EDUCATION AND TRAINING

National Reference Metadata in ESS Standard for Quality Reports Structure (ESQRS)

Compiling agency: Ministry of National Education and Youth and Ministry of Tertiary Education, Research and Innovation

Time Dimension: 2019-A0

Data Provider: FR1

Data Flow: EDUCAT_ESQRS_A


Eurostat metadata
Reference metadata
1. Contact
2. Statistical presentation
3. Statistical processing
4. Quality management
5. Relevance
6. Accuracy and reliability
7. Timeliness and punctuality
8. Coherence and comparability
9. Accessibility and clarity
10. Cost and Burden
11. Confidentiality
12. Comment
Related Metadata
Annexes (including footnotes)
 



For any question on data and metadata, please contact: EUROPEAN STATISTICAL DATA SUPPORT

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1. Contact Top
1.1. Contact organisation

Ministry of National Education and Youth and Ministry of Tertiary Education, Research and Innovation

1.2. Contact organisation unit

Direction de l'évaluation, de la prospective et de la performance (DEPP)

1.5. Contact mail address

61, rue Dutot, 75015 Paris, France


2. Statistical presentation Top
2.1. Data description

A general description of the statistical process and its outputs, and their evolution over time.

 

NATIONAL EDUCATION SYSTEM
The following documents provide general information on the educational system; please add the relevant links for your country.

General link to Eurydice:
https://eacea.ec.europa.eu/national-policies/eurydice/
National system broad overview:
https://eacea.ec.europa.eu/national-policies/eurydice/content/france_en
National Education System Description:
 
National Education System - Provisions regarding language learning:
Annex 1
Structure of Education and Training Systems:
 

 

Please, use the box below if you wish to complement or amend the information provided by Eurydice:
 

 

Link to the ISCMAP programme and qualification:
Annex 2
National link to programmes and qualifications:
 

 

Further information on data flagged ‘d’ in the database is available to download from the Annex of the Metadata page for Education administrative data from 2013 onwards (ISCED 2011):
https://ec.europa.eu/eurostat/cache/metadata/en/educ_uoe_enr_esms.htm
2.2. Classification system

Not available.

2.3. Coverage - sector

Not available.

2.4. Statistical concepts and definitions

Not available.

2.5. Statistical unit

Not available.

2.6. Statistical population

Not available.

2.7. Reference area

Not available.

2.8. Coverage - Time

Not available.

2.9. Base period

Not available.


3. Statistical processing Top
3.1. Source data

For each UOE table, please list the source(s) used to compile information: UOE table, name, type, date of availability and responsibility.

 

Sources used for data on enrolments
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 0 and 1 E1 - Students in pre-primary/primary schools depending on the Ministry of National Education.  E1: Administrative data base, completed by a survey for a part of schools having not. E1: Ministry of National Education
ISCED 2 and 3 E2 - Students in secondary schools depending on the Ministry of National Education or other Ministries except the Ministry of Agriculture E2: Administrative data base, completed by a survey for a part of schools having not. E2: Ministry of National Education
E3 - Students in secondary schools depending on the Ministry of Agriculture E3: Administrative data base E3: Ministry of Agriculture
E5 - Apprentices E5: Administrative data base UOE data provider
ISCED 1 to 3 E4 - Students in SNE institutions.  E4: Survey UOE data provider
ISCED 4 to 8 E2 - Students in secondary schools depending on the Ministry of National Education or other Ministries except the Ministry of Agriculture E2: Administrative data base, completed by a survey for a part of schools having not. E2: Ministry of National Education
E3 - Students in secondary schools depending on the Ministry of Agriculture E3: Administrative data base E3: Ministry of Agriculture
E5 - Apprentices E5: Administrative data base UOE data provider
E6 - Students in universities, engineers schools, business schools, private schools E6: Administrative data base E6: Ministry of Higher Education and Research
E7 - Students in others engineers schools, business schools, others tertiary schools E7: Surveys E7: Ministry of Higher Education and Research
E8 - Students in health and social affairs institutions E8: Surveys E8: Ministry of health
E9 - Students depending on the Ministry of Culture institutions E9: Surveys E9: Ministry of Culture

 

Sources used for data on entrants
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
 ISCED 3  Sources E2, E3 and E5 used for enrolments    
 ISCED 4 to 8  Source E2 to E9 used for data on enrolments    

 

