En 2009, la France a consacré 132,1 milliards d’euros à son système éducatif, soit une dépense en hausse de 1,3 % (en euros constants) après trois années de stabilité. Cela représente 6,9 % du PIB et 2 050 euros par habitant.
La dépense moyenne par élève ou étudiant est de 7 990 euros : 5 690 euros pour un écolier, 9 380 pour un élève de l’enseignement secondaire, 11 260 pour un étudiant. La part du secondaire (42,0 %) dans la dépense intérieure d’éducation (DIE) tend à décroître, celle du supérieur (19,9 %) progresse de 2,3 points depuis 2005.
L’État reste le premier financeur de l’éducation (59,2 %), devant les collectivités territoriales (24,6 %) dont la part a augmenté de 4 points depuis 2005. Avec 6,0 % de son PIB consacré à l’éducation en 2007, la France se situait 0,3 point au-dessus de la moyenne des pays de l’OCDE sur un champ restreint ne comprenant pas la formation continue (données internationales 2007 publiées en 2010).
Higher Education and Research, Facts and Figures provides an annual overview, backed up by figures, of the French higher education and research system, in order to show where the country stands internationally and to monitor changes, especially over the long term.
Funding, human resources, access to higher education, study paths, pass rates, qualifications, integration of graduates into working life, student life, research in biotechnology or nanotechnology, participation in FP7, publications, patents, etc. - all these topics are covered in the 42 fact sheets that make up the 5th edition (2011) of this work.
In 2010-2011, 1,440,000 students were enrolled in French universities (including universities in the overseas departments). The number of new baccalauréat holders enrolling in universities increased in the general study tracks (+0.9%). They tended to take courses in subjects such as Physical education and sports science and techniques (¦Sciences et techniques des activités physiques et sportives - ¦STAPS), sciences and humanities. However, there were fewer students enrolling for law and economics. In the healthcare courses, where a common first year for all healthcare studies had just been introduced for 2010-11, the number of newly qualified baccalauréat holders dropped by 4.1%. There were fewer doctoral students in 2010 than in 2009 and the number of students on Master's programmes stagnated. In Technological university institutes (¦Institut universitaire de technologie - ¦IUT), numbers fell by 1.4%. They had stabilised the previous year after three years of growth. There were more foreign students in universities than in previous years and they represented 15.2% of all students. Those in the PhD programme represented 41.3% of the student population.
There have never been so many students in higher education in metropolitan France and the overseas departments: 2,318,700 at the start of the 2010-11 academic year. Numbers increased slightly (+0.2%), after the particularly sharp increase in 2009 (+3.6%). The rise in numbers is still particularly high for recognised business schools awarding approved diplomas. Unlike previous years, however, numbers have gone down for University technology institutes (¦Institut universitaires de technologie - ¦IUT) and for classes preparing for admission to Grandes Écoles (¦Classe préparatoire aux grandes écoles - ¦CPGE). Private education has been strengthened further and now accounts for more than one in six students. There are still more women with higher education diplomas than men. The number of foreign students continues to increase (+2.3%), while numbers of French students are in decline (-0.1%): foreign students represent 12.3% of students. The strong growth in the number of Chinese students has halted and stood at only 0.2%. Fewer than half of the education authorities saw an increase in student numbers.
At the start of the 2011-12 academic year, according to forecasts based on the provisional results of the baccalauréat and the course choices seen in previous years, student numbers looked set to increase by 1.7% across all of higher education. Numbers of students entering were higher following the increase in the number of baccalauréat candidates at the 2011 session and the trend among the general and technological baccalauréat holders to pursue their studies at university. Looking ahead to 2020, numbers of general and technological baccalauréat holders are likely to increase by 2.3% compared with 2010. The reform of the vocational baccalauréat over three years, which was started in 2009, will probably cause a significant increase in the number of vocational baccalauréat holders (+70,000). After this influx, if the trends in terms of career guidance and continuing education were to continue, student numbers would rise between 2010 and 2020 by 10.1% in universities, by 1.2% in Technological university institutes (¦Institut universitaire de technologie - ¦IUT) and by 7.4% in classes preparing for admission to Grandes Écoles (¦Classe préparatoire aux grandes écoles - ¦CPGE). As vocational baccalauréat holders are more likely to continue their studies in Advanced technician’s sections (¦Section de technicien supérieur - ¦STS), numbers in this study track are also likely to rise by 6.8% between 2010 and 2020.
