The Survey of Adult Skills offers unique insights on adults' proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of accession and partner countries. More than 100 charts and tables in this publication - as well as links to much more available on the educational database - provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. This country note provides a country-specific overview of France.

This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries' (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries' and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of France.

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.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in France.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in France.

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.