This country policy profile on education in France is part of the Education Policy Outlook series. Building on the first policy profile for France (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the French education system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.

L'édition 2017 des Perspectives de l'OCDE sur les compétences montre à quel point les Chaînes de Valeur Mondiales (CVM) et les compétences des adultes sont liées. Ce rapport présente de nouvelles analyses à partir de l'Enquête sur les compétences des adultes et de la base de données sur les échanges en valeur ajoutée. Il développe un tableau de bord liant compétences et chaînes de valeur mondiales afin d'évaluer dans quel mesure les pays ont pu tirer au mieux parti des CVM à travers les compétences de leur population, et selon des critères de compétences, de CVM et de résultats sociaux et économiques. Cette étude explique également ce que les pays devraient faire afin de se spécialiser dans des secteurs d'activité technologiquement avancés.

Service and staff quality are monitored in French childcare and preschool settings, while child development is also commonly monitored in preschools. Monitoring is undertaken at the national level in France. Inspections and self-assessments of service quality in French childcare (family day care and community crèches) are used. They have a strong focus on whether the setting meets regulations regarding structural aspects. For preschools, the focus of staff quality inspections in France is on process quality, the materials staff use, time management and planning, their knowledge of subjects, teamwork with colleagues, and professional development opportunities. In childcare settings, staff qualifications and working conditions are also monitored, while in pre-primary schools the implementation of the national curriculum and how children develop is part of the inspection. French pre-primary school settings commonly use narrative assessments and observational tools to monitor children's development. Direct assessments are not used.

This policy profile on education in France is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series also includes a biennial publication. It develops a comparative outlook on education policy by providing: a) analysis of individual countries' educational context, challenges and policies (education policy profiles) and of international trends and b) comparative insight on policies and reforms on selected topics.

The Country Background Reports provide in-depth analysis of context, key factors and policy responses in individual countries. They provide an invaluable source of information on evaluation and assessment frameworks and greatly facilitate the analysis developed within the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The Review is using a comparative framework to help countries assess: (i) how to develop a coherent evaluation and assessment framework; (ii) how to strengthen the use of evaluation and assessment results to enhance school practices so student outcomes are improved; and (iii) how to facilitate the implementation of evaluation and assessment policies.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. The first section reproduces the executive summary of the report. The second section presents a snapshot of some variables on equity in education and school failure in France based on the indicators used in the comparative report. It also outlines some recent policy developments and suggested policy options for France, which are also informed by the Country Background Report prepared by France.

The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in France. The primary focus of the report is on the current policies and provisions as well as the key factors that are influencing transition policies in the educational field for disabled students. However, the report also includes references and descriptions of related factors in the field of employment. The report is structured according to the guidelines for country reports proposed by the OECD and covers the following topics: definitions of disability; data; policy and future developments; funding; provisions; support services; informational and learning resources as well as parental involvement.

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This country report on France examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners with a focus on formative assessment; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice.

The report provides an overview of school leadership developments and issues in France, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

This review covers children from birth to compulsory school age and includes the transition period into primary schooling. In order to examine thoroughly what children experience in the first years of life, the review has adopted a broad, holistic approach to study early childhood policy and provision. To that end, consideration has been given to the roles of families, communities and other environmental influences on children's early learning and development. Particular emphasis has been laid on aspects concerning quality, access and equity, with an emphasis on policy development in the following areas: regulations; staffing; programme content and implementation; family engagement and support; funding and financing.

The current situation in France is not characterised by the shortage of candidate teachers experienced in some neighbouring countries. However, the age structure of the French population is not favourable in view of the high demand for new teachers to be met in the coming years as a result of the high expected number of retiring teachers. Hence, France will also be faced with the problem studied by the OECD. In fact, four factors will play a key role in this issue: The skewed age structure of the French population which means that the labour market will shift over within a few years; The high level of recruitment in the decade 1965-1975 for the schooling of all children until the age of 16 in lower secondary education, which entails massive retirements between 2004 and 2014; Extending the retirement age only postpones the problem without making it less acute; Increased violence and insecurity in certain urban areas and some schools inhibit many potential teachers, as many students reject the option of passing the selective examinations (concours) required to become a secondary education professor.