David Saforcada
Education
64 documented positions: from their programme first, then their campaign, their party and earlier texts.
2027 programme or campaign document : 64
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Give each strategic sector a ten-year skills plan involving technical institutions, apprenticeships, modern training equipment and industrial doctorates; assess qualifications, mentoring and lasting employment rather than contract counts.
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Ensure every child encounters works, learns at least one artistic practice and visits cultural places regularly; strengthen adult evening classes and popular education and require accessible venues, works and digital tools.
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Organise a national food-and-service training pathway through apprenticeships, schools, competitions and retraining, covering products, nutrition, languages, hospitality and management.
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Protect French teaching time in primary and lower secondary school, with regular reading, dictation, copying, grammar, writing and speaking; provide immediate small-group support after assessments and individual catch-up plans in secondary school, prioritising struggling institutions.
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Strengthen initial and continuing primary-teacher training in language, literature and reading instruction; provide coherent textbooks, classroom libraries, time and pedagogical authority.
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Create a Common Library of the Republic by school stage, joining French classics and Francophone authors across continents; fund books and resources, guarantee regular reading and offer public adaptations and author encounters.
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Offer free literacy catch-up compatible with work and family for people educated in France who struggle with reading and writing; organise evening classes for adults, employees, parents and lawfully settled foreigners.
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Retain French for university teaching, exams and academic work except defined legal exceptions; predominantly foreign-language public courses must justify their educational value and offer equivalent French pathways or resources, with support for foreign students.
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Create Senghor for reciprocal mobility lasting weeks to one year for pupils, students, apprentices, teachers, researchers, artists, entrepreneurs, farmers, health workers, officials and associations; provide cost-of-living grants, one portal, recognised qualifications, placements and return reintegration.
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Adopt a ten-year plan for accredited schools, binational public schools and bilingual tracks, plus a digital Francophone secondary school for areas without institutions; establish regional teacher-training centres and prioritise staff and resources.
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Create a shared scholarship fund for high-achieving low-income pupils and an alumni network for mentoring and placements; support Alliances françaises while preserving their association autonomy.
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Strengthen local training, adapted military service, apprenticeships and production schools; link major aid to training and local recruitment and support returning talent through jobs, relocation, business creation and housing.
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Teach maritime geography, complex history, ecosystems and careers; provide coastal classes, school partnerships, exchanges, visits and introductory voyages and open naval, civil and environmental reserves further to young people.
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Develop military, technical, apprenticeship and university routes, further training and regular-reserve-industry mobility; offer voluntary military preparation in secondary schools and universities and teach armed-conflict law, deterrence and resilience.
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Expand health training by profession and territory with teachers and placements, simplify PASS/LAS without lowering standards; recognise foreign qualifications promptly but rigorously with competence and language checks, avoiding dependence on recruitment from shortage countries.
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Guarantee free, secular, quality instruction with national curricula, diplomas and recruitment; enforce safety, French proficiency and core learning in all public and private schools while respecting lawful educational freedom.
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Limit cross-cutting initiatives to genuine contributions integrated into teaching; each new school duty must specify time, skills and what it replaces, protecting subject hours.
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Set understandable annual curricula and open resources without a single compulsory textbook; allow major changes after published trials and consultation, retaining curricula at least eight years except major necessity; establish a ten-year framework law for objectives.
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Preserve teaching freedom within national goals, with supportive inspection, required training when needed and management action for persistent failings.
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Use brief assessments at key stages to trigger support and publish contextualised aggregate results; link progression and diplomas to learning, allow targeted repetition after support and discussion, with consolidation and modular validation.
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Prioritise oral language, attention, motor skills, structured play and early mathematics in nursery school, without replacing interaction with screens; identify developmental difficulties early with health services and families.
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Teach reading explicitly and progressively with substantial daily reading/writing time, grammar and regular exercises; provide intensive French for other-language pupils and use French for teaching and assessed work except foreign-language classes.
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Strengthen mental arithmetic, operations, fractions, geometry, probability and reasoning linked to applications; provide temporary needs groups, courses and tutoring at first gaps, with protected daily primary-school arithmetic.
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Centre science on observation, measurement, experimentation and evidence, with practical work, established knowledge, uncertainty and scale in health, climate, energy and technology.
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Teach French history chronologically from antiquity to the present, including colonisation and decolonisation, through dates, archives and competing accounts, without an imposed celebratory narrative or hiding wrongdoing.
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Teach geography from lived localities to the world, maps, resources and production, including maritime and overseas France, practical data reading and power relations.
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Have pupils read French and Francophone works, complete where possible; connect arts, heritage and philosophy to practice and regular local cultural partnerships, with protected hours.
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Establish short enforced rules and predictable responses to phones, insults and disruption; allow temporary removal of disruptive pupils while maintaining schooling and support, without humiliation or violence.
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Guarantee school neutrality and individual conscience; reject religious prescriptions imposed on teaching, mixed participation, clothing, calendars, sport, health or menus, while allowing practical nonreligious solutions open to all.
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Report and promptly address violence and bullying, protect victims and evidence and sanction proportionately; maintain instruction after exclusion through alternative units, educational boarding or specialist care.
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Offer immediate institutional protection, reporting help, safety, legal assistance and care to threatened staff; provide named follow-up and anonymised reporting, automatic protection in statutory cases, and supported, legally trained school leaders.
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Check adults regularly working with pupils, allowing precautionary suspension for substantiated serious risk with defence rights; require after-school professional cards certifying identity, qualification and suitability, checked at least every three years and following reports.
