Country
Data profiles:
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Adult skills (Survey of Adult Skills, PIAAC, 2012) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2017) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Student performance (PISA 2022) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Adult skills (Survey of Adult Skills, PIAAC, 2015) |
Teachers and teaching conditions (TALIS 2018) |
Overview of the education system (EAG 2023) |
Teachers and teaching conditions (TALIS 2018) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Student performance in 18 out of 27 regions (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Student performance (PISA 2022) |
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View

Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
In France, the share of 25-34 year-olds who attained a master's or equivalent tertiary education degree is one of the highest among countries with available data. (23.3 %, rank 4/40 , 2022) Download Indicator
Attainment by gender
The share of 25-34 year-old men with general upper secondary or post-secondary non-tertiary education in France is one of the lowest among countries with available data. (8.1 %, rank 35/38 , 2022) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of educaton is one of the lowest among OECD countries and partner economies with available data. (3.2 %, rank 31/31 , 2021) Download Indicator
Entrance
The share of female students entering bachelor's programmes in France is relatively large. (59.2 %, rank 5/39 , 2021) Download Indicator
In France, the average age of new entrants in short-cycle programmes is one of the lowest among OECD and partner countries with available data. (19.6 Years, rank 32/33 , 2021) Download Indicator
In France, the average age of new entrants in doctoral programmes is one of the lowest among OECD and partner countries with available data. (27.9 Years, rank 35/38 , 2021) Download Indicator
Entrance by field of education and gender
The share of female who enter tertiary education in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (46.7 %, rank 36/39 , 2021) Download Indicator
In France, the share of female among new entrants in doctoral programmes enrolled in the field of education is relatively small. (56.9 %, rank 35/37 , 2021) Download Indicator
In France, the share of female among new entrants in doctoral programmes enrolled in the field of natural sciences, mathematics and statistics is relatively small. (39.4 %, rank 35/38 , 2021) Download Indicator
In France, the share of women among new entrants in bachelor's programmes in the field of natural sciences, mathematics and statistics is one of the smallest among OECD and partner countries with available data. (45.9 %, rank 36/39 , 2021) Download Indicator
In France, the share of men among new entrants in bachelor's programmes in the field of science, technology, engineering and mathematics is one of the smallest among OECD and partner countries with available data. (61.6 %, rank 35/39 , 2021) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2021) Download Indicator
The percentage of three-year-olds in early childhood education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/82 , 2021) Download Indicator
The percentage of four-year-olds in early childhood and primary education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/82 , 2021) Download Indicator
The enrolment rate of 30-39 year-olds in France is one of the lowest among OECD and partner countries with available data. (1.7 %, rank 41/42 , 2021) Download Indicator
The enrolment rate of 40-64 year-olds in France is one of the lowest among OECD and partner countries with available data. (0.4 %, rank 41/43 , 2021) Download Indicator
The percentage of 3-5 year-old children in early childhood and primary education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/41 , 2021) Download Indicator
The enrolment rate of students aged 18 tertiary programmes in France is one of the highest among OECD and partner countries with available data. (18.9 %, rank 2/34 , 2021) Download Indicator
The enrolment rate of students aged 19 tertiary programmes in France is one of the highest among OECD and partner countries with available data. (22.1 %, rank 2/34 , 2021) Download Indicator
(43.4 %, rank 29/30 , 2021) Download Indicator
The average age of post-secondary non-tertiary students enrolled in vocational programmes in France is among the lowest. (23.7 %, rank 26/27 , 2021) Download Indicator
Students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in post-secondary non-tertiary vocational programmes are proportionally more in France than in the other countries. (100 %, rank 1/20 , 2021) Download Indicator
in France, the share of post-secondary non-tertiary students among all vocational students is relatively small compared to other OECD and partner countries. (0.5 %, rank 24/26 , 2021) Download Indicator
(100 %, rank 1/33 , 2021) Download Indicator
(20 %, rank 35/35 , 2021) Download Indicator
France has a share of short-cycle tertiary students enrolled in programmes giving partial completion or being insufficient for completion that is comparatively higher than other OECD and partner countries. (2.4 %, rank 3/4 , 2021) Download Indicator
France has a share of short-cycle tertiary students enrolled in programmes giving full level completion with access to tertiary education that is lower than other OECD and partner countries; (97.6 %, rank 30/32 , 2021) Download Indicator
The enrolment rate among students aged 15-19 in short-cycle tertiary programmes in France is one of the highest among OECD and partner countries with available data. (8.3 %, rank 3/34 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in bachelor's programmes in France is one of the lowest among OECD and partner countries with available data. (14.3 %, rank 39/41 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in master's programmes in France is one of the highest among OECD and partner countries with available data. (16.5 %, rank 1/41 , 2021) Download Indicator
