School Educational Board
The School Educational Board is the main governing body of the institution for anything academics and its organisation. Responsible for primary education, secondary education, and, where applicable, post-baccalaureate classes.
Duties
The budget and finances of accredited institutions in the AEFE network, as well as the strategic directions of the school, are well inquired and discussed during the School Education Board meetings. It is responsible for all matters related to the educational and pedagogical issues of the institution. It creates and passes the school internal rules and regulations. It cannot replace the management of the AEFE or the School Management Board in areas that are specific to them.
Based on prepared work reported and presented by the Principal, the Educational Board :
1. Adopts: The School Strategic Plan, based on the proposal of the Primary and Secondary School Councils; the School internal rules and regulations after consulting the preliminary bodies ( Primary and Secondary School Councils, and Student Life Representatives Council ); the school schedule and the school year calendar; the annual plan for school course choices and guidance; the on-going professional development and in-house training plan for the establishment’s staff in all its components and based on the proposal of the staff training committee; the annual action plan for the School-Middle school council; the annual action plan to prevent all forms of violence, discrimination, and harassment; the annual action plan for sustainable development and citizenship education.
2. Gives an opinion formed by a vote on: The school staff employment plan (creation, elimination, and changes to positions); proposals for changes to the pedagogical structures;
the activities program for the sports association, if it exists;
the activities program for other associations and clubs operating within the school, taking into account temporary occupancy permits for the premises; issues related to hygiene and safety for the entire school community; issues concerning hygiene, safety, and working conditions for the staff; issues related to parents reception, information provided to them, and the general conditions of their participation in school life; the planning and funding of school trips; the organisation of educational life; special tasks assigned to staff after presentation to the teaching council; the reception and support provided to students with special educational needs; school catering.
The school specific safety plan (PPMS) is presented for information to the Educational Board.
A report on pedagogical operations and functions and a progress report on the School Strategic plan are presented every year to the Educational Board by the Principal.
The School Educational Board may, by its own initiative or at the request of the Principal, provide an opinion on any issue concerning school/institution life.
Configuration
The Educational Board is chaired by the principal or, in case of absence, by their deputy (or the deputy designated by the principal in case of multiple deputies). The Educational Board includes, under the following roles:
Members with voting rights:
- Members of the administration
– The head of the diplomatic mission or their representative;
– The principal;
– The principal deputy or deputies;
– The administrative and financial director or the secretary-general;
– The school most senior education counselor;
– The Primary Scholl director or directors;
- Representatives of the teaching and educational staff, as well as the administrative and service staff
- Parents representatives and secondary school students
Chairing members with advisory roles:
– The French Consul or their representative;
– The consular advisors of the relevant district;
– The secondary accounting officer;
– The vice-president of the Student Council;
– Two local figures chosen for their expertise in the social, economic, and cultural fields, based on the principal’s proposal;
– The president of the alumni association or their representative;
– Two representatives from the School Management Board or board of directors of managing instances in AEFE accredited institutions;
– The director of studies or the coordinator of national education programs, if applicable, when the position exists;
– The appointed coordinator of the AEFE management, when the position exists;
-The deputy administrative and financial director, when the position exists.
- School administration (ex officio members): 5 seats
- Teaching Staff: 4 seats
- Administrative and Service Staff: 1 seat
- Parents Representatives: 3 seats
- Students: 2 seats
How it operates
Frequency
The School Educational Board meets in an ordinary session at the initiative of the principal at least once per trimester. It may also be reconvened in an extraordinary session at the request of the head of the diplomatic mission or their representative, the principal, or at least half of its voting members, with a specific agenda.
Summons
The school principal sets the dates and times of the meetings. He sends the invitations along with the proposed agenda and preparatory documents at least eight full days in advance. In case of urgency, this period may be reduced to one day. Based on the agenda, the president may invite any person whose contribution is deemed useful.
Quorum
The Educational Board can only hold a valid meeting if the number of members present at the beginning of the session is greater than half of the members with voting rights who make up the council. If this quorum is not reached, the Board is called for a new meeting, which must take place within a minimum of five days and a maximum of eight days; the meeting will then be valid regardless of the number of members present. In case of urgency, this period may be reduced to three days.
