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

-3 points from 2021 to 2025

YearValue
202110,00
202310,00
20257,00
7%
Favourable

In 2025, 34% of the population aged 16-74 either did not use the internet or lacked basic skills in at least one of the five key areas covered by the European Digital Skills Indicator. Many people experienced significant difficulties using software (such as word processors and spreadsheets) or protecting their privacy and personal data (for example, refusing cookies or blocking geolocation features). In 2025, among people aged 16-74: 7% were digitally excluded, including 5% who did not use the internet and 2% who used it but had no digital skills. 27% had limited digital skills. They lacked basic knowledge in one to three of the five areas considered essential by the European Digital Skills Indicator: information and data literacy, communication, software use, privacy and personal data protection, and problem solving. 35% had advanced general digital skills (versus 32% in 2021), while 31% had basic digital skills (unchanged from 2021).


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

-0.1 points from 2019 to 2024

YearValue
20198,00
20207,90
20218,00
20227,80
20237,80
20247,90
7.9%
Moderately favourable

Note: provisional 2021 to 2024 data

In 2025, in France (excluding Mayotte), 7% of young adults aged 18 to 24 were early leavers from education and training, and had therefore obtained no upper secondary education qualification, and were no longer in education or training. France has therefore already achieved the European target of reducing the share of early leavers to below 9% by 2030. Over the past decade, the rate of early school leaving has declined in most European Union countries, falling from 11% in 2015 to 9% in 2025. In France, it decreased from 9% to 7% over the same period. The decline in early leaving affected both women and men: in France, the rate fell by 1 point among men and by 3 points among women. On average across the European Union, the decline was 2 points for both sexes. However, gender disparities remain: in 2025, the early leaving rate was 9% among young men, versus 5% among young women (an average of 11% and 8% respectively across the European Union).


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

+97.3% from 2021 to 2025

YearValue
20217 700,00
202210 000,00
202312 500,00
202414 198,00
202515 191,00
15,191
Moderately favourable

On a national level, 15,485 French schools, high schools and colleges currently have E3D certification (schools implementing the Education for Sustainable Development approach) according to the last annual report issued in November 2025 (1). This accreditation is supported by the French Ministry of Education to promote a whole-school approach to sustainable development. It aims to create coherence between teaching, educational projects and initiatives, school life and the management and maintenance of school facilities and their environmental impacts, while engaging students and encouraging their participation. It also promotes openness to the wider community through partnerships with local stakeholders. The number of E3D-certified institutions continues to grow, with progress monitored by regional education authorities. The Ministry of Higher Education, Research and Space (MESRE) has asked the institutions under its supervision (universities, higher education schools and national research organisations) to develop a Sustainable Development and Social Responsibility (DD&RS) master plan, including both an overall strategy and an operational roadmap. 80% of MESRE-supervised institutions have submitted this master plan and are therefore engaged in a comprehensive DD&RS approach.


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

-0.2 point from 2016 to 2022

YearValue
201650,80
202250,60
50.6%
Moderately unfavourable

According to the 2022 Adult Education Survey (FLV/AES), in mainland France, 51% of people aged 18 to 64 having completed their initial education had followed at least one training course (all types) in the preceding 12 months. Very few of them (1%) undertook formal education or training leading to a recognised qualification or diploma. These individuals were mainly young adults returning to education after an interruption of more than one year. The annual participation rate for non-formal training was considerably higher: 51% across all purposes and 40% for non-formal training with a professional goal. Since the 2025-2026 academic year, all higher education and research institutions have been required to introduce training on the ecological transition for undergraduate students. In 2026, around 30% of universities had implemented such training and approximately two-thirds are expected to have done so by 2027.


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

-5.9 points from 2018 to 2022

YearValue
201879,10
202273,20
73.2%
Unfavourable

Between 2018 and 2022, the proportion of young people in France achieving at least basic reading skills declined by 6 points. The situation also deteriorated in most OECD countries, with declines of up to 13.4 points in Iceland, 10.5 points in the Netherlands and 8.2 points in Norway. France’s average score fell by 19 points. Over the same period, scores declined by 26 points in the Netherlands, 23 points in Poland, 19 points in Sweden, 18 points in Germany, 10 points in the United Kingdom and 1 point in the United States. By contrast, scores increased by 5 points in Italy and 12 points in Japan. France recorded a score of 474 in reading literacy, 2 points below the OECD average of 476. France is therefore experiencing a downward trend but is close to the average. Girls performed better than boys (average scores of 484 and 464 respectively in France), a pattern observed across all participating PISA countries. After adjusting for the effects of gender and socio-economic profile (at both school and student level), immigrant students (defined as students whose two parents were born in a country different from that in which they took the PISA assessment) were found to have a 14% higher risk of not achieving basic reading proficiency than non-immigrant students, versus an OECD average of 94%. France therefore performed better in this area than 28 of the 37 OECD member countries.


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

Between 2018 and 2022, the proportion of young people in France achieving at least basic mathematical skills declined by 7.5 points. The situation also deteriorated in most OECD countries, , with declines of up to 13.4 points in Iceland, 12.6 points in Norway and 11.6 points in the Netherlands. France’s average score fell by 21 points. Over the same period, scores declined by 27 points in Poland and the Netherlands, 25 points in Germany, 21 points in Sweden and 13 points in both the United Kingdom and the United States. By contrast, scores increased by 8 points in Italy and 9 points in Japan. In 2022, France recorded a score of 474 in mathematics, slightly above the OECD average of 472. France is therefore experiencing a downward trend but is close to the average. Boys performed better than girls (479 and 469 respectively in France), a pattern also observed in 40 other OECD countries. After adjusting for the effects of gender and socio-economic profile (at both school and student level), immigrant students (defined as students whose two parents were born in a country different from that in which they took the PISA assessment) were found to have a 22% higher risk of not achieving basic proficiency in mathematics than non-immigrant students, versus an OECD average of 64%. France therefore performed better in this area than 26 of the 37 OECD countries.


Source: INSEE, Dashboard of national indicators for monitoring the Sustainable Development Goals – published May 2026. 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 mai 2026. 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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