France

Last update: October, 2026

Arts and cultural education (éducation artistique et culturelle – EAC) is a long-standing priority of French cultural policy, implemented jointly by the Ministry of Culture and the Ministry of National Education. It aims to guarantee universal access to artistic practice, encounters with works and artists, and the acquisition of cultural knowledge, while fostering creativity, critical thinking and lifelong cultural participation.

Since the early 2000s, EAC has been progressively consolidated through national policy frameworks, notably the Parcours d'éducation artistique et culturelle (Arts and Cultural Education Pathway), introduced by the 2013 Law on the Refoundation of the School of the Republic, together with interministerial agreements and territorial cooperation schemes. The system combines formal education, extracurricular activities and partnerships between schools, artists and cultural institutions.

Recent policy developments have sought to broaden access to arts and cultural education while strengthening territorial equity and cooperation between the educational and cultural sectors. Among these developments, the Pass Culture, progressively generalised from 2021, has expanded young people's individual access to cultural activities and resources. The 2021–2025 interministerial roadmap for arts and cultural education further reaffirmed the objective of universal access to EAC ("100% EAC"), while promoting digital cultural resources and strengthened partnerships between schools, cultural institutions and creative professionals.

Data box n°3 : Arts and cultural education in France

Sources: Ministry of Culture (DEPS), Culture chiffres (latest available editions); Ministry of National Education (DGESCO); Cour des comptes, L'éducation artistique et culturelle au bénéfice des élèves de l'enseignement scolaire (2025).

French arts and cultural education (éducation artistique et culturelle – EAC) is based on three complementary pillars: enabling all pupils to acquire cultural knowledge, encouraging artistic practice, and facilitating encounters with works of art, artists and cultural institutions. This approach reflects the longstanding objective of French cultural policy to combine equal access to culture with active participation and cultural literacy throughout compulsory education.

The current framework was progressively developed through successive interministerial initiatives. A significant milestone was the Lang–Tasca Plan (2000–2005), which strengthened the place of arts education within schools and expanded cooperation between educational institutions and cultural organisations. The system was further consolidated by the 2013 Law on the Refoundation of the School of the Republic, which introduced the Parcours d'éducation artistique et culturelle (Arts and Cultural Education Pathway) as a framework intended to ensure that every pupil benefits from a coherent artistic and cultural pathway throughout their schooling.

Institutional coordination is shared between the Ministry of National Education and the Ministry of Culture. The Ministry of National Education is responsible for curricula, teacher training and the organisation of arts education within schools, while the Ministry of Culture provides artistic expertise, supports cultural institutions and co-finances educational initiatives. Since 2025, overall coordination has been entrusted to the Interministerial Delegation for Arts and Cultural Education (Délégation interministérielle à l'éducation artistique et culturelle – DIEAC), which oversees the implementation and monitoring of the national EAC policy across both ministries. The  Haut Conseil de l'éducation artistique et culturelle (HCEAC), created in 2005, continues to provide strategic guidance through the Charter for Arts and Cultural Education and contributes to the development of national policy priorities.

Implementation relies on close cooperation between State services, territorial authorities and cultural institutions. At regional level, the Directions régionales des affaires culturelles (Regional Directorates of Cultural Affairs – DRACs) coordinate programmes jointly with the education authorities (see chapter 1.2). They work alongside local and regional authorities, which play a central role in financing and organising extracurricular cultural activities, particularly through conservatoires, local cultural facilities and partnerships with artists. The Pôles de ressources pour l'éducation artistique et culturelle (PREAC), created in 2007, are regional resource centres that bring together schools, teacher training providers, cultural institutions and artists around specific artistic or heritage disciplines. Their role is to develop educational resources, organise professional training, and promote long-term partnerships between the education and cultural sectors.

Since the late 2010s, French policy has increasingly focused on extending universal access to arts and cultural education. The national objective of "100% EAC", reaffirmed in the 2020–2024 and 2021–2025 interministerial policy frameworks, seeks to ensure that every young person benefits from a structured artistic and cultural pathway throughout compulsory education. Recent developments have also reinforced teacher training, expanded the involvement of artists in educational projects, and encouraged the use of digital cultural resources, while maintaining the central role of partnerships between schools and cultural institutions.