Sources used for data on personnel
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 02 P1 - Staff in public and government dependent private institutions
P2 -Civil Services employees
P1: administrative data base
P2: administrative data base
P1: Ministry of National Education
P2: National Institute of Statistics and Economic Studies
ISCED 1 P1 - Staff in public and government dependent private institutions P1: administrative data base  P1: Ministry of National Education
ISCED 2 and 3 P1 - Staff in public and government dependent private institutions

P1: administrative data base

P1: Ministry of National Education

 

ISCED 4 P3 -  Staff in institutions depending on the Ministry of Higher Education and Research P3: administrative data base P3: Ministry of Higher Education and Research
ISCED 5 to 8 P1 - Staff in public and government dependent private institutions

P3 -  Staff in institutions depending on the Ministry of Higher Education and Research

P1: administrative data base

P3: administrative data base

P1: Ministry of National Education

 

P3: Ministry of Higher Education and Research

 

Sources used for data on enrolments at regional level
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
  Same sources as for enrolments    

 

 

Sources used for data on foreign languages learning
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 1 L1 - Students in primary schools depending on the Ministry of National Education Survey ad-hoc (new in 2011) L1: Ministry of National Education
ISCED 2 and 3  E2 - Students in secondary schools depending on the Ministry of National Education or other Ministries except the Ministry of Agriculture E2: Administrative data base, completed by a survey for a part of schools having not. E2: Ministry of National Education
E3 - Students in secondary schools depending on the Ministry of Agriculture E3: Administrative data base E3: Ministry of Agriculture

 

 

Sources used for data on graduates
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 3    G1-  Baccalauréat delivered by the Ministry of National Education G1 : administrative data base G1 : Ministry of National Education
G2 - Vocational graduations delivered by the Ministry of National Education G2: administrative data base G2 : Ministry of National Education
G3 - Graduations delivered by the Ministry of Agriculture G3: administrative data base G3: Ministry of Agriculture
G7 - Graduations delivered by the Ministry of Culture  G7: survey G7: Ministry of Culture
ISCED 4 to 8     G2 - Vocational graduations delivered by the Ministry of National Education G2: Administrative data base, completed by a survey for a part of schools having not. G2: Ministry of National Education
G3 - Vocational graduations delivered by the Ministry of Agriculture G3: administrative data base G3: Ministry of Agriculture
G4 - Graduations in universities, engineers schools, business schools, private schools including apprentices G4: Administrative data base G4: Ministry of Higher Education and Research
G5 - Graduations in others engineers schools, business schools, others tertiary schools G5: survey G5 : Ministry of Higher Education and Research
G6 -  Graduations delivered by the Ministry of Health G6: surveys G6: Ministry of health
G7 - Graduations delivered by the Ministry of Culture  G7: survey G7: Ministry of Culture

 

Sources used for data on education expenditure
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
All education expenditure The French Education Account Consolidation of different sources UOE data provider
Except Research and development of some extra university research institutions. Gross domestic expenditure on R&D (GERD) - Higher Education sector Annual survey UOE data provider
and except guarantee fund Annual performance report of the budget bill. Register UOE data provider
Enrolments adjusted to statistics on education expenditure Same sources as enrolments adjusted for the French Education Account Consolidation of different sources UOE data provider

 

 

 

Sources used for data on credit mobility
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
ISCED 5 to 8 E1 - Generation survey 2013 E1: Surveys E1: Céreq - Centre for Studies and Research in Qualifications

 

Sources used for data on class
Detailed variables concerned Name of the source Type (Survey / Register / Estimation / Other) Responsible of the source (UOE data provider / Other: which-one?)
 ISCED 1  C1: Diapre - individual data on pupils in primary education  C1: Administrative data base  C1: Ministry of National Education
 ISCED 2 E2 - Students in secondary schools depending on the Ministry of National Education or other Ministries except the Ministry of Agriculture  E2: Administrative data base, completed by a survey for a part of schools having not. E2: Ministry of National Education
E3 - Students in secondary schools depending on the Ministry of Agriculture E3: Administrative data base E3: Ministry of Agriculture

 

E2: Ministry of National Education

3.2. Frequency of data collection

Annual.

3.3. Data collection

Not available.

3.4. Data validation

Not available.

3.5. Data compilation

Operations performed on data to derive new information according to a given set of rules.

