This note presents the main results of the survey on work placements in higher education, carried out in 2015 and relating to the 2013-2014 academic year. It concerns students in initial education, excluding apprenticeships and work-study programmes. The first three editions of the survey only covered university students enrolled on Bachelor's and Master's degree programmes, engineering courses and University technology institues (IUT). From 2014, the coverage has been extended to technology universities, engineering courses in partnership with universities, Paris-Dauphine and Institutes of Political Studies (IEP).
In 2013, gross domestic expenditure on research and development (GERD) was €47.5 billion, up by 1.3% in real terms compared with 2012. The increase in GERD is due to an increase in business enterprise (+1.4%) and goverment expenditure on R&D (+1.0%). In 2013, R&D activities by businesses and government employed 418,000 people at full-time equivalent. The nation's research effort, which is the ration of GERD to Gross Domestic Product (GDP) was 2.24% in 2013. It should increase slightly in 2014 to reach 2.26%. GERD should increase by 0.7% in real terms in 2014 (estimate), at a higher rate than GDP (+0.2%).
18 months after graduating, the occupational integration of university graduates is already well advanced: depending on the degree obtained, 82% to 97% of graduates are in employment. This integration rate continues during the second year, with an improvement in working conditions (type of contract, pay, etc.). The data come from a system of annual surveys on the occupational integration of Master's, vocational Bachelor's and University technology diploma (DUT) university graduates, coordinated by the Ministry of National Education, Higher Education and Research (MENESR) and administered by the universities.
There have never been so many students in higher education in metropolitan France and the Overseas departments and territories: 2,470,700 at the start of the 2014-15 academic year. Numbers continue to increase (+1.6% in one year, or over 38,400 additional students), in particular at university (+2.1% in one year).
In five years, higher education has welcomed over 150,000 new students (+7%). Engineering schools have seen a particularly high rise in numbers.
By contrast, the number of students in State-recognised business schools has stabilised, following years of marked increases. The numbers enrolling in classes preparing for admission to Grandes Ecoles (CPGE) has risen moderately (+0.8%). On short courses (University technology institutes (IUT) and Advanced technician's sections (STS)), numbers have been stable.
At the start of the 2014-15 academic year, all the local education academies apart from two saw an increase in students. Just over one student in six was enrolled in a private education institution. Female students continued to be in the majority. One in eight students were foreign nationals.
La validation des acquis de l’expérience (VAE) dans les universités et le Cnam concerne 4 267 personnes en 2014, soit une nouvelle baisse de 5 % par rapport à 2013 après celle de 2,3 % enregistrée en 2012. Six validations sur dix conduisent à la délivrance en premier jury d’un diplôme complet de l’enseignement supérieur : cette part diminue de 4 points en un an.
Higher Education and Research, Facts and Figures presents an annual overview, backed up by figures, of developments within the French system, its resources and outcomes. Wherever the data permit, an international comparison is provided. A double page is devoted to each of the 49 themes, including a summary of the latest available data along with graphs, tables and comments.
En 2014, la France a consacré 146 milliards d’euros à son système éducatif, soit 6,8 % du PIB. La dépense intérieure d’éducation augmente de 2 % par an en euros constants depuis 1980. L’État reste le premier financeur de l’éducation (58 %), devant les collectivités territoriales (24 %), dont la part a augmenté de 3 points depuis 2006.
En 2014, la dépense moyenne pour un élève ou un étudiant est de 8 360 euros. Elle s’élève avec le niveau, allant de 6 120 euros pour un écolier à 11 560 euros pour un étudiant. Depuis 2013, la dépense moyenne par élève du second degré augmente.
En 2013, les établissements supérieurs publics (les universités, les écoles et le Conservatoire national des arts et métiers) ont réalisé un chiffre d’affaires de 427 millions d’euros au titre de la formation continue pour un public de 477 000 stagiaires, avec un nombre total de 70 millions d’heures dispensées, dont 56 millions d’heures pédagogiques en établissement.
La formation continue dans les universités accueille plus de 300 000 stagiaires en 2012, soit 21 % de plus qu’en 2001. Les salariés et les demandeurs d’emploi représentent une part de plus en plus grande des inscrits. La part des formations diplômantes s’est renforcée sur tout le territoire, grâce notamment au succès rencontré par la licence professionnelle en formation continue.
In 2013, gross domestic expenditure on research and development (GERD) amounted to €47.5 billion, an increase of €1.0 billion compared with 2012. When corrected by inflation, GERD increased by 1.3% in 2013. Business enterprise GERD (BERD) rose by 1.4% in real terms, while government GERD (GOVERD) increased by 1.0%. Research effort, which is the ratio of GERD to Gross Domestic Product (GDP), amounted to 2.24% in 2013, compared with 2.23% in 2012. It has increased by 0.22 points since 2007.