In 2009, gross domestic expenditure on research and development (GERD) stood at €42.7 billion, up 3.5% in volume compared with 2008. This increase is likely to be less sustained in 2010 (+1.4% in volume). In 2009, the GERD/GDP ratio, which measures the nation's research effort, reached its highest level since 1996: it stood at 2.26% and this is likely to be maintained in 2010. The significant rise in GERD is the result of an increased effort on the part of the government, which contributed as much as 2.4 percentage points to this growth. Despite the economic and financial crisis, business enterprises have continued their work in research: they contributed around 1.1 points to the rise in GERD. At the same time, employment in research is increasing at the same pace as in 2008 (+2%). In 2009, 394,000 people were working in research and development (R&D) in business enterprises and in government.
En France, la dépense moyenne d’éducation par élève ou étudiant est estimée à 7 990 euros en 2009. L’État y assure l’essentiel de la dépense moyenne d’éducation alors qu’au niveau de l’ OCDE, les collectivités territoriales en sont le principal financeur. Le niveau de dépense pour la durée de la scolarité obligatoire place notre pays légèrement au-dessus de la moyenne de l’OCDE.
Cette publication de référence apporte une information statistique détaillée sur tous les domaines de l'Enseignement supérieur et de la Recherche ainsi que ceux liés à l'Éducation nationale. Plus de 150 thèmes remis à jour d'année en année sont répartis en douze chapitres, complétés des données publiques. Des textes clairs et synthétiques commentent les tableaux, graphiques et cartes.
In 2008, the Île-de-France region retained its predominant role in research and development. However, setting aside size effects, a combination of various indicators regarding the level and structure of public and private research in the regions provides an alternative cartography, revealing four groups with relatively similar behaviours: regions with a strong research potential, regions where public research and SMEs are particularly active, regions with a profile similar to the average, and regions where research is primarily carried out by business enterprises and where public research is done primarily by universities. One region, isolated because of the degree of specialisation of its R&D activities, makes up a fifth group. The French regions are mainly differentiated from one another by the weight in public research of state-owned industrial and commercial establishments (¦Établissement public à caractère industriel et commercial - ¦EPIC) and universities, and by the importance of high technology in private research.
In 2007-2008, 3.3 million students were following a course outside their country of origin, and of these, 2.7 million were in an OECD country. Their numbers have quadrupled in thirty years and their countries of destination are more and more varied. France is the third most popular destination for these students, jointly with Germany. In the OECD zone, almost half of foreign students are from Asia and 18% are Chinese. The origins of foreign students vary from one country to another, but they are linked with geographical, historical, economic and linguistic factors. The share of foreign students increases with the level of study, with about 6% for short vocational courses and 21% for PhD programmes. Lastly, a little over 62,000 French students are studying abroad; for the most part, they choose a neighbouring country.
One in fifteen students in metropolitan France and the overseas departments follows an artistic, cultural or communication course, making a total of 155,000 students in 2009. Most are enrolled in artistic or cultural courses (113,000). A wide range of these courses exist, with students being mainly women. They are more often offered in private education institutions than other higher education courses, and they are also heavily concentrated in Paris. The university's contribution to this sector has diminished over the last ten years. The Bachelor's degree and PhD are better represented than in other university courses. Courses in communication are flourishing, and are essentially to be found in universities (79.6%). The vast majority of students are women.
