1. Key indicators

2. Highlights

3. A focus on digital education

The 2015 digital strategy for education (Plan numérique pour l’éducation) aims to strengthen students’ digital competences, teachers’ professional development and to stimulate pedagogical innovation. School data collection and links with new stakeholders outside the school also underpin the digital strategy (Eurydice, 2019). Pedagogical innovation focuses on reducing inequalities and supporting students’ outcomes. Many digital platforms support these objectives (see Box 1). Since 2019, the French framework for digital competences sets out those to be achieved from primary to university level and their evaluation at the end of each cycle. A new mandatory `digital and technological sciences´ course in grade 10 and optional courses in grades 11 and 12 of general education should strengthen students’ digital skills. New teachers entering the profession need digital certification, and a new master’s degree in digital education should provide necessary numbers of specialised teachers (see below).

Digital skills of young people show average results, but seem to be improving. In the 2018 International Computer and Information Literacy Study (ICILS), French pupils in grade 8 (ISCED 2) scored just above the ICILS average of participating countries on computer and information literacy (CIL) (499 v 496 points). More 16-19 year-olds reported having above basic overall digital skills in 2019¹: 62% compared to 57% in 2015, close to the average trend in the EU (57% and 52%, respectively). National data on digital skills competences are not yet available.

There is evidence of a digital divide by gender and pupils’ socio-economic status. Girls outperformed boys in CIL (24 points) across all achievement levels, as was the case in all participating EU countries. Male underachievers particularly outnumbered females (49.2% v 37.8%). Socioeconomic background, migrant status and language spoken at home seemed to influence pupil achievement, echoing the pattern in the OECD Programme for International Student Assessment (PISA) results (see below). French students also scored at the EU average on computational thinking (CT), where boys performed better than girls, but this result was not statistically significant. The ICILS study also shows that CIL and CT are well covered in the national curriculum.

France has invested substantially in digital infrastructure and equipment for schools (EUR 2.3 billion over 2013-2017). Investment increases according to the level of education (French Court of Auditors, 2019). As a result, in 2017/2018 there were fewer highly digitally equipped and connected schools at primary level than the EU average (14% v 35%), lower secondary was in line with the EU average, and higher secondary level was above it (81% v 72%). The share with high-speed internet connectivity at all education levels is still lower than the EU average (European Commission, 2019a). The Court of Auditors (2019) recommended that future investments should be better linked to teacher training, innovative pedagogies, new pilot projects and use of artificial intelligence (AI) for education.

To further broaden access to higher education and reduce territorial inequalities, 31 connected campuses are operational in 2020/2021 in cities distant from large universities (MESRI, 2020a). The campuses offer innovative third-level spaces where distance learning is provided with tutoring by qualified staff. Local authorities make infrastructure available for these and central authorities allocate funding. The objective is to establish 100 connected campuses by 2022.

France is harnessing the potential of AI for education. A partnership with the private sector will develop pedagogical resources based on AI to support teachers with differentiated and personalised learning of French and mathematics in grades 1-3 of primary education. A voice assistant to learn English in primary education will be tested in 2020 as part of the modern languages plan (MEN, 2019a). A working group of AI researchers in the National Education Council will also support educational innovation. Four multidisciplinary Artificial Intelligence Institutes (Instituts Interdisciplinaires d’Intelligence Artificielle (3IA)) are developing research, training and innovation clusters in specific fields, involving the creation of 150 Chairs in AI (MESRI, 2019a).

Teachers’ digital skills are crucial if digital skills of students are to be improved. The share of schools with existing school strategies to use digital technologies and which strongly promote teachers’ professional development is lower than the EU average at all education levels (European Commission, 2019a). The share of teachers participating in ICT skills training grew from 39.8% in 2013 to 50.2% in 2018. However, more teachers (22.9%) than the EU-22 average (18.0%) reported a need for this type of training (TALIS, 2018). Recent initiatives to increase teachers’ digital skills include mandatory digital qualifications in the Education Master and in the recruitment procedure of teachers (CAPES). In 2019, over 2 000 teachers have already obtained the new Interuniversity Diploma (Diplôme Interuniversitaire, DIU) to teach ICT in upper secondary schools and more than 13 000 have registered for a new MOOC since February 2019 (MEN, 2019a). This could positively impact the currently low level of teachers letting students use ICT for projects or class work (36.1% v EU-22 46.9%) (See Figure 2) (TALIS 2018). The ministry set up an online platform, DANE, to support teachers in many ways during the COVID-19 crisis. This may have helped to partly address their lack of preparedness for digital teaching reported in TALIS 2018. Distance education during the school closure was also managed in a decentralised manner, offering autonomy to school heads and teachers.