 

Weighting methods
Weighted figures for differing reference periods Weighted figures for differing theoretical ages Conversion factors from part-time to full-time equivalent (FTE) data
     

 

 

Estimations methods used in the UOE questionnaires
Type of data Detailed variables concerned ISCED level Reference year(s) Data source (internal to UOE or not) Data type (sample-based or not) Data source name in English Reason Description of the estimation method
Education expenditure by source and type of transaction Central government expenditure: transfers to regional governments (net) ISCED 3 and 4: distinction between general and vocational programmes;
ISCED 5 to 8: distinction between ISCED 5 and ISCED 6,7 and 8.
Since 2000 except for ISCED 4: since 2011. internal to UOE population-based value   lack of breakdown in sources Data on transfers between central and regional governnment aren't available by orientation programme. An estimation of the parts of expenditure dedicated to each programme is made by applying students enrolled structure to the sum allocated to ISCED 3, 4 and ISCED 5 to 8.
Education expenditure by source and type of transaction Central government expenditure: transfers to local governments (net) ISCED 3 and 4: distinction between general and vocational programmes;
ISCED 5 to 8: distinction between ISCED 5 and ISCED 6,7 and 8.
Since 2000 except for ISCED 4: since 2011. internal to UOE population-based value   lack of breakdown in sources Data on transfers between central and regional governnment aren't available by orientation programme. An estimation of the parts of expenditure dedicated to each programme is made by applying students enrolled structure to the sum allocated to ISCED 3, 4 and ISCED 5 to 8.
Education expenditure by source and type of transaction Regional government expenditure: transfers to local governments (net) ISCED 3 and 4: distinction between general and vocational programmes;
ISCED 5 to 8: distinction between ISCED 5 and ISCED 6,7 and 8.
Since 2000 except for ISCED 4: since 2011. internal to UOE population-based value   lack of breakdown in sources  Data on transfers between regional and local governnment aren't available by orientation programme. An estimation of the parts of expenditure dedicated to each programme is made by applying students enrolled structure to the sum allocated to ISCED 3, 4 and ISCED 5 to 8.
Education expenditure by source and type of transaction Regional government expenditure: scholarships and other grants to students/households ISCED 3 and 4: distinction between general and vocational programmes;
ISCED 5 to 8: distinction between ISCED 5 and ISCED 6,7 and 8.
Since 2000 except for ISCED 4: since 2011. internal to UOE population-based value   lack of breakdown in sources  Scholarships and other grants to students/households from regional government aren't available by orientation programme. An estimation of the parts of expenditure dedicated to each programme is made by applying students enrolled structure to the sum allocated for ISCED 3, 4 and ISCED 5 to 8.
Education expenditure by source and type of transaction Regional government expenditure: direct expenditure for public, government-dependent private and independent private institutions ISCED 2, 3, 4, 5 to 8 Since 2000 except for ISCED 4: since 2011. mixed population-based value   lack of breakdown in sources

Education expenditure is assessed each year by the Education Account.

To estimate the parts of expenditure dedicated to public/private institutions (ISCED 2), general/vocational programme (ISCED 3 and 4) or short/long cycle tertiary (ISCED 5 to 8), we use the students’ enrolled structure.

Education expenditure by source and type of transaction Local government expenditure: direct expenditure for public, government-dependent private and independent private institutions ISCED 0, 1 Since 2000 mixed population-based value   lack of breakdown in sources

Education expenditure is assessed each year by the Education Account. 

To estimate the parts of expenditure dedicated to public/private institutions, we use the students’ enrolled structure.

Education expenditure by source and type of transaction Expenditure of households: payments on goods requested by education institutions (purchasing imposed by institutions) and private tutoring ISCED 0, 1, 2-General, 3, 5 to 8 Since 2000 external to UOE sample-based estimation   lack of data

we don't have administrative data on this topic so we use the results of a survey

Last surveys on this topic were implemented in 2013, 2008 and 2002. Between each new assessment, data are updated annually with index prices.

 Education expenditure by source and type of transaction Expenditure of households: payments to private institutions (tuition fees and fees for ancillary services) ISCED 0, 1, 2-General, 3, 5 to 8 Since 2000 external to UOE sample-based estimation   The budget data does not cover all the scope of the topic.

Payments paid by households to private institutions for tuition fees, halls of residence/ boarding school and canteen were revised in 2010 (new survey). Previously, we used the results of the former survey (2002). The data are updated each year with annual variations calculated with index prices to estimate these expenditures.