At the start of the 2009-10 academic year, eight out of ten baccalauréat holders from 2008 were still studying in higher education and the vast majority were continuing along the same study path. The pass rate in short courses was high: nine out of ten of those enrolled in an Advanced technician’s section (¦Section de technicien supérieur - ¦STS) or Technological university institute (¦Institut universitaire de technologie - ¦IUT) continued into the next year. However, a quarter of those who had gone into classes preparing for admission to Grandes Ecoles (¦Classe préparatoire aux grandes écoles - ¦CPGE) or into a Bachelor's degree programme after their baccalauréat did not re-register. 52% of students in the Bachelor's degree programme went into second year; what happened at the end of the first year varied considerably according to their previous study path and their motivation for studying at university. The rates of students moving into the next year are much higher when they have a baccalauréat with distinction or when they have decided on the course they want to follow. In second year, students find it less difficult to organise themselves and they say they are more satisfied with their studies, especially at university. However, the majority feel that they are not well-informed about the opportunities for changing courses and further studies.
In January 2010, 49,050 students were enrolled in the first cycle of medical studies (¦Premier cycle des études médicales - ¦PCEM1), a total which included 29,240 baccalauréat holders from the 2009 exam session. Almost all of them had a scientific baccalauréat and almost two thirds were women. Most of these students were the 'right age' for their year or ahead of their peers in their studies, and the majority were from privileged or very privileged social backgrounds. If their pass rate is similar to that of students enrolling in 2007, 26.4% of baccalauréat holders from 2009 who began PCEM1 will go on to the second year of medicine (11.2% after one year and 15.2% after two years), 3.6% will study dentistry and 3.1% midwifery. Finally, a third of students (33.1%) enrolled in PCEM1 will continue into the second year of their medical studies (PCEM2, dentistry or midwifery).
During the 2009-2010 academic year, 93,000 teachers held posts in public higher education institutions. Excluding those with special status, their total number (91,850) increased constantly, with 1,200 more teachers than the previous year, or +1.3%. Of these teachers, 57,700 belonged to the teacher-researcher corps and equivalent, whose number had increased 12.2% in ten years. 13,000 teachers under contract in secondary education posts and 23,500 non-permanent teachers also contributed to university teaching.
Engineering schools provide a wide range of courses (Engineering diploma, Master's degree, Specialised Master's, PhD, etc.). They have 150,000 students, of whom 119,200 are preparing an Engineering diploma accredited by the Ministry of Higher Education and Research as a result of a decision by the Engineering degree commission (¦Commission des titres d'ingénieur - ¦CTI). 60% of future engineers are trained in schools under the authority of the Ministry. The engineering diploma is obtained after five years of post-baccalauréat study, but there are a variety of paths to this end. Courses in engineering schools last between three and five years, depending on the level at which the student entered. Although the most common route into an engineering school is via classes preparing for admission to Grandes Écoles (¦Classes préparatoires aux grandes écoles - ¦CPGE), admission based on qualifications is possible at all levels. In first year, 70% of students enrol in the year they passed their baccalauréat, and most of these have a scientific baccalauréat. Although women are in the minority, their share is constantly increasing and they predominate in agriculture and applied science courses. More than 28,000 diplomas were awarded in 2009.
En 2008, la formation continue universitaire compte plus de 466 000 stagiaires, soit une hausse de 6 points par rapport à l’année précédente. Elle délivre 9 % des diplômes nationaux et s’affirme comme une voie de certification à part entière de l’enseignement supérieur. La formation continue universitaire accentue son caractère professionnalisant avec le doublement des contrats de professionnalisation et l'allongement de la durée des stages en entreprise.
In 2007, more than 137,000 researchers were carrying out R&D activities in a business enterprise. They numbered only 81,000 in 1997, and there are now almost as many researchers in business enterprises as their counterparts in government. Two thirds are concentrated in six economic sectors: electronic components, computer services, automobile industry, aeronautics, measuring instruments and pharmaceuticals. The significant increase in the number of researchers in business enterprises in the last ten years has primarily been focused in computer services. This is a young and mainly masculine population. In 2007, their average age was under 40. More than half of these researchers were trained in engineering schools. Women are younger, on average, with more qualifications than the men.