(0.2 %, rank 5/40 , 2021) Download Indicator
The percentage of three-year-olds in pre-primary education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/81 , 2021) Download Indicator
The percentage of four-year-olds in pre-primary in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/81 , 2021) Download Indicator
The percentage of five-year-olds in ECEC in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/83 , 2021) Download Indicator
The percentage of five-year-olds in pre-primary education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/83 , 2021) Download Indicator
The percentage of six-year-olds in primary education in France is one of the highest among OECD and partner countries with available data. (100 %, rank 1/45 , 2021) Download Indicator
Graduation
The average age of graduates from general programmes at the upper secondary level in France is comparatively low. (17.1 Years, rank 38/40 , 2021) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (4 %, rank 43/44 , 2021) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (36.2 %, rank 4/44 , 2021) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (8.2 %, rank 4/44 , 2021) Download Indicator
The share of doctoral graduates in the field of education in France is relatively small. (1 %, rank 41/44 , 2021) Download Indicator
The share of doctoral graduates in the field of Natural sciences, mathematics and statistics in France is relatively large. (33.5 %, rank 2/44 , 2021) Download Indicator
In France, the percentage of post-secondary non-tertiary vocational graduates in the field of engineering, manufacturing and construction is relatively low. (0.6 %, rank 24/25 , 2021) Download Indicator
In France, the percentage of post-secondary non-tertiary vocational graduates in the field of services is relatively low. (3.4 %, rank 24/25 , 2021) Download Indicator
In France, the share of short-cycle tertiary vocational graduates in the field of arts and humanities is relatively low compared to other OECD countries and partner economies with available data. (1.7 %, rank 33/37 , 2021) Download Indicator
In France, the share of short-cycle tertiary vocational graduates in the field of business, administration and law is relatively high compared to other OECD countries and partner economies with available data. (47.8 %, rank 2/37 , 2021) Download Indicator
In France, the proportion of bachelor's, master's and doctoral or equivalent graduates in the field of business, administration and law is one of the highest among OECD and partner countries with available data. (32.1 %, rank 5/45 , 2021) Download Indicator
Graduation by field of education and gender
The proportion of female tertiary graduates in education is one of the lowest among OECD and partner countries. (5.4 %, rank 43/44 , 2021) Download Indicator
The proportion of female tertiary graduates in social sciences, business and law is one of the highest among OECD and partner countries. (38 %, rank 3/44 , 2021) Download Indicator
In France, the share of female doctoral graduates in the field of Natural sciences, mathematics and statistics is relatively low. (39.1 %, rank 40/44 , 2021) Download Indicator
The share of male tertiary graduates in the field of education is relatively low in France. (2.1 %, rank 41/44 , 2021) Download Indicator
In France, the percentage of female post-secondary non-tertiary graduates in the field of health and welfare is relatively small. (63 %, rank 22/23 , 2021) Download Indicator
In France, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (4.8 %, rank 24/27 , 2021) Download Indicator
In France, the share of female post-secondary non-tertiary graduates in the field of services is one of the smallest among OECD and partner countries with available data. (36.4 %, rank 25/27 , 2021) Download Indicator
Completion rates
(72.9 %, rank 5/19 , 2021) Download Indicator
(90.3 %, rank 3/21 , 2021) Download Indicator
(81 %, rank 4/18 , 2021) Download Indicator
(95.8 %, rank 1/21 , 2021) Download Indicator
Fields of education
In France, the percentage of new entrants to tertiary education in the field of education is relatively low. (3.2 %, rank 39/39 , 2021) Download Indicator
In France, the percentage of new entrants to tertiary education in the field of information and communication technologies (ICTs) is relatively low. (3.2 %, rank 37/38 , 2021) Download Indicator
The percentage of students enrolled in the field of education among all national tertiary students in France is relatively low. (3.4 %, rank 36/38 , 2021) Download Indicator
The percentage of students enrolled in the field of information and communication technologies among all national tertiary students in France is relatively low. (2.9 %, rank 36/39 , 2021) Download Indicator
In France, the percentage of new entrants to doctoral programmes in the field of arts and humanities is relatively high, compared to other countries with available data. (15.5 %, rank 5/37 , 2021) Download Indicator
In France, the percentage of new entrants to doctoral programmes in the field of education is relatively low, compared to other countries with available data. (1.5 %, rank 35/37 , 2021) Download Indicator
In France, the percentage of new entrants to doctoral programmes in the field of natural sciences, mathematics and statistics is relatively high. (28.8 %, rank 3/37 , 2021) Download Indicator
In France, the share of new entrants in education bachelor's programmes is comparatively smallest, compared to OECD and partner countries with available data. (1.2 %, rank 39/39 , 2021) Download Indicator