 Education expenditure by source and type of transaction Expenditure of households: payments to public institutions (fees for ancillary services) ISCED 0, 1, 2-General, 3, 5 to 8 Since 2000 external to UOE mixed   The budget data does not cover all the scope of the topic. Results of a survey on household expenditure for education (last editions in 2013, 2008 and 2002) and administrative data (for ISCED 2 and 3).
Education expenditure by nature and resource category Total expenditure (public and private sources) for R&D activities in public institutions ISCED 6 to 8 Since 2000 external to UOE population-based value   The budget data does not cover all the scope of the topic. We use the results of an annual survey to complete the scope (research and development of some extra university research institutions).
Education expenditure by nature and resource category Total expenditure (public and private sources) for ancillary services and educational guidance in public, government-dependent private and independent private institutions. All ISCED Since 2000 external to UOE population-based value   lack of breakdown in sources

To estimate the parts of expenditure for school transport and educational guidance dedicated to institutions, we use the students’ enrolled structure. We use the same estimation for school health services, halls of residence and canteen which are not directly assigned in institutions.

Education expenditure by nature and resource category Expenditure in independent private institutions: breakdown of current expenditure (compensation of personnel, other), capital expenditure and adjustments in fund balances All ISCED Since 2000 internal to UOE population-based value   lack of breakdown in sources we use the structure of the expenditure in the public institutions
Graduates Breakdown of graduates between public and private institutions and by sex ISCED 3: labour market destination (3A, 3C-short) and programme orientation (general and vocational programmes) 2004-2007 external to UOE population-based value Annual census of graduations in depending on the ministry of Agriculture institutions Information on public/private sector and on gender is unavailable  We have applied to graduations the distribution observed in final year ISCED 3A/3C agriculture enrolments. This implies that the success is comparable in both sectors. We tend to overestimate slightly the number of graduations in the public sector as opposed to the number of graduations in the private sector who usually gets higher pass rates. The estimation concerns 0.3% of ISCED A3 graduations and 7 to 8% of ISCED3C graduations. Since 2007, the ministry of agriculture has been collecting individual data on graduations.
Graduates Male and female graduates of age unknown ISCED 3: labour market destination (3A, 3C-short) and programme orientation (general and vocational programmes) 2004-2007 external to UOE population-based value Annual census of graduations in depending on the ministry of Agriculture institutions Information on gender is unavailable  We have applied to graduations the distribution observed in final year ISCED 3A/3C agriculture enrolments. This implies that the success is comparable in both sectors. We tend to overestimate slightly the number of graduations in the public sector as opposed to the number of graduations in the private sector who usually gets higher pass rates. The estimation concerns 0.3% of ISCED A3 graduations and 7 to 8% of ISCED3C graduations. Since 2007, the ministry of agriculture has been collecting individual data on graduations.
Enrolments Foreign students: breakdown between EU/non-EU citizens ISCED 2 and 3 Since 2004     Annual census of SNE enrolments in depending on the ministry of health institutions Information on nationality is unavailable  Given the small number of students concerned (0.2% of total ISCED2, 0.1% of total ISCED3) and with no alternative information to make estimations, we have considered that all students were French.
Enrolments Foreign students: breakdown between EU/non-EU citizens ISCED 5A and 5B 2004-2012     Annual census of apprentices enrolments Information on nationality is unavailable  Given the small number of apprentices concerned (4000 at ISCED 5A/5B) and the very small ratio of non French (foreigners) among the population of apprentices (1% or 2%), we have considered that all apprentices were French.
Enrolments Students enrolled by country of citizenship ISCED 5A and 5B 2004-2012     Annual census of apprentices enrolments Information on nationality is unavailable  Given the small number of apprentices concerned (4000 at ISCED 5A/5B) and the very small ratio of non French (foreigners) among the population of apprentices (1% or 2%), we have considered that all apprentices were French.
Enrolments Mobile students enrolled by country of origin and sex ISCED 5 to 8 2013-2017     Annual census of enrolments Information on mobility unavailable for 10% of the population For mobiles students, we don't have the country of origin. We use country of citizenship as a proxy. For about 10% of foreign students, we don't have information about mobility, we use the proxy: foreign student = mobile student.
Since 2018     Annual census of enrolments Information on mobility unavailable for 22% of the population A mobile student is a foreign student who had obtained his upper secondary diploma abroad but we don't know in which country, so we use his citizenship to define the country of upper secondary diploma. We do not include homecoming students since they have French nationality. The methodology has changed, unlike previous years, this collect excludes students enrolled in an exchange program (Erasmus +,..) from the overall estimate of the number of mobile students to comply with the UOE manual. We estimate the missing 22% by assuming that the share of mobile students out of international students (mobile and exchange students) or foreign students, depending of available information, is identical to that of engineering schools except for students enrolled in professional studies delivered by the Ministry of National Education.
Graduates Mobile students graduated by country of origin and sex ISCED 5 to 8 Since 2018     Annual census of graduates Information on mobility unavailable for 22% of the population A mobile student is a foreign student who had obtained his upper secondary diploma abroad but we don't know in which country, so we use his citizenship to define the country of upper secondary diploma. We do not include homecoming students since they have French nationality. We estimate the missing mobile graduates by assuming that the share of mobile students out of international students (mobile and exchange students) or foreign students, depending of available information, is identical to that of engineering schools except for students graduated in professional studies delivered by the Ministry of National Education.
Entrants Entr_1Age, Entr_3Fields ISCED 5 to 7 Since 2015       Information could be missing for survey and administrative data. We estimate the number of new entrants by age or field of education by applying students enrolled structure by age or field of education to the total number of new entrants. Unfortunately, for administrative data, sometimes the national identifier could be missing.
3.6. Adjustment