Pour sa cinquième édition, la brochure Filles et garçons sur le chemin de l’égalité de l’école à l’enseignement supérieur compare les principales données statistiques disponibles en matière de parcours et de réussite des jeunes : répartition selon les niveaux d’enseignement, résultats scolaires, choix d’orientation, poursuite d’études après le baccalauréat, insertion professionnelle.
En France comme au niveau européen, les filles sont plus diplômées à la sortie du système éducatif, se distinguent par une meilleure maîtrise de la langue, de moindres difficultés en lecture et des scores plus élevés en compréhension de l’écrit. Elles ont des résultats équivalents à ceux des garçons en sciences, mais semblent avoir moins confiance dans leur capacité scientifique.
Cet ensemble de données constitue un état de situation national, qui peut être décliné, au niveau académique et au niveau des établissements scolaires. Il permet de disposer d’éléments qui aideront à la mise en place de politiques en faveur de l’égalité des sexes. Cette égalité, ambition politique collective, projet d’intégration sociale, est au cœur des missions de l’École de la République.
A la session 2010 du baccalauréat, avec 531 800 lauréats, le taux de réussite à cet examen s'élève à 85,6 %. Il diminue de 0,6 point par rapport à l'année 2009. La proportion de bacheliers dans une génération progresse très faiblement et s'établit à 65,5 % en 2010. L'écart en faveur des filles (70,5 % contre 60,6 % pour les garçons) se resserre et passe sous la barre des 10 points.
In twenty years, the number of students in engineering schools more than doubled. After 52,000 at the start of the 1988-89 academic year, 108,000 students enrolled for an engineering course in 2008. This growth extended to all the education authorities, although it was not on the same scale everywhere. Over this same period, the number of female students tripled. In 2008, women represented 27% of students enrolled in engineering courses. Numbers of foreign students increased more than numbers of French students (foreigners account for 57% of all growth between 2003 and 2008). Foreign nationals are more prevalent in these schools than in higher education overall (13.4% compared with 11.9% in 2008). The majority of engineering students still come from a background of managers and higher intellectual professions (55%). Conversely, there are few children of workers or employees on these courses (16%).
Advanced technician's sections (¦Sections de techniciens supérieurs - ¦STS) are part of short vocational higher education, with 223,700 students (excluding institutions under the authority of the Ministry for Agriculture) in initial training and at school. These sections recruit after the baccalauréat and in theory offer two years' training for the Advanced technician diploma (¦Brevet de technicien supérieur - ¦BTS). At the start of the 2010-11 academic year there was a slight increase in numbers in production specialities and in service-related fields. The services sector is the one that attracts most of the students who continue their studies in an STS, but the proportion of students enrolling in this sector has stagnated since 2008. The proportion of women in STS has remained stable in all sectors of training. The number of students with a technological baccalauréat continued to decline in STS, but still represents more than half of all students (56%); the number of holders of a general baccalauréat fell for the first time since 2005. However, the number of students with a vocational baccalauréat rose by 2.8% in 2010-11.
À la rentrée 2009, les instituts catholiques d'Angers, de Lille, de Lyon, de Paris et de Toulouse accueillent 24 230 étudiants. L'augmentation marquée des effectifs (+ 14 % par rapport à 2008, soit 2 900 étudiants de plus) s'explique essentiellement par celle du nombre d'étudiants inscrits dans les formations de type universitaire (+ 18 %). Plus de huit étudiants sur dix inscrits dans ces établissements préparent un diplôme de type universitaire (licence LMD, master LMD...), les autres suivent une formation canonique (1). Ce sont les disciplines de sciences humaines et sociales qui attirent le plus les étudiants, en particulier en master. Les femmes sont majoritaires dans les instituts catholiques : elles représentent 66 % des étudiants et leur effectif a augmenté de 16 % en 2009. Les étudiants étrangers qui y sont accueillis (9 % de l'ensemble des étudiants) sont moins nombreux qu'en 2008.