In 2014, the growth in GERD should slow down (+0.7% in real terms) due to the lower growth in government and business expenditure. GOVERD should increase by 0.5% in real terms, reaching €16.9 billion. The increase in BERD should also slow down (+0.9% in real terms), amounting to €31.2 billion in 2014. However, at 2.26%, the nation's research effort should rise slightly once again.
In 2012, the Midi-Pyrénées was the French region most committed to research and development activities, with a research effort of 4.8% of GDP. The objective of the Europe 2020 strategy to devote 3% of GDP to research and development was also achieved in the Île-de-France region in 2011.
Businesses accounted for two-thirds of R&D expenditure, but this proportion varied between regions. The private sector share in R&D expenditure was particularly high in Franche-Comté, Haute-Normandie and Picardy. In the Midi-Pyrénées, Franche-Comté and Auvergne, business research activities were specialised in certain sectors, and over two-thirds was performed by large enterprises. Higher education institutions, in particular universities, ensured public research presence in every region. However, the regional breakdown of government expenditure on R&D depends on the location of the major research organisations.
L'édition 2015 de Repères et références statistiques est en ligne. Au sommaire: une information statistique détaillée sur le fonctionnement et les résultats de l'éducation nationale et de l'enseignement supérieur, ainsi que les principales données sur la recherche française. Plus de 150 thèmes sont abordés dans cette publication.
In 2014-15, 1,531,300 students were enrolled in French universities, compared to 1,499,600 in 2013-14, an increse of 2.1%, slightly less than the previous year (+2.5%).
In particular, there were more students on Bachelor's degree programmes (+2.2%) and Master's programmes (+2.3%), but the number of PhD students was lower (-1.7%).
There was a dynamic increase in enrolments of new baccalauréat holders at university (+2.9%), although this increase was partly due to parallel enrolments in classes preparing for admission to Grandes Ecoles (CPGE).
There was a very dynamic increase in enrolments on Scientific courses and Humanities and Social Sciences courses.
The number of new technological baccalauréat holders increased significantly in University technology institutes (IUT) (+7.0%). The proportion of foreign students at university fell slightly to 14.3%, as did the number of foreign students not holding a French baccalauréat (11.0%). The proportion of foreign students on PhD programmes remained stable, at 41.5%.
In January 2014, around 57,000 students enrolled on the first year of a common healthcare studies course (PACES). First introduced in the academic year 2010-11, this course now covers the four disciplines of medicine, dentistry, pharmacy and midwifery.
37% of the students enrolled on a PACES course for the first time in 2010-11 who passed their first semester continued onto a second year of medical studies within one or two years. Due to the more frequent reorientations provided for by the PACES reform for students experiencing difficulties at the end of the first semester, this rate is slightly higher than for the previous generation (2009-10).
Although the PACES reform did not affect the sociodemographic characteristics of first year students, whose social background is marked by an over-representation of students from the higher socio-economic categories, it did however have an effect on the profiles of those who enrolled on one of the four medical programmes, in particular midwifery where the students admitted are almost exclusively female.
Finland, Sweden and Denmark are the three European countries that have achieved the target of spending 3% of GDP on research and development expenditure (R&D). In France, research efforts amounted to 2.23% of GDP in 2012, placing them in 8th place in Europe.
Nineteen European Union countries still spend less than 2% of their GDP on research and development. Although the differences between European countries have reduced in recent years, large disparities still remain. Since 2003, France's research effort has increased by 0.18 points, an increase slightly below that of the 28 European Union countries (0.22 points). A large share of research expenditure is carried out by businesses with over 500 employees, in the manufacturing industries, which is characteristic of European countries in which the research effort is the greatest.
Interviewed about their situation at the start of the 2013-14 academic year, 59% of baccalauréat holders who enrolled in higher education in 2008 now have a degree. At the same time, 24% are continuing their studies but have not yet graduated, due to the course chosen or a delay in their studies. Finally, 17% have not graduated and have left higher education.
Half of the baccalauréat holders who enrolled on the first year of a Bachelor's degree obtained their qualification. Although only three in ten students who enrolled in the first cycle of medical studies (PCEM) or the first cycle of pharmaceutical studies (PCEP) then enrolled in the second cycle, there were many successful reorientations onto short courses, with over half of those enrolled in University technology institutes (IUT) and 22% of those enrolled in Advanced technician's sections (STS) obtaining a Bac +3 level qualification. 84% of students who enrolled in classes preparing for admission to Grandes Ecoles (CPGE) then enrolled on a Bac +5 level course or a Master's degree. Among the baccalauréat holders who enrolled on paramedic and social courses or preparations for these courses, 45% obtained a qualification. Only 10% of students who enrolled in higher education left without a qualification.