In France, the proportion of new entrants in Information and communication technologies bachelor's programmes is relatively low, compared to OECD and partner countries with available data. (1.9 %, rank 38/38 , 2021) Download Indicator
The percentage of new entrants in engineering, manufacturing and construction bachelor's programmes is relatively low in France among countries with available data. (6.8 %, rank 37/39 , 2021) Download Indicator
In France, the proportion of new entrants in Agriculture, forestry, fisheries and veterinary bachelor's programmes is especially lowest, compared to the other countries with other data. (0.3 %, rank 38/39 , 2021) Download Indicator
In France, the share of new entrants in health and welfare master's programmes is relatively lowest, compared to other countries with available data. (5.3 %, rank 38/39 , 2021) Download Indicator
Student mobility
In France, international or foreign students from Africa are highest represented among all international or foreign students, compared to other OECD and partner countries with available data. (53 %, rank 1/43 , 2021) Download Indicator
Student mobility by field of education
The percentage of students enrolled in the field of natural sciences, mathematics and statistics among all international or foreign tertiary students in France is relatively high. (13.9 %, rank 3/36 , 2021) Download Indicator
The percentage of students enrolled in the field of information and communication technologies among all international or foreign tertiary students in France is relatively low. (2.9 %, rank 36/39 , 2021) Download Indicator
In France, the share of students enrolled in the field of agriculture, forestry, fisheries and veterinary among all international or foreign tertiary students is relatively low compared to other OECD and partner countries. (0.3 %, rank 36/36 , 2021) Download Indicator
Adult learning
In France, the percentage of training costs as a share of total costs in all entreprises in 2020, is one of the among the other OECD and partners countries with available data. (2.1 %, rank 2/23 , 2020) Download Indicator
Adult participation in non-formal education
In France, the share of 25-64 year-olds with tertiary education participating in non-formal job-related education and training over the 4 weeks prior to the interview is relatively low, compared to other OECD and partners countries with available data. (10 %, rank 21/25 , 2022) Download Indicator
Resources for education
In France, the salary cost of primary teachers per student is comparatively low. (2518 USD Equivalent, rank 20/24 , 2017) Download Indicator
Expenditure per student
From 2012 to 2020, the average annual growth in total expenditure per full-time equivalent student on primary to tertiary education in France is one of the small among OECD and partner countries with available data. (0 %, rank 30/34 , 2020) Download Indicator
Expenditure in education and national wealth
In France, expenditure on secondary educational institutions as a percentage of GDP is comparatively high. (2.6 %, rank 3/39 , 2020) Download Indicator
In France, international expenditure on educational institutions as a percentage of GDP on primary, secondary and post-secondary non-tertiary education from final source of funds is relatively high. (0 %, rank 3/33 , 2020) Download Indicator
Teachers
The number of days of instruction in a school year in pre-primary public school is especially low. (162 Days, rank 28/28 , 2021) Download Indicator
The number of days of instruction in a school year in primary public school is especially low. (162 Days, rank 32/33 , 2021) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (91.1 %, rank 40/42 , 2021) Download Indicator
The share of women among teaching staff in post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (41.9 %, rank 18/21 , 2021) Download Indicator
The percentage of male teachers in pre-primary education is especially high in France. (8.9 %, rank 3/42 , 2021) Download Indicator
In France, the share of post secondary non-tertiary education teachers under 30 is one of the highest among OECD and partner countries with available data (12.3 %, rank 1/20 , 2021) Download Indicator
Teachers' salaries
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.74 Ratio, rank 23/26 , 2022) Download Indicator
Teachers' salaries progression
It takes lower secondary teachers longer to progress through the salary scale in France compared to other OECD and partner countries. (35 Years, rank 2/10 , 2022) Download Indicator
Principals' salaries
Primary school 25-64 year-old heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in France. (0.93 Ratio, rank 21/22 , 2022) Download Indicator
Ratio of student to teaching staff
The number of pupils per teacher in pre-primary schools is one of the highest among OECD and partner countries with available data. (22.3 Ratio, rank 3/41 , 2021) Download Indicator
The ratio of students to teaching staff at the vocational upper secondary level is especially low in France. (8 Ratio, rank 31/33 , 2021) Download Indicator
The ratio of students to teaching staff at the lower secondary level in private institutions is especially high in France. (16.5 Ratio, rank 5/39 , 2021) Download Indicator
Organisation of the education system
In France, the intended instruction time for lower secondary students (in hours per year) is one of the longest among OECD and partner countries with available data. (1247 Hours, rank 1/30 , 2023) Download Indicator
In France, total intended instruction time for lower secondary students is among the longest compared to other countries with available data. (4988 Hours, rank 2/30 , 2023) Download Indicator
In France, total intended instruction time for primary and lower secondary students (in hours per year) is among the longest among OECD and partner countries with available data. (9308 Hours, rank 5/30 , 2023) Download Indicator
Classes in in private primary institutions are comparatively large in France. (25 Students, rank 5/33 , 2021) Download Indicator