Not available.


4. Quality management Top
4.1. Quality assurance

Not available.

4.2. Quality management - assessment

Not available.


5. Relevance Top
5.1. Relevance - User Needs

Not available.

5.2. Relevance - User Satisfaction

Not available.

5.3. Completeness

The extent to which all statistics that are needed are available.

 

ISCED levels not covered
  Enrolments Entrants Personnel Foreign languages learning Regional enrolments Graduates Education expenditure
Data not covered Full-time/part-time; data on adult education; repeaters in ISCED 1; no data by age and grade for ISCED 1   Independent private institutions;
dependent private institutions for teaching staff in ISCED 4 to 8 and for school management personnel;
data does only cover educational system under the supervision of ministries of national education, and higher education and research : teaching staff under supervision of other ministries (notably agriculture and food, and health and social affairs) are not reported.
    Isced 4 to 8: estimation for 20% of the scope for reference year N; no distinction between government dependent private institutions and independent private institutions. Student loans; Expenditure of household on goods not requested by educational institutions
Reasons for unavailable data and, planned actions to improve coverage data full-time/part-time is not relevant for our needs, so it is not a priority; no data collection on adult education programmes; data on repeaters in ISCED 1 is only partially available; No data available by age and grade in ISCED 1         Isced 4 to 8 : data not fully available for reference year = N; data for government-dependent and independent private institutions are available in administrative data but not reliable (and difficult to make estimations). data not available
5.3.1. Data completeness - rate

Not available.


6. Accuracy and reliability Top
6.1. Accuracy - overall

Not available.

6.2. Sampling error

Not applicable.

6.2.1. Sampling error - indicators

Not applicable.

6.3. Non-sampling error

See below.

6.3.1. Coverage error

Divergence between the frame population and the target population.

 

Vocational training Programmes shorter than one semester
(or Implementation of the semester rule)
Are vocational and technical training programmes in enterprises included in the UOE data collection (YES/NO)? If Yes, how is the 10% school based component over the whole length of the programme assessed? Do (formal) programmes of shorter duration than one semester, full time equivalent duration as defined nationally, exist (YES/NO)? If Yes, how their duration (shorter than one semester) is assessed? Are all programmes of shorter duration than one semester, full time equivalent duration as defined nationally excluded from the UOE data collection (YES/NO)? If NO, how does the coverage deviate from the UOE Manual recommendation?
           

 

 