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Inform and meet parents about curricula and progress, recognising attendance, equipment and respect duties; provide initial help for social difficulties and graduated responses to persistent absence or refusal of schooling.
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Replace uniform lower-secondary schooling with consolidation in sixième, exploration in cinquième and general, technological or pre-vocational tracks from quatrième; retain a common core and review choices annually using attainment, abilities, staff and family input.
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Maintain fundamentals across all tracks; retain a substantial anonymous national examination component in the brevet, with varied teaching and workshops without reducing general knowledge, safety or citizenship.
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Plan bridging semesters, consolidation, boarding, tutoring and modular validation for track changes and return to general study; monitor guidance by social background, sex, disability and territory without replacing individual assessment.
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Modernise technological laboratories and facilities under public teaching control; ensure routes to employment, BTS, BUT, engineering schools and universities through suitable admissions and bridges.
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Align vocational provision with lasting territorial needs; require goal-based placements and trained tutors without replacing employees, safe workshops, coordinated general and trade teachers and first-job support.
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Tie apprenticeship aid to tutoring quality, certification, prevention of breakdown and employment outcomes; guarantee health, rest, safety and training return, trained masters, small-firm support and shared equipment access.
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Create campuses bringing schools, apprenticeship centres, universities, research and businesses around strategic sectors and local trades; publish capacity and graduate outcomes without giving businesses control over curricula or diplomas.
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Make practical pluralist economics compulsory for all: budgets, payslips, credit, taxation, enterprise, money, debt and trade, presenting theories and criticism contextually without an imposed government doctrine.
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Teach enterprise, labour, capital, risk, social dialogue and participation through contrasting testimony and real cooperative, mini-enterprise, repair or service projects.
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Generalise programming, networks, data and cybersecurity education; retain books, handwriting and unaided calculation, selecting useful, accessible, interoperable digital tools with offline continuity.
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Teach checking of sources, dates, conflicts, images and statistics, distinctions between fact, opinion and advertising and press law; use pluralist media partnerships without an official list of permitted opinions.
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Teach AI progressively; do not require autonomous generative use in primary school and regulate later use by age; disclose usage, explain reasoning and retain unaided examination work; prohibit opaque autonomous decisions on grades, guidance, sanctions or admissions.
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Strengthen subject expertise and teaching preparation, tutoring and progressive responsibility; provide continuing training mainly outside pupil time with replacement otherwise, evaluating provision against needs and outcomes.
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Create substitute reserves by subject and territory, anticipate absences and cover short ones without mere digital supervision; publish delivered teaching hours and offer targeted catch-up after substantial loss.
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Organise substitution, guidance and school mapping at departmental level; publish annual learning, inequality, absence, safety, employment, inclusion and building outcomes; extend evaluated successes and stop ineffective schemes.
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Base school mapping on travel, terrain, risks and demographics, never one annual cohort alone; provide adapted rural solutions and safe facilities, water, meals, transport and stable overseas staff, incorporating local history into curricula.
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Develop public excellence boarding schools accessible through individual plans and social diversity, not punishment; provide local school libraries, cultural partnerships and simple grants covering transport, housing and equipment.
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Guarantee assessment and resources for disabled children, trained stable support assistants and multidisciplinary backing; favour suitable mainstream classes while maintaining and expanding specialist units and institutions when needed.
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Make costs, expectations, success and employment outcomes transparent across courses, open excellence through merit and bridges; strengthen strategic sectors with academic freedom and welcome foreign students without reducing places needed by those educated in France.
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Strengthen civic and institutional education without partisan platforms, school sport and daily primary physical activity, first aid, road safety, defence literacy and voluntary service.
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Expand evening classes and modular adult French, arithmetic, economics, digital and vocational training compatible with work/family; strengthen French schools abroad, teacher development, dual degrees and Francophone resources.
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Rename the ministry Public Instruction, prioritising knowledge and independent thought, free secular accessible education and teaching freedom within national curricula without an official opinion.
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Prioritise primary fundamentals, national assessments, prompt support, catch-up courses and supported targeted repetition when necessary.
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Support teachers’ authority and prompt sanctions for threats or religious curriculum refusal, with alternative provision where necessary; require parental responsibility and periodic records/card checks for after-school personnel.
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Diversify lower-secondary education with a demanding common core, general, technological, vocational and apprenticeship routes, bridges and guidance based on attainment/plans rather than social background.
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Teach chronological history, geography, science, arts, Francophone culture and civics, practise sport regularly and begin at least one foreign language early.
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Adapt school mapping, boarding, transport, disability support, libraries and digital provision to territorial needs with evaluated resources; open adult evening classes in French, arithmetic, digital skills, culture, qualifications and civics.
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Guarantee actual physical-education teaching hours and teacher training; generalise thirty daily minutes of primary-school activity as a supplement, inventorying and correcting missing facilities, transport and pool access.
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Develop school/university sports associations and roles as officials, organisers or first-aiders; prioritise local meetings, examination/health-compatible schedules, mixed participation where suitable and disability access.
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Ensure all children can swim before lower-secondary school, cycle safely and perform first aid, through shared/mobile pools, transport and suitable courses, prioritising rural, disadvantaged and overseas territories.
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Give every school a partner-club network with agreements on qualification, responsibility, insurance, data and protection; retain teaching authority, physical education and freedom of choice without selection benefiting private providers.
Cite this page
Source Civique, « David Saforcada — Education », https://sourcecivique.fr/en/candidates/david-saforcada/education/, accessed [date] (version of 1 November 2026).
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