Agenda
The agenda is established by the principal after the inclusion of questions that were requested beforehand and is adopted at the beginning of the session.
Minutes
At the beginning of each session, the president organises the appointment of a session secretary (a member of the administration) and an assistant secretary. The latter is chosen alternately from among the staff representatives and the parents representatives. The minutes, prepared under the responsibility of the principal, are sent to the board members, AEFE, and other relevant entities of the institution (school). They are adopted at the opening of the following session, displayed within the school premises for a period of four months, and posted on the website. The members of the educational community are informed of the availability of the minutes.
Secret Ballot Vote
The secret ballot is mandatory whenever a member of the council requests it. Board members are required to maintain confidentiality. In the event of a tie, the vote of the president of the Educational Board is decisive.
The Primary-Middle School Council
The Primary-Middle School Council helps improve pedagogical and educational continuity between elementary and intermediate school. It carries out educational actions at all levels, across all cycles, in cooperation with local bodies. The program for these actions and the evaluation of the achievements are presented to the same bodies and may be communicated to the IEN (Ministry of National Education inspector) upon request. These actions concern teaching methodologies, teachers, and students of both primary and middle school education.
It is therefore not limited to ensuring the connection between the CM2 class and year 6 (AU) 7 (NZ), which are now part of the same Cycle 3 (CM1, CM2, year 6/7).
Configuration
The composition of the Primary-Middle School Council is balanced with equal representation from both primary and secondary levels, and is open: “The Primary-Middle School Council may invite any person whose expertise may be useful to participate in its work on a temporary basis.”
How it operates
- A presidency held by the principal or one of their deputies;
- Regular meetings: it meets at least twice a year;
- A flexible organisation, particularly through the work entrusted to the commissions designated by the Primary-Middle School Council, for the implementation of the planned projects.
The Health, Citizenship, and Environment Education Committee (CESCE)
Role of the CESCE
The CESCE, chaired by the principal, is a body for reflection and a tool for management, observation, and monitoring. It designs, implements, and evaluates an educational project focused on prevention, health education, citizenship, and sustainable development, integrated into the school strategic plan approved by the Educational Board. These initiatives are an integral part of the school strategic plan.
The Committee provides support to those involved in the fight against exclusion and particularly strengthens the links between the institution (the school), parents, and external collaborators. It contributes to initiatives aimed at combating school failure, improving relations with families, social mediation, artistic and cultural education, prevention of risky behaviors, and the fight against violence.
It contributes to promoting the physical, mental, and social health of the students within the school. This promotion includes, in particular, projects on sex education, nutrition, and the prevention of addictive behaviors.
This committee contributes to citizenship education, the transmission of the values and principles of the Republic, the promotion of the principle of secularism and gender equality, and supports initiatives for the prevention and fight against all forms of discrimination, involving teachers, non-teaching staff, students, parents, and external collaborators.
This committee is also tasked with fostering and promoting collective efforts in the field of environmental education and sustainable development, involving the school staff, students, parents, and external collaborators. The principal is responsible for ensuring the expertise of external contributors and the relevance of their educational input. The principal may seek the expertise of the diplomatic mission or the AEFE if there is any suspicion that a contributor does not meet these qualities.
It is a body for reflection, observation, and monitoring that designs, implements, and evaluates actions in the areas mentioned above.
The CESCE is thus the preferred body for:
- Implementing AEFE policies at the institutional level, in line with local policies concerning health and citizenship;
- Promoting and supporting the involvement of delegates and eco-delegates in the school bodies;
- Coordinating health-related prevention actions within the framework of the health education pathway;
- Supporting citizenship education in alignment with the citizenship pathway;
- Contributing to the implementation of a violence prevention plan and participating in the development of the safety diagnosis;
- Coordinating actions with various collaborators;
- Coordinating actions to improve the school climate (atmosphere);
- Contributing to supporting and assisting parents in difficulty and fighting against inequalities identified within the school;
- Promoting partnerships between schools whenever possible.
Configuration and operation
The Health and Citizenship Education Committee brings together, under the chairmanship of the principal or their deputy:
Education, social, and health staff, representatives of teaching staff, parents, and students, designated by the principal and based on proposals from the members of the Educational Board belonging to their respective categories. The total number of members, as well as the number of each category of staff represented, is validated at the first Educational Board meeting of the year.
