Demystifying French Education Terms: “Ingénierie Pédagogique,” “Ingénierie de la Formation,” and “Ingénierie de la Certification”

Posted by Natalie Berkman

Today at the office, I got into a spirited debate about one of my biggest pet peeves, which inspired me to write this blog post.

In French education, terms like ingénierie pédagogique (instructional design), ingénierie de la formation (curriculum design), and ingénierie de la certification (accreditation) are often used interchangeably. This conflation is especially common in discussions about instructional design, where responsibilities often spill over into curriculum or certification design. While this sort of slippage occurs a bit in English (often we might call someone an instructional designer when there are plenty of different specializations within the field), but I find it’s much worse here in France.

However, these terms represent distinct areas of expertise in higher education, each with its own purpose and challenges. In this post, I’ll clarify the differences between these roles and how you can learn to do all three if you so choose (since in France, you will likely be asked to do all three even if they are very different…)!

1. Ingénierie Pédagogique (Instructional Design)

What it is:

Ingénierie pédagogique focuses on designing the teaching and learning experience for a specific course or module. This involves creating lesson plans, developing eLearning content, designing assessments, and integrating technology to engage learners.

Note: I hate the term in French. It’s quite literally illegal, given that the professional title “ingénieur” is legally reserved for those who have studied at an engineering school, which simply isn’t the case for the grand majority of instructional designers in this country (though it happens — I know an amazing instructional designer who originally studied to be an engineer!). In addition to the “ingénieur” noun, the adjective “pédagogique” is also misplaced in my opinion. As anyone who has worked in corporate instructional design will tell you, it is important to differentiate between pedagogy (for children) and andragogy (for adults). The French conflation of the two is often a source of annoyance for me!

Responsibilities:

  • Developing instructional materials and activities.
  • Incorporating technology, such as Learning Management Systems (LMS).
  • Designing assessments aligned with learning outcomes.
  • Ensuring that content is learner-centered and accessible.

Higher Education vs. Corporate Context:

As I’ve hinted earlier on in this post (and written in earlier blog posts), in higher education, instructional designers often support faculty by organizing content, advising on pedagogy, and ensuring compliance with institutional standards. They also often manage the LMS (Learning Management Systems). The focus is on supporting academic goals, often within existing frameworks.

In corporate training, instructional designers wear multiple hats, managing everything from content creation to evaluation. They focus on creating efficient, targeted learning experiences that address skill gaps and are often responsible for rapid content development using tools like Articulate Storyline or Adobe Captivate.

2. Ingénierie de la Formation (Curriculum Design)

What it is:

Ingénierie de la formation deals with designing and structuring entire programs or curricula, often across multiple courses. This includes defining program-level objectives, sequencing content, and ensuring coherence across the curriculum.

It isn’t often explicitly stated, but it really helps to either be a subject-matter expert or have the help of a subject-matter expert when engaging in curriculum design. Often in higher education contexts, those asked to do this task are department heads, namely subject-matter experts.

Responsibilities:

  • Defining program-level learning outcomes.
  • Structuring courses and modules into a logical sequence.
  • Ensuring alignment with institutional or accreditation requirements.
  • Coordinating input from various stakeholders, including faculty and instructional designers.

Context in Higher Education:

Unlike instructional design, ingénierie de la formation is almost exclusively a higher education function. It involves designing degree programs or specialized training paths, often requiring input from academic councils, faculty, and accreditation bodies. It ensures that curricula meet academic standards while preparing students for professional success.

In corporate training, this level of programmatic design rarely exists, as most training is focused on standalone skills or competencies, delivered in shorter bursts rather than a cohesive curriculum.

3. Ingénierie de la Certification (Certification Design)

What it is:

Ingénierie de la certification focuses on designing the frameworks for certifying knowledge, skills, or competencies. This often involves aligning certifications with national or professional standards, such as the RNCP (Répertoire National des Certifications Professionnelles) in France.

Responsibilities:

  • Defining certification criteria and objectives.
  • Designing assessments to validate learner competencies.
  • Aligning certifications with regulatory or industry standards.
  • Managing documentation and administrative requirements for approval.

Context in Higher Education:

This role is critical in French higher education, specifically in vocational schools (organismes de formation) where certifications must align with strict national frameworks. For example, RNCP-level certifications require detailed documentation of learning outcomes, assessment methods, and alignment with professional competencies.

RNCP (longer training that prepares you to enter a specific career path) or RS (shorter trainings that help you obtain a single skill that could be useful in a specific field) certifications hold true in vocational schools as well as in corporate settings, typically certifying specific job-related skills and are less formalized than in higher education. For instance, I just saw the other day that my local wine store has an RNCP-certified program to teach you to become a wine specialist!

I learned about ingénierie de la certification through an RS certification myself, Référent Qualité through Lafayette Associés. Through this short training program, I learned how to write the three essential pieces of a dossier to obtain an RNCP or RS certification through France Compétences: the note d’opportunité, the référentiel de compétences, and the note qualité.

Conclusion: Clarity in Roles Enhances Educational Outcomes

Understanding the differences between ingénierie pédagogique, ingénierie de la formation, and ingénierie de la certification is crucial for anyone working in French higher education. While instructional design in corporate settings has a different focus, in higher education, it is part of a broader ecosystem that includes curriculum and certification design.

Clarifying these distinctions not only helps professionals navigate their roles and respond to the tasks your company gives you (since they will likely give you bits of all three). Whether you’re designing a single course or managing an entire program, knowing where your responsibilities begin and end is key to success. Furthermore, having the right vocabulary can also help you understand your strengths and areas for improvement.

Have you encountered these terms in your work? How do you navigate the overlap between them? Let’s discuss in the comments!