Early childhood education programmes
ISCED 01 programmes Reporting of Age in ISCED 0 Personnel in ISCED 0 What is the starting age of compulsory Primary education (ISCED 1)? This is needed for the calculation of ECE indicators such as 'Pupils aged between 4 years old and the starting age of compulsory education, by sex - as % of the population of the corresponding age group'
Do Early Childhood Educational Development programmes (ISCED 01) exist in the country 
(YES/NO)?
If Yes, are these programmes included in the UOE data collection 
(YES/NO)?
Are children under the age of 3 reported as participating in ISCED 02 Pre-primary education programmes? (YES/NO) If YES, please explain why. Are Classroom Teachers and Teacher Aides reported separately in the UOE data collection? (YES/NO) If NO, why? How are they reported? What is the minimum level of qualification required to become a Classroom Teacher at ISCED 01 and 02? Please give ISCED level. What is the minimum level of qualification required to become a Teachers’ Aide at ISCED 01 and 02? Please give ISCED level.
NO it does not, but children below 3 years are allowed to attend the three-year old children programs.    YES  YES in enrolments and personnel. Also in enrolments adjusted to statistics on education expenditure.   YES    ISCED 7  The minimim/most prevalent qualification is the status of ATSEM. Persons  who wish to be ATSEM have to pass through a competitive examination which is organised at the département level . To be able to attend this competitive examination, candidates must have obtained a Certificat d’Aptitude Professionnelle (CAP) "Accompagnant éducatif petite enfance (AEPE)" (certificate of professional competence in early education and care : ISCED 3) or equivalent diploma.  The starting age of compulsory Primary education (ISCED 1) is 6 years until the 2020 school year (UOE 2021). After 2020 school year (September 2019 to June 2020), the starting age is 3 years.

 

Special education needs (SNE) programmes

Are students in special education included in the data provided on enrolments, entrants, graduates and regional data 
(YES/NO)?
If NO, could you please specify for which questionnaires and explain why?
 YES in enrolments and personnel. Also in enrolments adjusted to statistics on education expenditure. Probably incuded in graduates.  

 

Adult education programmes and "continuing education"

Are adult education programmes included in the data? (YES/NO)  If NO, why?  If YES, does the national definition of “adult” or “continuing” education fully comply with the category as defined by the UOE manual? If the national definition of “adult” or “continuing” education programmes does not fully comply with the category as defined by the UOE manual, how it is assessed that the national “adult” or “continuing” programmes are similar or equivalent to corresponding initial education? 
 Partially in ENRL and GRAD because some degrees are both considered as initial and continuing programmes (for example university degree). No in personnel and expenditure.  We exclude language certificates because it does not correspond to a specific ISCED level.  

Yes for enrolments and graduates.

Expenditure : "adult education" or "continuing education" are exluded even if the programs provided are similar to regular initial education programs.

 

 

Students enrolled in educational institutions organised by ministries other than ministry of education

Do educational programmes organised by Ministries other than Ministry of education exist in the country (YES/NO)?  If Yes, what is the coverage of these programmes in the UOE data collection?  If Yes, and if relevant, which of those programmes are excluded from the UOE data collection?
YES The share of students enrolled in educational institutions organized by ministries other than the Ministry of Education and Higher Education is about 8 per cent of the total number of students.  

Personnel : data on staff of ministries of Agriculture, Health, Social affairs, Defense, Industry, Culture are excluded.

Expenditues : all ministries are taken into account.

 

Domestic educational activities Distance learning / e-learning programmes
Are all country’s domestic educational activities reported in the UOE data collection (YES/NO)? If NO, which domestic educational activity (e.g. for example Distance learning/e-learning involving two countries, commuting students, foreign campus, European administration schools, etc.) are not reported and why? Are distance learning programmes data reported in the UOE questionnaires? (YES / NO / Partially / Not relevant) If NO, please explain why. If Partially, which ones are excluded and for what reasons? If distance students are included in the data, are national distance learners in programmes organised by institutions outside your country excluded?
 NO Data on foreign campus are mostly excluded. We collect distance learning for some ISCED 3 and for ISCED 4-8 enrolments, entrants and graduates at French Universities and some business and engineer schools. YES partially   We collect distance learners for some ISCED 3 and for ISCED 4-8 enrolments, entrants and graduates at French Universities and some business and engineer schools.

Expenditure : we take into account the CNESD (National center for distance learning) accounting but whe don't include programs provided by private institutions (data for private distance learning are not available).

 Yes

 

Students participating in exchange programmes (credit mobile students) Foreign languages learning
Are students in short term postings (i.e. exchange programmes (credit mobility)) excluded from the population of students in the data collection (YES/NO)? If Yes, how the length of their stay abroad is assessed? If NO, why they are not excluded? Are students with SNE (Special Needs Education) enrolled in special schools excluded from the data on foreign languages? (YES/NO) Apart from SNE pupils, is the scope of the population the same as the total of students enrolled? (YES/NO) If NO, which pupils are not included?
 NO   We are not able to distinguish them.      