– The DAF (Administrative and Financial Director) or the SG (Secretary General) of the school
– The primary school director
– The education, social, and health staff of the school (if existing within the school), designated by the principal based on proposals from the members of the Educational Board belonging to their respective categories, for a duration of one year:
– Teachers representatives
– Parents representatives
– Students representatives
Depending on the topics discussed, the committee may involve in its work any person whose opinion it deems useful.
The CESCE meets at the initiative of the principal and/or at the request of the majority of the members of the Educational Board.
It is in collaboration with the CVC and the CVL (Conseil de la Vie Collégienne / Conseil de la Vie Lycéenne : Student life councils).
The president of the CESCE presents the action program and the report on the achievements of the CESCE to the members of the Educational Board at least once a year.
He contributes to the promotion of the physical, mental, and social health of the students at the school. This promotion notably includes projects on sexual education, nutrition, and the prevention of addictive behaviors.
This committee contributes to education in citizenship, the transmission of the values and principles of the Republic, the promotion of the principle of secularism and gender equality, and the support of initiatives for the prevention and fight against all forms of discrimination, involving teachers, non-teaching staff, students, parents, and external collaborators.
This committee is also responsible for encouraging and promoting collective initiatives in the field of environmental education and sustainable development by involving the school staff, students, parents, and external collaborators. The principal ensures the expertise of external contributors and the relevance of their educational contribution. If there is any doubt about a collaborator’s qualifications, the principal may seek the expertise of the Diplomatic Mission or the AEFE.
It is a body for reflection, observation, and monitoring that designs, implements, and evaluates actions in the aforementioned fields.
The CESCE is thus the key body for:
- Implementing AEFE policies at the institution level in alignment with local policies on health and citizenship.
- Encouraging and supporting the involvement of student representatives and eco-delegates in the institution’s (the school) decision-making bodies.
- Coordinating prevention initiatives related to health as part of the educational health pathway.
- Supporting citizenship education in accordance with the civic education pathway.
- Contributing to the implementation of a violence prevention plan and participating in the development of a safety assessment.
- Coordinating actions with various partners.
- Overseeing initiatives to improve the school climate.
- Helping support and assist parents in difficulty while addressing identified inequalities within the school.
- Promoting partnerships between schools whenever possible.
The Hygiene and Safety Commission of the School Community (CHSCS)
A Hygiene and Safety Commission is established in schools to address matters related to the hygiene and safety of the entire school community.
This commission is established in all institutions (schools), ensuring at least compliance with local legal provisions. Adjustments to this circular, particularly regarding the composition of the commission, may therefore be considered after consultation with the elected members of the Educational Board.
Duties
The Hygiene and Safety Commission is consulted on the following areas:
- Hygiene and safety of the school community.
- Proposal of training actions for members of the educational community in the field of hygiene and safety.
- Compliance with and monitoring of all legal provisions regarding hygiene and safety.
- Review of fire evacuation and intrusion risk drills.
- Safety measures to be implemented in coordination with the embassy and the AEFE security advisor.
The commission may propose actions or measures to be implemented in these various areas, ensuring at least compliance with local legal provisions.
In carrying out their duties, all necessary accommodations will be provided to commission members to ensure their active participation (e.g., site visits, participation in drills such as fire evacuations, etc.).
Configuration
The Hygiene and Safety Commission is chaired by the principal or, in case of unavailability, by one of their deputies.
The commission includes (depending on the size of the institution (school)):
– Administrative Representatives:
– The principal or one of their deputies.
– The school director, if applicable.
– The administrative and financial director.
– The principal education advisor, if applicable.
– Staff representatives are appointed by the personnel representatives serving on the Educational Board. They must include at least one representative from each staff category (primary school teachers, secondary school teachers, and administrative and service personnel). Their number, determined by the board, ranges from 4 to 6 members.
– User Representatives. One or two parent representatives and one or two student representatives are appointed by the parent and student representatives serving on the Educational Board (or members of the School Management Board).
– For each full member, a substitute member is appointed.
– Expert Members. As experts, any person with expertise in health, prevention, or safety (such as a doctor, school nurse, prevention officer, first aid trainer, etc.) may be included. If unavailable, an external expert with relevant competence in health, prevention, or safety may be consulted. Additionally, the head of service personnel and a representative from the diplomatic post responsible for hygiene and safety matters are included.