Distance learning during the COVID-19 crisis has likely increased gaps in educational outcomes. It is estimated that 6% of pupils in primary education and 10% in secondary education became disengaged from study (DEPP, 2020a). Schools reopened on May 18 to mitigate school dropout and socioeconomic inequalities. Measures taken during the closures included: providing digital equipment to vulnerable pupils; mentoring and tutoring through voluntary networks and the redeployment of 25 000 volunteers from the Civic Service; an online platform (Je veux aider); and additional funding to local associations (OECD, 2020a).

4. Investing in education and training

Public expenditure on education increased in real terms by 3.1% between 2010 and 2018, slightly below the 3.3% average increase in the EU. In 2018, it accounted for 9.1% of total public expenditure (EU average 9.9%). As a proportion of GDP, public education expenditure, at 5.1%, remained above the EU average of 4.6%. The funding share for pre-primary and primary education has increased since 2010 (28.3% v EU-27 34.1% in 2018), even as pupil numbers at this level have decreased since 2015. Spending on secondary education remained above the EU average (39.7% v 37.1%), but decreased between 2010 and 2018 (-7% v EU average -1%). In 2016, the share of private funding in total educational expenditure (12.6%) was slightly above the EU-23 average of 11.8%, reaching 21.3% (23.7%) at tertiary level² (OECD, 2019d).

Strengthening pre-primary and primary education and tackling inequalities are budget priorities in 2020. Maintaining the 2019 budget priorities (European Commission, 2019b), the EUR 991 million 2020 budget increase for compulsory education will allow: a gradual move to maximum class sizes of 24 pupils in third pre-primary grade and the first 2 years of primary education; avoidance of school closures in rural areas; splitting classes in the third pre-primary grade of high priority education areas (REP(+)³), affecting up to 150 000 pupils; and accommodating an additional 26 000 pupils as a result of lowering the mandatory school age to 3 (MEN, 2020a). For this, an additional 1 688 teaching posts will need to be created in primary education, even though the pupil population in pre-primary and primary education is expected to fall by 50 000 in 2020. Social support to vulnerable pupils will also be increased. Additional support for pupils with a disability, 8 000 new support staff and better working conditions are also budgeted to promote inclusive schools (+EUR 237 million).

5. Modernising early childhood and school education

The basic skills’ levels of students are slightly above the EU average. The 2018 PISA shows that France has relatively good educational outcomes. The performance of 15 year-olds remained stable and the proportions of low achievers in all three areas tested (reading, mathematics and science) were just below EU averages (see key indicators). However, pupils in vocational education underperformed relative to those in general high schools by 110 score points in reading, equivalent to more than 2.5 years of schooling.

There are strong socioeconomic and territorial inequalities (OECD, 2019a). There is a wide performance gap in reading between pupils from advantaged and disadvantaged backgrounds (at 107 points in 2018; EU average 97 points) and this gap has remained largely unchanged since 2009. France ranks fourth in the EU on how strongly socioeconomic status predicts performance in reading (it explains 17.5% of the variation). Differences between students from urban and rural areas were also large (83 points, equivalent to two grades).

French students report the highest feeling of not belonging at school (61.9%). The feeling of not belonging is widespread and, according to the OECD, reduces the motivation to learn (OECD, 2017). However, after accounting for pupils’ and schools’ socioeconomic profiles, it is associated with only a 5-point reduction in pupils’ reading performance.

As in other countries, bullying has a high negative impact on reading outcomes. Bullying – one out of five students are bullied at least a few times a month (19.8%; EU average 22.7%) – is linked to a performance gap equivalent to half a year of schooling (18 points). The performance gap related to students’ exposure to bullying interacts with differences related to advantaged and disadvantaged schools⁴. This 88 points’ performance difference is above the EU average of 70 points, suggesting that stronger anti-bullying policies at school level could be effective in raising reading performance.

Summer camps may have helped alleviate damage to educational outcomes stemming from the school lockdown. A ‘Learning Holidays’ programme targeting one million children aged 6-16 was set up this summer (EUR 200 million). Summer camps and schools received subsidies to organise programmes all over the country to reduce the likely increase in the attainment gap and the risk of dropping out due to the lockdown (MEN, 2020b, 2020c).

