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

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

In 2021, 15.4% of people residing in France and over the age of 15 were digitally illiterate: 13.9% had not used the Internet during the preceding three months and 1.5% had used it but did not claim to have basic digital knowledge. Digital illiteracy most definitely increases with age and is more common among low income households. Furthermore, 28% of Internet users have limited digital capabilities, i.e. they are lacking skills in one, two or three of the five areas. These are searching for information, online communication, the use of software, privacy and online troubleshooting. Between 2019 and 2021, digital illiteracy decreased slightly due to modifications in behaviour as a result of the pandemic.


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 2017 to 2022

YearValue
20178,80
20188,70
20198,20
20208,00
20217,80
20227,60
7.6%
Favourable

Note: provisional 2021 to 2022 data

Almost 10% of Europeans aged between 18 and 24 left school prematurely with the equivalent of a French high school level of education, according to Eurostat 2022 data. France is one of the countries with the highest decrease in this figure, which means that the figure for our country is below the European average. In France, 7.6% of young people aged between 18 and 24 left their initial studies without a qualification or with only the National Diploma (brevet) and are not involved in any continuing education. Between 2014 and 2018, this percentage remained stable on average, under the combined impact of a decrease for young women and an increase for young men which offset one another. The declining trend in 2019 continued in 2020, 2021 and 2022. Between 2021 and 2022, the slight drop applied to both women (-0.1 points) and men (-0.4 points). Men therefore remained proportionally the most likely to withdraw from initial studies without a qualification. In 2022, the rate of early leavers was 9.2% for young men versus 6.0% for young women.


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

+112.4% from 2020 to 2023

YearValue
20205 885,00
20217 700,00
202210 000,00
202312 500,00
12,500
Favourable

On a national level, 12,500 French schools, high schools and colleges currently have the E3D label (Schools implementing the Education for Sustainable Development approach) according to the last annual report issued in October 2023. The action plan put forward by the Ministry of National Education and Youth, “measures for the ecological transition at school”, was published in June 2023 and set the goal of reaching 20,000 certifications by the end of 2025, and 100% by the end of 2030. This is about leading a cross-cutting approach at establishment level by establishing continuity between teaching methods, educational actions and projects, school life, management and maintenance of the school premises (water and energy consumption, waste collection, the fight against food waste, etc.), while remaining outward looking, particularly with regards the local area and players, via partnerships.


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

-6 points from 2018 to 2022

YearValue
201879,10
202273,10
73.1%
Unfavourable

The 6-point drop over the period 2018-2022 was due to a significant decrease in the results of the new PISA assessment. France scored 474 in written comprehension, below the OECD average of 476. France is therefore experiencing a downward trend but is close to the average. The impact of socio-economic background on performance is higher than the OECD average in both reading and mathematics. There are several possible explanations such as the complexity of the governance system in French education which does not encourage the efficient implementation of reforms, or the absence of consensus on the level of school autonomy, while more decentralised educational systems seem to perform better.


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

-7.5 points from 2018 to 2022

YearValue
201878,70
202271,20
71.2%
Unfavourable

The 7.5-point drop over the period 2018-2022 was due to a significant decrease in the results of the new PISA assessment. France scored 474 in mathematics, slightly above the OECD average of 472. France is therefore experiencing a downward trend but is close to the average. Boys perform better than girls, which is also the case in 40 other OECD countries, and immigrant pupils are nine points (OECD average of five points) behind other pupils. Besides the reasons already mentioned for the indicator on reading, the extra mathematics hours at college, as well as higher numbers of girls choosing the expert mathematics option are two other solutions that have been put forward.


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 February 2024. 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 février 2024. 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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