This summary note presents the main indicators for the trajectories and pass rates for University students: rates of transition from L1 to L2 (first to second years of a Bachelor's degree) and from M1 to M2 (first to second years of a Master's degree), rates of obtaining a Bachelor's degree, Master's degree and University technology diploma (DUT). It is accompanied by the publication of these indicators broken down per university (see box). This information is published for the third consecutive year. The results for the 2014 session should be available in the second quarter of 2016.
The regional atlas of student numbers offers a territorialised approach to higher education courses in France.
It is organised by region and provides a detailed overview of higher education territories: the maps give a clear overall vision of the distribution of students and the tables provide details of these students by agglomeration and commune according to course type.
À la session du baccalauréat de juin 2015, avec 87,8 % d’admis en France entière, le taux de réussite global est similaire à celui de 2014 (87,9 %).
Le taux de réussite au baccalauréat général remonte de 0,6 point, à 91,5 % et retrouve pratiquement son niveau de 2013. Celui du baccalauréat technologique, qui avait connu une forte augmentation en deux ans, plus de 7 points, est cette fois stable, à 90,6 %. Celui du baccalauréat professionnel, qui avait augmenté de façon spectaculaire en 2014 en gagnant 3,4 points, perd 1,6 point à 80,3 %. La part des bacheliers dans une génération recule à 77,2 % en 2015, contre 78,3 % en 2014 en raison du moins grand nombre de candidats.
Higher Education and Research, Facts and Figures presents an annual overview, backed up by figures, of developments within the French system, its resources and outcomes. Wherever the data permit, an international comparison is provided. A double page is devoted to each of the 49 themes, including a summary of the latest available data along with graphs, tables and comments.
In 2014-2015, the number of students enrolled at university was 1,518,100, a rise of 1.2% in one year. Numbers were up in the Bachelor's degree programme (+1.2%) and the Master's degree programme (+1.6%), but down in the PhD programme (-2.4%).
At the start of the 2014-15 academic year, according to forecasts based on the provisional results of the baccalauréat and the course choices seen in previous years, student numbers seemed set to increase by 1.6% across higher education as a whole. The number of students entering higher education also appears to be higher than last year, as a result of a significant increase in vocational baccalauréat holders and a slight rise in the rates of general and technological baccalauréat holders pursuing their studies.
Looking ahead to 2023, the number of general baccalauréat holders will probably increase significantly compared with 2013 across all series, mainly due to dynamic demographic growth.
As a result of the introduction of priority guidance measures, the rate of students continuing their studies has improved and there has been a rise in the number of vocational baccalauréat holders going into Advanced technician's sections (¦Section de technicien supérieur - ¦STS), and those from the technological series going into University technology institutes (¦Institut universitaire de technologie - ¦IUT).
If trends in terms of guidance, further studies and demographic growth were to continue, student numbers would increase by 9% between 2013 and 2023.
In 2013-2014, there were 1,505,600 students enrolled in French universities (including universities in overseas departments and the University of Lorraine).
There were 1,468,300 students in 2012-2013.
Numbers had increased by 2.5%.
More specifically, student numbers were up in the Bachelor's degree programme (+2.5%) and the Master's degree programme (+3.0%), but down in the PhD programme (-1.2%).
The number of new baccalauréat holders enrolling at university was very buoyant (+4.5%).
Student numbers in healthcare subjects rose significantly (+7.6%).
There were more general baccalauréat holders in the general subject fields (+7.0%), the number of new technological baccalauréat holders increased significantly in University technology institutes (¦Institut universitaire de technologie - ¦IUT) (+13.5%) and those with a vocational baccalauréat were slightly less likely to enrol in the university.
The number of foreign students at university rose by 0.9%: they now represent 14.5% of all students. In the PhD programmes their numbers remained stable (41.4%).
According to provisional data, in 2013 intramural business enterprise R&D expenditure (BERD) by firms established in France stood at €30.9 billion. When corrected for price variations, BERD remained buoyant, rising 1.9% in one year. This progress was nevertheless slow in comparison to previous years (+2.9% in 2012, +4.1% in 2011 and +2.8% in 2010). The research effort of business enterprises, which is the ratio of BERD to gross domestic product (GDP), increased to reach 1.46% in 2013, after 1.44% in 2012.
Avec 710 700 candidats et 625 700 lauréats, le taux de réussite augmente à la session 2014 du baccalauréat. Il atteint 88 % : 91 % dans les voies générale et technologique, 82 % dans la voie professionnelle. Il dépasse 90 % dans presque toutes les séries technologiques.