France is performing relatively well in reducing early school leaving (ESL). From 2020/2021, compulsory training will be extended from 16 to 18 years. The rate of young people (18-24) leaving education and training (ELET) stood at 8.2% in 2019, which is below the EU and national targets (EU less than 10%; France less than 9.5%). The reduction of 4.5 pps from 2010 to 2019 compares favourably to the EU average drop of 3.6 pps. However, regional disparities remain high between the outermost regions (18.5%) and the best performers such as Brittany (5.8%), Auvergne (6.4%) and Ile-de-France (6.6%). France has implemented a ‘whole system’ approach to ESL (‘All Mobilised to Overcome Early School Leaving’) since 2014, involving regional authorities and focusing on prevention, intervention and counselling (European Commission, 2019c). More emphasis has been placed on VET in the fight against ELET - the 2018 reform of VET and apprenticeships is expected to help reduce it further (see below and European Commission, 2018). From the school year 2020/2021, compulsory training will be extended from 16 to 18 years through either education, training, apprenticeships, employment, civic service or through a social or professional integration scheme (2019 Law for a school of trust).

Policies focus on tackling inequalities in educational outcomes from an early age. First findings on the impact of lowering the age of starting compulsory education from 6 to 3 (2019 Law for a school of trust) show that participation in pre-primary education increased by 0.7 p.p. to 97.2% from 2018 to 2019 (DEPP, 2020b). Language acquisition is considered key to boosting learning outcomes; providing pre-primary teachers with supporting pedagogical materials and training is intended to help increase preparedness for mathematics and language learning in primary education (MEN, 2020d). Additional teachers will be recruited to reduce class sizes in the third pre-primary year. Additional continuing professional development (CPD) for teachers in REP+ areas and closer contacts between teachers and parents could help ensure that the reforms have full effect.

Halving class sizes in the first two grades of primary education in disadvantaged schools between 2017 and 2019 shows first positive results. National assessments in French and mathematics in the first and second grades show that gaps between pupils from disadvantaged (REP and REP+ areas) and other schools have slightly decreased (DEPP, 2020c, 2020d and 2020e).

The reform of the end of high school examination (‘baccalaureate) will be fully implemented by June 2021. The reform aims to better prepare students for higher education, evaluate them over a longer period, and simplify the exam (European Commission, 2018). Due to the COVID-19 lockdown, the 2020 baccalaureate exams were replaced by evaluation based on continuous assessment. In grade 11, the second continuous evaluation session of the new 2021 baccalaureate has been cancelled and the modalities for this element are expected to be revised (MEN, 2020e) to take into account criticisms by the teachers’ unions.

Steps have been taken to improve the initial training and CPD of teachers. National surveys and TALIS 2018 results have indicated that teachers considered the CPD on offer to be insufficient and of low quality (European Commission, 2019b). From 2019, the new National Higher Education Institutions (INSPE) are focusing strongly on pedagogical training to ensure training quality throughout the country and on adapting training to recent educational research and practice (Référentiel - Former l’enseignant du XXIe siècle). A masterplan 2019-2022 for CPD aims to train all national education personnel on recent education policy reforms, to improve their professional practices and to support their careers.

6. Modernising vocational education and training

In 2018, 39.3% of learners were engaged in vocational pathways, against the 48.4% EU average. The employment rate of VET graduates fell from 72.2% in 2018 to 68.8% in 2019, significantly below the 79.1% EU average.

The 2018 reform continues to steer developments across VET. The reformed upper secondary VET path started in September 2019 with new schedules, new pedagogical organisations focusing more on progressivity of learning and on a better link between vocational and general subjects, with more career guidance in the last year and new classes (prépa-métiers) to give learners an insight into different economic sectors. The Training Centres for Apprentices (CFA) became training organisations whose financing will depend on numbers of signed apprenticeship contracts. Creation of private, employer-led CFAs is now possible. In 2020, 1 800 CFAs compared to 965 previously, report that they are delivering or planning to deliver apprenticeships; however, the COVID-19 crisis may have affected recruitment of new apprentices. The government introduced measures to support apprenticeship, including financial incentives for firms to hire apprentices. Regions have stepped up their leading role in informing schools and universities about occupations and training programmes (including apprenticeships). Starting in 2017, 3-year pilots were run in metropolitan France to encourage transition from upper secondary VET to higher technician programmes. Classes to facilitate the transition from vocational baccalaureate pupils into higher education, and career guidance scheme for baccalaureate holders run by VET schools, have been in place since 2018 (MEN, 2018) (Cedefop Refernet, 2020).

Excellence in VET is being promoted through the launching of new ‘Trades and qualifications campuses’ that encourage international cooperation. The first 23 excellence campuses in key sectors of the economy were announced in 2020 (MEN, 2020f). By 2022 ‘excellence’ campuses will be set up in each region (Cedefop ReferNet, 2019, 2020). The European Commission’s Structural Reform Support Programme currently supports the launch of new campuses and the upgrading of existing ones. The Investment Plan for the Future (Programme d’investissement d’Avenir- PIA) will fund 20 to 30 projects in 2020 (EUR 80 million).