Classes in lower secondary private institutions are comparatively large in France. (27 Students, rank 3/33 , 2021) Download Indicator
In independent private institutions at lower secondary level, classes are one of the smallest in France among OECD and partner countries with available data. (12 Students, rank 18/19 , 2021) Download Indicator
Employment by gender and educational attainment
The employment rate among 55-64 year-old men with upper secondary or post-secondary non-tertiary education is compartively low in France. (56.3 %, rank 41/44 , 2022) Download Indicator
In France, the share of employed 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (77.8 %, rank 35/36 , 2022) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with a vocational upper secondary or post-secondary non-tertiary education is one of the highest of all OECD countries and partner economies for which data are available. (9.9 %, rank 5/33 , 2022) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is relatively low in France. (4.9 %, rank 6/8 , 2022) Download Indicator
Unemployment by gender and educational attainment
The unemployment rate among 25-34 year-old men with below upper secondary education is compartively high in France. (19 %, rank 5/41 , 2022) Download Indicator
The employment rate among 25-34 year-old men with vocational upper secondary or a post-secondary non-tertiary education is comparatively high. (9.2 %, rank 4/32 , 2022) Download Indicator
Inactivity and educational attainment
In France, the inactivity rate of 25-34 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest among countries with available data. (2.6 %, rank 11/14 , 2022) Download Indicator
Inactivity by gender and educational attainment
In France, the inactivity rate of 25-64 year-old men with vocational upper secondary or post-secondary non-tertiary education is relatively high. (17 %, rank 2/36 , 2022) Download Indicator
In France, the inactivity rate of 25-64 year-old men with upper secondary or post-secondary non-tertiary education is relatively high. (16.9 %, rank 5/44 , 2022) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 55 to 64 without upper secondary education is comparatively low. (26.4 %, rank 27/29 , 2020) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with upper secondary and post-secondary non-tertiary education is comparatively low. (40.7 %, rank 27/30 , 2020) Download Indicator
The proportion of male full-time earners among all earners aged 55 to 64 with tertiary education is comparatively low. (55.4 %, rank 26/30 , 2020) Download Indicator
In France, the proportion of young 25-34 year-old adults with a bachelor's or equivalent attainment earnings is relatively low compared to OECD and other members with available data (112.5 %, rank 31/35 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds working full-time and full-year with general upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in France. (119 Index, rank 25/29 , 2021) Download Indicator
Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with general upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in France. (109 Index, rank 28/29 , 2021) Download Indicator
Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with vocational upper secondary or post-secondary non-tertiary education compared to those of adults without an upper secondary education are relatively low in France. (104 Index, rank 25/28 , 2021) Download Indicator
Earnings, gender and educational attainment
The earnings of men without an upper secondary education are relatively high compared to those of men with an upper secondary education. (89 Index, rank 5/40 , 2020) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-34 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the low among countries with available data. (69.4 %, rank 40/40 , 2021) Download Indicator
The earnings of women as a percentage of men's earnings (25-34 year-olds without an upper secondary education working full-time full-year) are one of the highest among countries with available data. (90.4 %, rank 4/30 , 2021) Download Indicator
Earnings of women as a percentage of men's earnings (25-34 year-olds with vocational upper secondary or post-secondary non-tertiary education working full-time full-year) are one of the lowest among countries with available data. (64.7 %, rank 27/29 , 2021) Download Indicator
Neither in education nor employed
The share of men with general upper secondary or post-secondary non-tertiary education neither in employment nor in education and training (25-29 year-olds) in France is relatively high (21.1 %, rank 2/29 , 2022) Download Indicator
Social outcomes
In France, below upper-secondary education's average score for the perception of democracy and the importance given to citizens having the final say on the most important political issues by voting on them directly in referendums is relatively low, compared to other OECD and partner countries with available data. (7.7 Average score, rank 20/24 , 2020) Download Indicator
In France, the share of adults with below upper secondary education who reported taking part in public demonstrations is relatively high, compared to other OECD and partner countries with available data. (6 %, rank 4/21 , 2020) Download Indicator
In France, the share of adults with an upper secondary or a post-secondary non-tertiary education who reported taking part in public demonstrations is relatively high, compared to other OECD and partner countries with available data. (9.5 %, rank 5/24 , 2020) Download Indicator
General findings
- On average in OECD countries, the employment rate for younger adults (25-34 year-olds) with upper secondary or post-secondary non-tertiary education as their highest attainment is 83% for those with a vocational qualification and 73% for those with a general one.