Seul le taux de réussite de la voie générale est en recul, surtout du fait des séries ES et L.
La réforme de la voie professionnelle a considérablement augmenté le nombre de bacheliers : entre 2010 et 2014, la proportion de bacheliers dans une génération a augmenté de plus de 12 points pour atteindre 77,4 %. Un tiers des candidats sont désormais dans la voie professionnelle et la part de ses bacheliers dans une génération est de 23,8 %. Enfi n, en portant à trois ans la durée du cursus dans les trois voies, la réforme de la voie professionnelle a aussi fortement contribué au rajeunissement des candidats.
A l’occasion du 8 mars, journée internationale des droits des femmes, cette série de données statistiques renseigne sur la réussite comparée des filles et des garçons depuis l’école jusqu’à l’entrée dans la vie active. Elle met en évidence des différences selon les sexes en matière de parcours et de réussite des jeunes, de choix d’orientation et de poursuite d’études entre filles et garçons, qui auront des incidences ultérieures sur l'insertion dans l'emploi ainsi que sur les inégalités professionnelles et salariales entre les femmes et les hommes.
En 2011, le coût théorique du parcours d’un élève entre le début de sa scolarité obligatoire et la fin de ses études secondaires en France est dans la moyenne de l’OCDE. Ce coût théorique est inégalement réparti entre le primaire et le secondaire. Il dépend, d’une part, du coût annuel par élève dans chaque cycle et, d’autre part, de la durée théorique de scolarité dans le primaire et le secondaire. En France, le coût annuel d’un élève du primaire est inférieur à la moyenne de l’OCDE, alors qu’il est supérieur pour un élève du secondaire. La scolarité primaire y est plus courte que dans la plupart des pays (5 ans au lieu de 6) tandis que la scolarité secondaire est plus longue (7 ans au lieu de 6). La France dépense donc moins que la moyenne de l’OCDE pour le parcours d’un élève dans le primaire, et plus pour un élève pendant la durée des études secondaires.
Dans l’enseignement supérieur, la durée moyenne d’études en France est très légèrement supérieure à la moyenne de l’OCDE, et la dépense pour un parcours moyen y est un peu plus importante.
Au niveau national, l’État participe à hauteur de 63 % à la dépense moyenne, quand les administrations territoriales en fi nancent près de 26 %. Pour la moyenne de l’OCDE, ce sont les administrations territoriales qui contribuent pour la plus grande partie à la dépense moyenne (49 %), l’État central n’en fi nançant que 35 %.
Durant l'année universitaire 2012-2013, près de 91 000 enseignants (personnes physiques) ont été en fonction dans les établissements publics d'enseignement supérieur sous tutelle du MESR. Parmi ces enseignants, 56 600 appartiennent au corps des ennseignants-chercheurs -y compris les corps à statuts spécifiques. Leur effectif est resté stable par rapport à l'année précédente (+ 0,2 %). 13 100 enseignants du second degré et 21 000 enseignants non permaments participent à cet encadrement universitaire.
Fin 2013, les centres de formation d’apprentis accueillent 424 350 apprentis, soit une baisse de 3,1 % par rapport à 2012. La baisse s’accentue dans l’enseignement secondaire (- 5,4 %), tandis que la croissance de l’apprentissage dans l’enseignement supérieur ralentit (+ 2 %). Cette diminution résulte d’une baisse brutale de 14 700 entrées en apprentissage (- 6,5 %), en particulier à l’issue de la classe de troisième, alors que les effectifs sortant de cette classe progressaient de 0,2 %.
Les formations préparant à un CAP subissent la moitié de cette réduction des entrées, celles à un BTS, un quart, et celles à un baccalauréat professionnel 16 %. Parmi les académies à forte tradition d’apprentissage, seule celle de Nantes résiste avec la baisse des entrées la plus faible, tandis que l’académie de La Réunion se distingue par une hausse.
Research and technology transfer (R&T) are acknowledged as necessary for economic development. Territorial authorities, especially the regions, make a significant contribution to creating and expanding an environment that fosters innovation, even though research funding by the different territorial levels remains fairly modest overall (8% of public funding. See chap. 2.1) compared with government expenditure in this area. Nevertheless, from 2007 to 2013, budgets declared for R&T increased by 42%. In 2013, they stood at €1.34 billion.
Since 2003, the annual survey of R&T budgets carried out by the Information Systems and Statistical Studies Department (Systèmes d’information et études statistiques -SIES) of the French Ministry of Education, Higher Education and Research (Ministère de l'Éducation nationale, de l'Enseignement supérieur et de la Recherche - MENESR) (MENESR - SCSESR - SIES - A2.3) provides a measurement of funds allocated or spent by territorial authorities in support of research.