During the COVID-19 pandemic, digital learning increased. Rules were eased to allow flexibility on fees and remuneration when training was cancelled or suspended (Centre info, 2020b).

7. Modernising higher education

In 2019, 47.5% of 30-34 year-olds had a tertiary education, above the EU average of 40.3%. The number of students enrolled in tertiary education grew by 12% from 2013 to 2018, among the highest growth rates in the EU. However, numbers in PhD studies fell (-4.9%). The employment rate of recent graduates (82.0% in 2019⁵) was the fifth lowest in the EU (EU average 85.0%). Adults with a master, doctorate or equivalent qualification have a higher earnings premium in the labour market than in many other Member States - +110% more than individuals whose highest attainment is upper secondary in 2017 (+74% more in the EU-23) (OECD, 2019b). France has announced reforms to increase the use of administrative data for graduate tracking in HE and VET (European Commission, 2020a).

During the COVID-19 crisis, higher education institutions (HEIs) used their Learning Management Systems platforms and support services for digital pedagogy to roll out distance learning. HEIs estimate that around 5% of students were unable to access distance learning. The ministry is supporting projects to further develop distance or blended learning by HEIs for the academic year 2020/2021, with a priority focus on delivering for the first year of higher education (EUR 40.7 million)(MESRI, 2020b).

The Choose France strategy aims to welcome 500 000 foreign students by 2027⁶. French universities perform strongly in International Orientation and Teaching & Learning (U-Multirank, 2020). HEIs attracted 358 000 foreign students in 2019, of whom 75% were from outside Europe, mainly from Africa and Asia. Among PhD students, 40% were foreigners in 2017. However, 58% of mobile doctorate holders are employed abroad 3 years after obtaining their doctorate (MESRI, 2019b). The draft research programming Law for 2021-2030 will aim to make the research profession more attractive for doctorate holders.

Employers’ surveys show that a lack of skills is the main barrier to hiring. According to the 2018 CEDEFOP Skills forecast, 54% of new job openings in France in 2016-2030 will require a high level of qualification, compared to 43% at EU level. Nevertheless, the share of science, technology, engineering, and mathematics (STEM) tertiary graduates slightly declined from 27.7% in 2010 to 25.4% in 2018.

8. Promoting adult learning

Between 2018 and 2019, adult participation in learning increased from 18.6% to 19.5%, placing it well above the EU average of 10.8%. Moreover, 7.9% participation among low qualified adults compares favourably to the EU average of 4.1%. The individual learning account (CPF)⁷ that makes the individual responsible for her/his learning pathway is the main vehicle to provide training opportunities for (re)entry to the labour market or occupational mobility. CPF was digitalised, providing common online⁸ access for companies and beneficiaries to training opportunities including apprenticeships and distance learning. Within the 2018-2022 skills investment plan, distance learning is being developed (250 000 digital courses are planned) targeting especially those not in employment, education or training and low qualified job seekers (Cedefop ReferNet France, 2018a). However, the economic crisis caused by the COVID-19 pandemic puts renewed focus on helping people at risk through more direct measures beyond online training. Free professional guidance for job seekers is offered at regional level by institutions designated by law (including the public employment service) and for employees by bodies following a call for project from the national institution for vocational training (France Compétences).

In November 2019, the Ministry of Economy conducted a survey on the digital competences of the French population. The results show that 54% of French adults are self-taught, 41% of low-income people have never learned to use digital tools and 48% want to be trained. On average, a third of French people feel that they have little or no competence to use a computer (MEF, 2020). The Cléa certificate, in place since 2015, targets unqualified adults wishing to certify their key competences. A new interprofessional certificate on basic digital skills, CléA numérique was launched in 2019. GEN, a government initiative to develop digital skills, targets people with no or low qualifications and people from disadvantaged urban areas - but is open to any educational profile. (Cedefop ReferNet, 2020).

The public employment service (PES - Pôle Emploi) amended its strategy on training offers and improved guidance to jobseekers and support to companies. This happened in response to the 2019 European Semester country-specific recommendation (CSR) to France on skills shortages and mismatches. PES offers online services: an online platform of digital services and prototypes for project collaboration and design; Mon potentiel professionnel, offering personalised support to registered job seekers; and Focus compétences, providing online seminars in small groups on skills identification. The 2020 CSR repeated the importance of promoting skills.

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Annex I: Key indicators sources

Annex II: Structure of the education system