- Combined school- and work-based vocational programmes facilitate the transition into the labour market. In Denmark, Germany, Hungary, Ireland, Latvia and Switzerland, around nine out of ten upper secondary VET students are in a combined school- and work-based programme, but in 10 countries, the share is less than one in five.
- Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
- On average across OECD countries, 43% of teachers in vocational upper secondary programmes are aged 50 or over. This reflects an ageing VET teacher workforce, and also that some VET teachers join the teaching profession after an industry work experience.
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- On average across OECD, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.
- Employment rates increase as educational attainment increases. Among 25-64 year-olds, the employment rate is 59% for those with below upper secondary attainment. This rises to 77% for adults with upper secondary or post-secondary non-tertiary attainment and 86% for those with tertiary attainment.
- Civic engagement tends to increase as educational attainment increases. Across the OECD countries and accession countries participating in the European Social Survey (ESS) Round 10, around 10% of individuals with tertiary attainment have participated in a public demonstration in the previous 12 months, whereas 6% of individuals with upper secondary or post-secondary non-tertiary educational attainment have done so.
- The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
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- On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in early childhood education (ECEC) programmes in 2021 but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0.
- In Canada, Ireland and New Zealand, vocational programmes mostly serve those who have completed their initial schooling, and less than 12% of 15-19 year-old upper secondary students are pursuing VET. In contrast, there are 11 OECD countries where the majority of 15-19 year-olds enrolled in upper secondary education are in vocational programmes.
- Most upper secondary VET students are in programmes that offer direct access to tertiary education. Countries where around 30% or more vocational students enrolled in programmes that lead to full level completion without direct access to tertiary education tend to be those with multiple vocational tracks and bridging options to allow progression to higher levels of education.
- On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%.
- Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration.
- The COVID-19 pandemic had a very uneven impact on international student flows across countries during the period 2019-2021. While the share of mobile students fell by 6 percentage points in Australia and 9 percentage points in New Zealand, it increased in several countries and remained unchanged in many others.
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- Across OECD countries, expenditure per student averages around USD 10 700 at the primary level, USD 11 900 at secondary and USD 18 100 at tertiary level. This reflects the fact that higher levels of education often require teachers to have more advanced qualifications and specialised knowledge which are usually accompanied by higher salaries.
- Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
- Upper secondary vocational programmes receive between 3% and 17% of all funding for primary to tertiary educational institutions. Post-secondary non-tertiary programmes, which are often vocational, receive as much as 7% of funding (in Ireland) and short-cycle tertiary as much as 10% (in Canada).
- In 2020, on average across OECD countries, 84% of the funding for primary to tertiary educational institutions came directly from government sources, 15% from private sources and 1% from non-domestic (international) sources.
- Higher education levels tend to have higher teachers' salary costs per student. On average across OECD countries, they rise from USD 3 614 per student in primary education to USD 4 424 in lower secondary education. This is mostly due to a combination of higher teachers' salaries and instruction time, and shorter teaching hours.
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- Students across the OECD receive an average of 7 634 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 245 hours in Poland to double that in Australia (11 000 hours).
- Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 81-95% of the earnings of tertiary-educated workers on average across OECD countries and other participants.
- School heads' actual salaries are more than 51% higher on average than those of teachers across primary and secondary education in OECD countries and other participants.
- More than three-quarters of the OECD countries have national, or central, examinations in the final years of upper secondary education (in general programmes). A large majority of these countries use these examinations to grant students access to tertiary education.
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> Notes on the education system in France





All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.