In accredited institutions, the commission also includes a representative of the managing organisation.
Operation
The commission meets twice a year with a set agenda.
The rules governing the Educational Board regarding summons, quorum, and secretarial duties also apply to the Hygiene and Safety Commission.
The chairperson may invite any person deemed relevant to the agenda, either on their own initiative or at the request of staff representatives.
The minutes of each meeting are presented to the Educational Board.
The commission’s work is reported to the Educational Board through an annual review.
The Commission on Hygiene, Safety, and Working Conditions for Staff (CHSCT)
A Hygiene, Safety, and Working Conditions Commission is established in schools to address matters related to the hygiene, safety, and working conditions of the school staff.
This commission is established in all institutions while ensuring compliance, at a minimum, with local legal provisions. If local law requires a similar body with comparable responsibilities, a balance between the functioning of both entities should be sought through dialogue and consultation to establish, if possible, a joint CHSCT.
Duties
The Educational Board delegates the following areas to the Hygiene, Safety, and Working Conditions Commission (CHSCT):
- Analyzing and promoting the prevention of occupational risks
- Proposing actions to prevent workplace harassment
- Suggesting measures to improve hygiene, safety, and working conditions
- Recommending training initiatives on hygiene and safety in collaboration with the ongoing training unit
Configuration
The commission is chaired by the principal or, in case of unavailability, by one of their deputies.
The commission consists of an equal number of full members representing the administration and staff. The number of full staff representatives is determined by the Educational Board, ranging from 4 to 8 members, ensuring a proportional representation of primary and secondary school staff. As much as possible, and after consultation with elected representatives, the seat distribution should reflect the results of the Educational Board elections.
A dialogue must take place before the Educational Board meeting, during which the CHSCT members will be appointed. This dialogue aims to define the number of seats and the distribution modalities for staff representatives.
The administration representatives are appointed by the principal.
The full and substitute staff representatives are appointed by the staff representatives serving on the Educational Board. They must include at least one representative from each staff category (primary school teachers, secondary school teachers, and administrative and service personnel).
The commission includes, as an expert, a staff member of the institution with expertise in health, prevention, or safety (such as a doctor, school nurse, or prevention officer). If no such internal expert is available, an external expert with relevant competence in health, prevention, or safety is consulted..
The chairperson may invite, either on their own initiative or at the request of staff representatives, any person whose consultation is deemed useful based on the agenda.
How it operates
The Hygiene, Safety, and Working Conditions Commission meets at least twice a year with a set agenda.
The rules governing the Educational Board regarding convocation, quorum, and secretarial duties also apply to this commission.
In carrying out their duties, commission members will be given all necessary accommodations to conduct site visits, investigations, and other relevant activities.
Only the staff representatives who are members of the commission may issue an opinion through a vote.
At the request of at least half of the staff representatives on the commission, the chairperson will formally refer any matter requiring special expertise and/or that cannot be addressed locally to the chair of the AEFE central CHSCT in writing.
This referral must be proposed during a commission session by the staff representatives and submitted to a vote.
The referral must be submitted by the chairperson of the commission within eight days following the CHSCT meeting of the institution. This referral will be included on the agenda of the next CHSCT session.
The Management Board may be consulted on any matters concerning locally contracted staff.
The minutes of each meeting will be drafted, validated, and communicated following the same procedures as those of the Educational Board.
The Continuing Education Unit (CFC)
How it operates
The Continuing Education Unit (CFC) meets at least three times a year. The convocation and agenda are sent to all members at least eight days before the meeting.
It submits a detailed report of its work to the Educational Board and the Regional Training Institute (IRF) of the zone via the dedicated ATENA application. This report is accessible and must be shared with all staff members.
The CFC develops the local staff training plan (annual or multi-year) by:
– Collecting and prioritising individual staff training requests.
– Defining training programs that support the implementation of the institution’s project.
The CFC submits the local training plan, under the authority of the principal, to the IRF of the zone. It defines objective criteria for selecting candidates for training programs for the given year (N). It provides an opinion on staff enrollment in training activities offered by the IRF. Additionally, it prepares an annual training report and evaluates the effectiveness of the local training plan.