In 2008, gross domestic expenditure on R&D (GERD) increased by 1.8% in volume, reaching € 41 bn. GERD is likely to increase at a sustained pace once again in 2009 (+2% in volume), and faster than GDP. For the first time since 2003, the GERD/GDP ratio, which measures the nation's research effort, increased. In 2008 it was 2.11% after 2.07% in 2007. It should reach 2.21% in 2009. After two years of significant increases in their budget allocations, universities are becoming the foremost sector for public research. In the private sector, R&D expenditure increased by €1 bn in 2008. Employment in research maintained its steady growth, especially for researchers. In 2008, there were 229,000 people working as researchers in France.
This 2009-2010 atlas shows numbers of students enrolled in higher education institutions and courses, drawn from the information systems and surveys produced by the French Ministry of Higher Education and Research, the Ministry of Education, the Ministry for Youth and Associations, and the ministries for Agriculture, Fisheries, Health and Sports. The geographical unit used in this atlas is the urban unit, which is the equivalent of an agglomeration; for Île-de-France and the French overseas collectivities, the geographical unit used is the commune.
Au 31 décembre 2009, 424 750 jeunes préparent un diplôme en apprentissage, soit une baisse de 0,7 % par rapport à la rentrée précédente. En 2008, la croissance des effectifs avait déjà ralenti (+ 0,6 %), après plusieurs années de développement rapide. Cette contraction résulte à la fois d’un contexte économique défavorable qui pénalise l’alternance dans son ensemble et de la réforme du baccalauréat professionnel. Seules les formations de niveau bac + 4 et plus restent très dynamiques, avec des taux de croissance supérieurs à 10 % par an. Sur ces deux années, les spécialités du bâtiment, du bois et de la mécanique perdent le plus d’apprentis, tandis que celles de l’agriculture et de l’alimentation ne sont pas affectées par ces conditions difficiles. Les évolutions régionales sont également contrastées : les effectifs baissent dans la moitié des académies. Enfin, la réussite des apprentis aux principaux examens varie de 90 % au baccalauréat professionnel à 70 % en BTS à la session 2009.
Depuis 2007, le nombre total de diplômes délivrés au titre de la validation des acquis de l’expérience (VAE) par les universités et le CNAM est stable avec environ 4 100 validations annuelles. En 2009, pour plus de la moitié, les VAE octroyées sont des validations totales (2 200) ; pour le reste, ce sont des validations d'une partie d’un diplôme (1 900). Le nombre de validations délivrées en totalité sur l’ensemble de ces établissements oscille autour de 2 000 depuis 2007. En 2009, la part des diplômes complets atteint son plus haut niveau (53,1 %), depuis la mise en place du dispositif (loi 2002). Les diplômes les plus recherchés sont la licence professionnelle, en fort développement, talonnée de près par le master. Les grands champs disciplinaires regroupant le plus de demandes restent "les sciences économiques, la gestion et l’administration économique et sociale".
Depuis 2003, l’évolution de la formation professionnelle se traduit, dans les universités, par un accroissement de la place des entreprises qui se manifeste davantage par leur contribution financière que par le nombre de leurs salariés formés. En effet, la moitié des fonds qui abondent la formation continue universitaire provient des entreprises (96 millions d’euros) alors que leurs salariés ne représentent que le tiers des stagiaires (119 000). Parmi ces stagiaires, 81 % s’inscrivent au titre du plan de formation de leur entreprise, 11 % au titre d’un congé individuel de formation et 8 % au titre d’un contrat de professionnalisation. La loi du 4 mai 2004, relative à la formation professionnelle et au dialogue social, a donné un coup d’accélérateur aux contrats en alternance, principalement dans les instituts universitaires de technologie. L’approche régionale montre qu’en dépit de stratégies universitaires très différentes, la place des entreprises s’affirme à peu près partout au sein de la formation professionnelle universitaire.