Trends in France for achieving the Agenda 2030 sustainable development goals (SDG)

SDG4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Young people at age 15 achieving at least minimum proficiency in mathematics
Change*Latest value**Trend for achieving the SDG by 2030

+2.2 points from 2015 to 2018

YearValue
201576,50
201878,70
78.7%
Favourable

The change in this indicator between 2012 and 2018 is modest, with an increase of about 1.1 points over six years. As with reading, the foundations for mathematics must be laid beginning in pre-primary school. Education has thus been made compulsory from the age of three (instead of six previously) since the beginning of the 2019 school year. In addition, from the start of the 2023 school year, mathematics education will be reinforced at all levels of schooling.


Digital skills: people who have not used the Internet in the preceding 3 months
Change*Latest value**Trend for achieving the SDG by 2030

-5.4 points from 2016 to 2021

YearValue
201614,00
201713,00
201911,00
20218,60
8.6%
Favourable

The proportion of people who reported not using the Internet during the preceding three months has fallen steadily since 2015, decreasing from 15% to 9% in 2021. The French government places importance on training for both the public and the professionals assisting them with digital public services, in order to combat digital illiteracy and the digital divide. According to INSEE (the National Institute of Statistics and Economic Studies), in 2019, 15% of the population did not use the Internet during the course of the year. This indicator is closely linked to the digital divide. While access to the Internet is growing, inequalities persist among older adults, individuals with lower education levels and low-income households. For example, one in two people over the age of 75 does not have Internet access at home (53%), compared to only 2% of people aged 15-29. This is also the case for 34% of individuals with low levels of education (compared to 3% of those with a university degree), and 16% of households in the lowest income group (compared to 4% of the most affluent).


Early leavers from education and training (young people aged 18-24)
Change*Latest value**Trend for achieving the SDG by 2030

-1.2 points from 2015 to 2020

YearValue
20159,20
20168,80
20178,80
20188,90
20198,20
20208,00
8%
Favourable

Note: provisional 2017-2020 data.

Premature withdrawal from education is a reality in France, with numerous young people leaving school without earning a qualification or degree. The “Mobilized together to stop early leaving” action plan, implemented since 2014, has shown positive results. The plan offers a personalized approach to give each individual a new chance to earn a qualification and find their place in society. The programme entitled “Supporting school attendance and children’s sustainable access to education” aims to expand outreach and support for families through increased resources for school mediation. In 2020, it enabled the creation of 30 mediator positions based in 15 French departments, whose mission is to help children attend and stay in school. To fight against early leaving, the agricultural education field has launched the “Ancrochage” action research project to “anchor” young people in their studies. It gathers data on the conditions that favour academic perseverance and retention. “Anchoring” students is about getting them to stay (dropping anchor) by mobilizing and engaging them in their educational programme. It also means providing them with the social and professional tools to succeed as well as waypoints to give them direction in their learning programme (setting a course). Lastly, it aims to equip them to leave and join the workforce (raise anchor).


Schools implementing a comprehensive Education for Sustainable Development approach
Change*Latest value**Trend for achieving the SDG by 2030

+334% from 2016 to 2021

YearValue
20161 760,00
20205 885,00
20217 700,00
7,700
Favourable

The “E3D” label (“Schools implementing the Education for Sustainable Development approach”) is awarded to primary and secondary schools (general, technological and vocational) as well as apprentice training centres that adopt a comprehensive sustainable development approach. These schools involve the entire educational community in their approach. Obtaining this label does not constitute the achievement of an end goal, but is rather a mark of commitment to pursuing continuous improvement. E3D responds in particular to the objectives of the agro-ecological plan for France as defined in the Future of Agriculture, Food and Forests Act (LAAAF) of 13 October 2014 and in the related action plan on “Teaching to produce differently”. For the 2022-2023 school year, France has presented the fourth edition of the Tous écoresponsables, on parie !? (“Eco-friendly together, want to bet?!”) call for projects, which seeks to encourage and recognize students’ civic engagement through the achievement of one or more challenges.


Young people at age 15 achieving at least minimum proficiency in reading
Change*Latest value**Trend for achieving the SDG by 2030

+0.6 points*** from 2015 to 2018

YearValue
201578,50
201879,10
79.1%
Moderately unfavourable

*** Insufficient progress with regard to the target to be reached.

There has been no substantial change between 2012 and 2018 for this indicator. France is committed to improving this indicator through the Ministry of Education and Ministry of Culture, and in partnership with local and regional authorities and families. In addition, as reading skills begin to develop at an early age, education in this field has been made compulsory from the age of three (instead of six previously) since the start of the 2019 school year.


Participation rate of young people and adults, who have left initial education, in education and training
Change*Latest value**Trend for achieving the SDG by 2030

Single value in 2016

YearValue
201651,00
51%
Not assessable

According to the Adult Education Survey (AES) carried out in 2016, in mainland France, 51% of people aged 18-64 who have left initial education participated in at least one formal or non-formal education or training programme in the previous 12 months. Few of them (2%) took part in formal education resulting in a degree or recognized qualification. This primarily concerns young adults returning to their studies after an interruption of more than a year. The annual rate of access to informal training is substantially higher: 50% for all purposes combined, and 39% for non-formal vocational training.


Source: INSEE, Dashboard of national indicators for monitoring the Sustainable Development Goals – published January 2022. Statistics processed by SDES (ministerial Statistical Data and Studies Department) - Only available in French. (Insee, Tableau de bord des indicateurs pour le suivi national des objectifs de développement durable - paru en janvier 2022. Traitements SDES)

*Change: since the latest available value, change over a period of 5 years (longer or shorter depending on data availability).

**Latest value: value corresponding to the last year of the trend graph.

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