French arts and cultural education is characterised by strong interministerial governance and extensive territorial cooperation, combining national educational objectives with decentralised cultural action. The practical implementation of these principles through schools, cultural institutions and specialised educational programmes is discussed in the following sections. (See Chapters 5.2–5.5.)

Last update: October, 2026

Arts and cultural education is integrated into the national curriculum and forms part of compulsory schooling throughout primary and secondary education. It combines compulsory arts teaching with a wide range of complementary cultural activities delivered in partnership with artists, cultural institutions and territorial authorities.

Arts education is progressively developed throughout compulsory education. In primary education, visual arts and music are compulsory subjects. These disciplines continue throughout lower secondary education (collège), where they are complemented by interdisciplinary approaches linking artistic, historical and cultural learning. In upper secondary education (lycée), pupils may choose specialised arts pathways in disciplines such as visual arts, music, theatre, dance, cinema and audiovisual studies, or design. The 2019 reform of the baccalauréat further strengthened these artistic specialisations within the general upper secondary curriculum (Ministry of National Education, Organisation of the General Baccalauréat, 2019).

A distinctive feature of the French system is the network of classes à horaires aménagés, organised in partnership with conservatoires and other specialised cultural institutions. These programmes enable pupils to combine general education with intensive artistic training, particularly in music, dance and theatre (Education Code, Articles D312-10 to D312-16).

Alongside compulsory teaching, schools participate in a wide range of complementary programmes designed to strengthen pupils' artistic practice and cultural participation. These include classes à projet artistique et culturel (PAC), artist residencies in schools, heritage classes (classes du patrimoine), and long-term partnerships between schools and museums, theatres, archives, libraries and other cultural institutions. Although these schemes are supported by national policy frameworks, they are implemented locally through cooperation between education authorities, cultural organisations and territorial authorities.

Cinema education occupies a distinctive place within French arts education policy. Coordinated by the Centre national du cinéma et de l'image animée (CNC), the nationwide programmes École et cinéma, Collège au cinéma and Lycéens et apprentis au cinéma introduce pupils to film heritage and contemporary cinema through screenings, classroom activities and educational resources.

Digital cultural resources have become an increasingly important component of arts education. The Lumni platform, developed jointly by France Télévisions, the Ministry of National Education and several national cultural institutions in 2019, provides free educational resources covering a wide range of artistic and cultural disciplines. These digital resources are intended to complement, rather than replace, direct encounters with artists, performances, collections and heritage sites.

Schools are required to incorporate an arts and cultural dimension into their educational projects (projets d'établissement), ensuring that artistic and cultural education forms part of the broader educational experience. Its implementation relies on sustained cooperation between schools, cultural institutions, artists and territorial authorities, reflecting the partnership-based approach that characterises French arts and cultural education (Education Code; Ministry of Culture and Ministry of National Education, 2020–2021 Interministerial Roadmap for Arts and Cultural Education). See also Chapter 5.1.

Last update: October, 2026

Higher arts and cultural education in France is characterised by a highly diversified institutional landscape combining specialised higher education institutions under the supervision of the Ministry of Culture, universities, and private schools. This pluralistic organisation reflects the diversity of artistic disciplines and professional pathways, while combining artistic excellence, academic research and preparation for employment in the cultural and creative sectors (Ministry of Culture, Culture chiffres – Formations artistiques et culturelles, latest edition).

The Ministry of Culture is responsible for higher education in fields including visual arts, architecture, heritage, performing arts, cinema and audiovisual media. The Ministry supervises a network of nearly 100 institutions under the Ministry’s supervision, and more than 36,000 students in programmes that combine artistic practice, theoretical teaching and research. These include higher schools of art (écoles nationales supérieures d'art), or architecture (Écoles nationales supérieures d'architecture), national conservatoires for music, dance and drama, heritage institutions such as the Institut national du patrimoine or the École du Louvre as well as specialised schools in cinema and audiovisual studies. In some cases supervision is shared with the Ministry of Higher Education and Research (in architecture for instance). Together, these institutions combine artistic training with professional preparation and maintain close links with cultural institutions, heritage organisations and the creative industries. Universities offer a whole range of degree programmes in disciplines such as art history, archaeology, cultural studies, cultural management and mediation. Alongside the public sector, private institutions also contribute significantly to training in applied arts, design, animation, video games, fashion and other creative industries.

