Tutoring in French universities: practices, evaluation and improvement

Abstract

Within the universities, special attention is paid to new students and their achievement. The multiplicity and heterogeneity of the student body has indeed given rise to achievement support mechanisms that have been historically deployed since the late 1990s. This contribution summarises the main stages of the policies to support student achievement from 1998 to 2018, proposes a presentation of French university tutoring only, and improvement in relation to French-language work. Readers will be able to find clues as to how to evaluate its effectiveness with a view to pedagogical improvement.