strengthened and will result in the signing of new territorial conventions dedicated to arts and cultural education or including a component in favour of this policy.

Training

The development of the EAC is based on the mobilization of a large number of actors with diverse and complementary profiles: teachers, educators, animators, artists, cultural mediators, etc. The training of these actors is an essential axis for those-They understand the stakes and modalities of the EAC, but also so that they know better their mutual wealth and master the multiple possibilities in terms of partnerships. Priority is given to joint training schemes which promote networking between the various EAC actors.

At national level, the Ministry of National Education has included in the National Training Plan (PNF) 2015 an internship dedicated to the implementation of the referential on the BEC journey. The Ministry of Culture and Communication participates in the design of this internship, in order to open it to the executives of both departments.

In the territories, the decentralized services The State is working jointly on the design of initial and continuing training modules in KTE. The DRAC accompany the universities, with the support of the rectors, to enroll the EAC in the training models of the Graduate Schools of Teaching and Education (ESPE). More broadly, the convention «University, place of Culture», signed on 12 July 2013 between the ministries in charge of Culture and Higher Education and the Conference of University Presidents promotes access to the culture of students, including future teachers.

The DRAC and the rectors also collaborate on continuing training. The Arts and Cultural Education Resource Centres (PREAC) are a privileged framework for cross-training in the regions. Finally, establishment or territory projects generally benefit from a training module, directly linked to the project, accessible to the various partners.