Like other European countries participating in the Bologna Process, France has organised its public higher education system around three successive degree levels—Licence (Bachelor's), Master's and Doctorate. This common framework facilitates the recognition of qualifications and student mobility across Europe.

Graduate outcomes vary according to artistic discipline. Employment prospects are generally strongest in architecture, design, audiovisual production and heritage professions, while careers in the performing and visual arts more frequently involve project-based or intermittent forms of employment. This diversity reflects the broader structure of France's cultural labour market and the coexistence of salaried and freelance artistic careers (DEPS, Observatoire de l'emploi culturel, latest available reports).

Recent developments have focused on adapting curricula to changes in artistic practice and cultural professions. Higher education institutions have expanded provision in digital creation, immersive technologies and artificial intelligence, strengthened cooperation with the cultural and creative industries, and developed apprenticeship and work-based learning opportunities. Internationalisation has also continued through Erasmus+ mobility schemes, joint degrees and European cooperation projects, reinforcing the integration of French higher arts education within the European Higher Education Area. 

Data Box n°4: Higher Arts and Cultural Education in France – Main Indicators

Sources: Ministry of Higher Education and Research (SIES/DEPP); Ministry of Culture (DEPS).

Last update: October, 2026

Out-of-school arts and cultural education in France is primarily organised through a dense network of publicly funded conservatoires, complemented by associative, private and community-based arts schools. Together, these institutions provide structured training in music, dance and drama, while also supporting amateur artistic practice, lifelong learning and access to pre-professional education. They therefore play a central role in the continuum between cultural participation, artistic practice and higher arts education.

The core of the French system consists of a nationwide network of publicly funded conservatoires. Unlike conservatoires in many other countries, which often function primarily as higher education institutions, French conservatoires provide structured artistic education outside the formal school system for children, young people and adults, while also offering advanced and pre-professional training. These institutions are classified by the Ministry of Culture according to their territorial remit as local or inter-municipal (conservatoires à rayonnement communal ou intercommunal – CRC/CRI), departmental (conservatoires à rayonnement départemental – CRD) or regional (conservatoires à rayonnement régional – CRR). Although administered and largely financed by territorial authorities, they operate under national pedagogical standards and classification criteria established by the Ministry of Culture (Ministry of Culture, Les enseignements artistiques spécialisés en musique, danse et art dramatique).

Conservatoire training follows a progressive curriculum organised into successive learning cycles, beginning with introductory classes for young children and progressing towards advanced amateur or pre-professional training. Depending on the discipline and the learner's progression, the full curriculum typically extends over around ten years or more. In departmental (CRD) and regional (CRR) conservatoires, the final cycle may lead to nationally recognised certificates, such as the Certificat d'études musicales (CEM), Certificat d'études chorégraphiques (CEC) or Certificat d'études théâtrales (CET), and may provide access to higher education in music, dance or drama (Ministry of Culture, Schéma national d'orientation pédagogique).

Conservatoires occupy a distinctive place within the French cultural system. Beyond vocational preparation, they provide artistic education for children, young people and adults, contribute to local cultural life through concerts, performances and exhibitions, and develop partnerships with schools, cultural institutions and community organisations. They are therefore considered both educational institutions and key actors in local cultural policy.