 

National programmes not covered by the UOE data collection, by ISCED level - Reasons why they are not covered
Programmes not covered at ISCED 0-Early childhood education Programmes not covered at ISCED 1-primary level of education Programmes not covered at ISCED 2-lower secondary level of education Programmes not covered at ISCED 3-upper secondary level of education Programmes not covered at ISCED 4-post-secondary non-tertiary education Programmes not covered at ISCED 5-short-cycle tertiary education Programmes not covered at ISCED 6– Bachelor's or equivalent level Programmes not covered at at ISCED 7 – Master's or equivalent level Programmes not covered at ISCED 8 – Doctoral or equivalent level  
                 Habilitation to conduct researches (after doctorate)  

 

Graduates: unduplicated count
Is the method of unduplicated count used for calculation of Graduates in the UOE data collection
(YES/NO)?
If YES, please explain the method.
Yes  Most of them yes, when it exists administrative data. In case of multiple degrees, we keep the highest degree obtained by the student.

 

Tertiary education programmes (ISCED Levels 5-8)
Orientation of programme in tertiary education Personnel in tertiary education, Academic staff
Does the orientation (general/academic, vocational/professional) in tertiary education (ISCED levels 5 to 7) exist in the country
(YES/NO)?
If YES, what is the national definition of the programme orientation? Are PhD candidates who are employed and hold titles such as teaching assistant, teaching associate, teaching fellow, research assistant reported as academic staff in the UOE data collection (YES/NO)?
     YES
6.3.1.1. Over-coverage - rate

Not applicable.

6.3.1.2. Common units - proportion

Not applicable.

6.3.2. Measurement error

Not applicable.

6.3.3. Non response error

Not applicable.

6.3.3.1. Unit non-response - rate

Not applicable.

6.3.3.2. Item non-response - rate

Not applicable.

6.3.4. Processing error

Not applicable.

6.3.4.1. Imputation - rate

Not applicable.

6.3.5. Model assumption error

Not applicable.

6.4. Seasonal adjustment

Not applicable.

6.5. Data revision - policy

Not available.

6.6. Data revision - practice

Any change in a value of a statistic released to the public.

 

Type of data reviewed Detailed variables concerned Reference time period Year when the revision was made Reason having led to the revision Consequences on accuracy
Graduates   2004-2009 december 2011 Reference age was calculated according to the graduation year instead of the school year (gap of one year). Irrelevant reference period (t-2/t-1 instead of t-1/t). For example: for UOE 2011, we provided the numbers of 2009 graduates (school year 2008-2009), instead of 2010 (school year 2009-2010).  
6.6.1. Data revision - average size

Not available.


7. Timeliness and punctuality Top
7.1. Timeliness

Length of time between data availability and the event or phenomenon they describe. Typically includes:

 

Information related to the latest reference year (academic year t-t+1, or financial year t)
Data collection Post-collection phase Dissemination/publication in your country Additional comments on deadlines and timeliness
Type of data Start date End date Start date End date Start date End date
Finance data year t jan (t+2) may(t+2) jul(t+2) jul(t+2) sep(t+2) nov(t+2)  
ENRL/GRAD school year t/t+1 oct t sept t+1 dec t aug t+2 spring t+1    
7.1.1. Time lag - first result

Not available.

7.1.2. Time lag - final result

Not available.

7.2. Punctuality

Ref to 7.2.1

7.2.1. Punctuality - delivery and publication

The number of days between the delivery/release date of data and the target date on which they were scheduled for delivery/ release.

 

Submission dates for the latest reference year (academic year t-t+1, or financial year t)
Deadline for transmission of data: 30 September t+2 Deadline for transmission of data: 30 November of t+2
Enrolments Entrants Personnel Foreign languages learning Regional data Class Credit mobility  Graduates Education expenditure
30 september t+2 30 september t+2 26 september t+2 27 september t+2 27 september t+2 27 september t+2 29 november t+2 6 december t+2 27 november t+2

 

If relevant,reasons for late delivery and action taken or planned for improving punctuality
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
             


8. Coherence and comparability Top
8.1. Comparability - geographical

The extent to which statistics are comparable between countries.

