François Ruffin
Education
64 documented positions: from their programme first, then their campaign, their party and earlier texts.
2027 programme or campaign document : 3 · Campaign proposal or statement : 61
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Teach taste and food origins from school onwards.
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Rebalance higher education and public jobs geographically, particularly through well-supported local courses in medium-sized towns to reduce metropolitan housing pressure.
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Reduce what the cahier describes as excessive private work-study provision and some metropolitan undergraduate provision, offset by local courses; no firm reduction quota is set.
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Make BAFA youth-activity-leader training free.
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Work with teachers on the place of artistic practice, open schools more to associations and artists at lunchtime or after classes and give trained extracurricular activity leaders a status.
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Strengthen agricultural teachers' training in agroecological transition and support career changes into small-scale farming.
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Protect public agricultural-education staffing and resources, including during annual budget negotiations.
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Include small-scale farming in curricula and qualification frameworks.
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Increase the number and variety of BTS places in small and medium-sized towns to expand local access to industrial occupations.
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Maintain school funding despite declining pupil numbers and raise it at least to the level of the 2000s; this passage does not clearly specify whether that level is nominal or relative to GDP.
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Create a permanent education steering council in 2027 with equal shares of practitioners, education-community representatives, researchers and administrators; practitioners would be elected or selected by lot locally.
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Pilot ambitious reforms on a small scale before nationwide rollout.
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Wait at least two years after a reform is enacted before large-scale implementation.
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Give the steering council a right to initiate legislative proposals and systematically rework proposals receiving its negative opinion.
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Convene national education consultations in 2027 to define a five-year action plan and directions for ten years or more, using the Debout programme based on NUPES-NFP as a discussion basis.
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Propose a lower-secondary practical and technical subject covering crafts, gardening, cooking, sewing and upkeep without reducing core subjects.
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Propose integrating relationship and sexuality education into life and earth sciences classes.
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Propose more practical experimentation in science subjects.
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Rebuild civic education around voting, debate and deliberation exercises on social issues.
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Teach critical AI use through documentary research, including in history and geography.
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Gradually introduce practical learning according to local resources with qualified external contributors supervised by teachers; later consider specialist teachers and two half-days weekly if trials succeed.
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Extend initial CAP courses to three years and vocational baccalaureates to four, with the additional year split between general education and workplace learning.
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Reduce disparities in teacher training and permanent status in vocational schools and increase nurses, psychologists and social workers.
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Twin vocational schools to enable placements in another region with accommodation and support.
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Expand advanced-technician places, adapt curricula to vocational and technological graduates and create preparatory courses in the final vocational year.
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Pilot a vocational bachelor comparable to the university technology bachelor for vocational-school graduates.
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Survey young people’s preferred specialisms, align them with care, industry and transition needs, and redesign provision with stronger rural coverage.
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Strengthen guidance using the Ombudsman’s 2025 recommendations, including clear responsibilities and teacher training; the external report is not reproduced in full here.
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Expand boarding places and fund driving licences or transport passes for vocational pupils to make preferred specialisms accessible.
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Publicise school transfer routes and bridging courses and generalise transfers within and between higher-education pathways.
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Study a common upper-secondary school over ten years or more, bringing pathways together, sharing general classes and letting all first-year pupils try vocational subjects.
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Replace Parcoursup with a more transparent, personal system, preceded by research into post-school choices, guidance and outcomes; the proposals are explicitly subject to change.
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Require institutions to publish detailed selection methods and algorithms, examine them nationally and prohibit identified improper practices.
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Remove the originating school from applications and consider national harmonisation of continuous assessment.
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Create an enforceable right to adviser hours for guidance and use of the admissions system; no number of hours is specified.
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Create higher-education places according to student preferences, employment prospects and social needs, including ecological needs.
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Replace the matching algorithm to prioritise pupils’ ranked preferences.
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Create institutional appeals panels offering interviews to rejected candidates whose applications are close to the required criteria.
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Require all institutions to publish further-study and employment outcomes after their courses.
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Use increased resources to reduce class sizes, ensure replacement teaching and provide short-term intensive tutoring for struggling pupils; no national maximum class size is set here.
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Audit beginning teachers’ needs and adapt university training to skills required when starting work.
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Devote at least half of training to pedagogical skills across education professions, including by removing the traditional dissertation.
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Substantially increase initial training for educational assistants, disability support staff, nursery-school assistants and activity leaders regardless of employment status, without a new numerical duration.
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Rebuild compulsory continuing training around structured, research-based peer-led sessions with practice-analysis groups.
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Gradually reduce twenty-point grading in favour of competency, peer or self-assessment, particularly in primary and lower-secondary education, with training and monitoring.
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Expand peer tutoring to strengthen learning and mutual support.
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Train all staff in emotional regulation and early detection of psychological distress.
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Ensure at least one practising nurse and school psychologist per secondary institution and primary-school area, and a full specialist-support team per district.
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Guarantee quality extracurricular activities that are nearly free according to parental income, integrated with theoretical and practical learning.
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Place core learning in the morning and active learning, extracurricular activities and supported homework in the afternoon.
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Financially support rural municipalities implementing this organisation, including training community-association staff, and broaden activities to crafts, gardening and nature.
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Lower extracurricular staffing ratios to one leader per ten children and strengthen educational-team supervision.
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Strengthen territorial education projects to make schools civic resources in evenings and weekends, and expand education-community budgets for free holiday support and arts workshops.
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Require a social-mix assessment using a national method before every school-catchment revision.
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Legislate a national social-mix target measured through school social-position indices, implemented through multi-year local plans with schedules and state support.
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Reduce funding for contracted private schools according to how their social composition differs from local averages and make funding conditional on full admissions transparency.
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Close no school without consultation with parents and local representatives and redeploy staff freed by demographic change to replacement teaching, tutoring and training.
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Increase recruitment-exam posts, offer scholarships from undergraduate level in shortage subjects and adapt certification to facilitate second careers.
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Launch an institutional campaign promoting the teaching profession.
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Reduce teacher paperwork and data entry, send HR information directly to staff and recruit school administrative personnel.
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Include collaboration and peer observation in teachers’ scheduled duties, with systematic replacement cover and mediator and researcher support.
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Require start-of-year consultation between education teams and local authorities to clarify responsibilities for buildings, equipment and transport.
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Fund more flexible, combined provision between mainstream schools and medical-social services rather than transferring children to schools because specialist places are unavailable.
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Reduce the least effective or costliest higher-education apprenticeship contracts by about 30% and refocus aid on vocational secondary education and BTS courses, claiming six billion euros in annual savings.
Cite this page
Source Civique, « François Ruffin — Education », https://sourcecivique.fr/en/candidates/francois-ruffin/education/, accessed [date] (version of 2 November 2026).
Every piece of information on the page links to its primary source: cite that too.