Abstract
This article aims to present the French educational system and particularly the context of higher education in the process of developing diplomas in a competency-based approach. It aims to establish the underlying models of competence and describe the tools used for European harmonization (Bologna, 1999). It shows how the French model, strongly rooted in its values and culture, has an impact on how the professionalization of students in higher education and how territoriality question support the development of an interface between education and higher socio-economic sector.
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