Alongside conservatoires, France also has a wide range of non-profit arts education providers, most of which are organised as associations under the French 1901 Law on associations, as well as a smaller number of private schools. These include community music and dance schools run by local associations, specialised schools focusing on areas such as jazz, contemporary music or circus arts, and youth and popular education organisations such as Les Francas, which work with around 1.8 million children and adolescents each year, and the nationwide network of Maisons des Jeunes et de la Culture (MJC), comprising around 1,000 local associations . Together, these organisations complement the public network by responding to local demand, supporting specialised artistic practices and broadening opportunities for cultural participation. (Les Francas, Notre projet; MJC de France, Rapport d'activité 2025)

The governance of out-of-school arts education reflects France's decentralised cultural model (see chapter 1.2). Territorial authorities are responsible for the operation and financing of conservatoires, while the Ministry of Culture defines pedagogical frameworks, awards institutional classifications and supports the overall development of the network. This shared responsibility seeks to ensure both national coherence and adaptation to local cultural needs (General Code of Territorial Collectivities;).

Recent policy developments have focused on strengthening the territorial role of conservatoires, expanding access in rural and underserved areas, encouraging interdisciplinary teaching across artistic disciplines, reinforcing links with schools and higher arts education institutions, and promoting wider social inclusion through outreach activities and more accessible participation.

Last update: October, 2026

Vocational and professional training in the cultural and creative sectors in France combines initial education, higher education, apprenticeships and continuing professional development within a system involving the State, regional authorities, higher education institutions and sectoral organisations. Reflecting the diversity of cultural occupations, training pathways prepare professionals for a wide range of careers, including performing artists and technicians, audiovisual production, design and crafts, architecture, heritage conservation, museums, publishing, and the rapidly expanding fields of digital creation, video games and immersive media.

Initial vocational education is available from upper secondary level through vocational diplomas such as the Certificat d'aptitude professionnelle (CAP) and vocational baccalaureates (baccalauréats professionnels) in fields including arts and crafts, audiovisual production and live performance. At post-secondary level, students may pursue higher technical qualifications such as the Brevet de technicien supérieur (BTS) or the Diplôme national des métiers d'art et du design (DN MADE), before progressing to specialised higher education institutions or professional university programmes.

Higher arts education institutions under the Ministry of Culture also contribute to vocational and professional training by preparing students for careers in architecture, heritage, visual arts, design and the performing arts (see Chapter 5.3).

Apprenticeships have become an increasingly important pathway into cultural occupations following the 2018 reform introduced by the Law for the Freedom to Choose One's Professional Future (Loi pour la liberté de choisir son avenir professionnel). By simplifying funding arrangements and expanding access to apprenticeship contracts, the reform encouraged employers across the cultural and creative sectors to recruit apprentices, particularly in audiovisual production, design, crafts and technical occupations in the performing arts. Apprenticeships are now recognised as an important mechanism for facilitating the transition from education to employment.

A distinctive feature of the French vocational training system is the role of AFDAS, the sectoral skills operator (opérateur de compétences – OPCO) responsible for the culture, media, communication, leisure and entertainment sectors. Originally created in 1972 to support training in the performing arts, AFDAS has gradually expanded its remit and today covers 31 professional branches, representing more than 125,000 enterprises, around 554,000 full-time equivalent employees, over 140,000 eligible intermittents du spectacle (see chapter 2.3) and approximately 368,000 authors and creators (AFDAS, Chiffres clés 2024). Rather than providing training directly, it finances continuing professional development, supports apprenticeship schemes, advises employers and workers on skills development, and facilitates access to vocational training for employees, freelancers and self-employed professionals. Its role is particularly important because many cultural professionals—especially in the performing arts and audiovisual sectors—have discontinuous careers, work for multiple employers or are self-employed. Continuous professional development therefore constitutes an essential component of career development, enabling workers to maintain and update their technical, artistic and digital skills throughout their professional lives.

Vocational and professional training continues to evolve in response to broader changes affecting the cultural and creative sectors. Digital technologies, new production methods and the emergence of creative fields such as immersive media and video game development are generating demand for increasingly hybrid skills that combine artistic, technical and digital expertise. At the same time, continuing professional development has become more important as cultural professionals adapt to changing technologies, evolving working practices and new forms of cultural production and distribution. These developments illustrate the growing emphasis placed on lifelong learning as a means of supporting the adaptability and employability of the cultural workforce.