A. Deviations between the national methodology and the UOE Manual: non financial data

Reference period Data collection period Reference date for student and personnel ages
     

 

Enrolment: data collection period Enrolment in multiple fields of education Count of students: if relevant, detailed list of variables for which double counting are significant and why. Regional enrolment Foreign languages learning
         

 

Entrants New entrants by field of education Graduates from specific programmes Graduates by field of education
       

 

Educational personnel in work- and school-based combined programmes Educational personnel taxonomy: classroom teachers (ISCED 0-4) and academic staff (ISCED 5-8) Educational staff at ISCED level 0 Educational personnel at ISCED levels 5-8 Educational personnel and temporary replacements
         

 

B. Deviations between the national methodology and the UOE Manual: financial data

Expenditure at the pre-primary level - the childcare component
Reference period Expenditure at the pre-primary level: is the childcare component excluded (yes/no/partially)? If yes, which is exactly the share of "day care component" to be excluded from the data on the pre-primary level? If no, which estimation method is used to determine the share? Expenditure for teaching/academic hospitals Ancillary services expenditure Evening child care
  Yes, we exclude ISCED 01 because it doesn’t correspond to a full educational programme but we count ISCED 02 entirely (educational programme). Data not available for ISCED 01.   ISCED 02: We take into account direct expenditures for school transport, catering, housing, medical services, school guidance, textbooks (outside of household expenditure). ISCED 02: It depends on the local authorities, some of them take it into account, other not.

 

Cost of a dual-system programme to the employer. Adjustment of enrolments in case there is no data on expenditure at the workplace Expenditure for contributions on pension schemes Households' payments for private tutering Student living costs Ancillary services coverage
Partially available. Data only available for the tuition fees and the apprenticeship tax paid to educational institutions by the employer. No data available for expenditure on training at the workplace.
We only count imputed contributions directly available in the State Account named "Compte d'Affectation Spécial pensions". It retraces all the
income and expenditure of pension and disability schemes for which the State has the burden: retirement and invalidity pensions of civil servants.
We count imputed contributions directly avalaible in the State Account named "Compte d'affectation spécial Pensions" (for civil servant).   ISCED 1,2,3 and 4: Families who have children aged between 6 and 18 enrolled in an educational programme can get the schooling expenses allowance (ARS). ISCED 5/6: Some students are eligible on scholarships or public grant, on a low basis income. Those subsidies are not earmarked, so we can’t distinguish the amount that covers student living expenses from the amount which is attributable to educational institutions (mainly fees). The part of grant attributable to student living expenses is estimated from the part of the expenditure of households (subsidised or not) which is made outside educational institutions. see cell E31
8.1.1. Asymmetry for mirror flow statistics - coefficient

Not applicable.

8.2. Comparability - over time

The extent to which statistics are comparable or reconcilable over time.

 



Main changes compared to data transmitted for the previous reference period
Enrolments Entrants Personnel Foreign languages learning Regional data Graduates Education expenditure
Changes in the educational system              
Changes in the coverage     PERS questionnaire has been revised from UOE 2010 (reference year: 2009)        
Changes in the methodology

 Break in Time-series, by Field of education due to change in methodology for classification.

New definition of international students involving a break in series: A mobile student is a foreign student who graduated from upper secondary school abroad, but we don't know in which country, so we use his or her citizenship to define the country of the upper secondary school diploma. We do not include homecoming students in the category of mobile students because they have French citizenship. The estimation methodology has changed for the UOE2019 data collection. Contrary to previous years, this collection excludes students enrolled in an exchange programme (Erasmus +,...) from the overall estimate of the number of mobile students to comply with the UOE manual.

 Break in Time-series, by Field of education due to change in methodology for classification.

New definition of international students involving a break in series: A mobile student is a foreign student who graduated from upper secondary school abroad, but we don't know in which country, so we use his or her citizenship to define the country of the upper secondary school diploma. We do not include homecoming students in the category of mobile students because they have French citizenship. The estimation methodology has changed for the UOE2019 data collection. Contrary to previous years, this collection excludes students enrolled in an exchange programme (Erasmus +,...) from the overall estimate of the number of mobile students to comply with the UOE manual.

PERS questionnaire has been revised from UOE 2010 (reference year: 2009)    

 Break in Time-series, by Field of education due to change in methodology for classification.

New definition of international students involving a break in series: A mobile student is a foreign student who graduated from upper secondary school abroad, but we don't know in which country, so we use his or her citizenship to define the country of the upper secondary school diploma. We do not include homecoming students in the category of mobile students because they have French citizenship. The estimation methodology has changed for the UOE2019 data collection. Contrary to previous years, this collection excludes students enrolled in an exchange programme (Erasmus +,...) from the overall estimate of the number of mobile students to comply with the UOE manual.

 
Other changes              

 

Main changes over time
Type of data Detailed variables concerned Reference year(s) Changes in the educational system Changes in the coverage Changes in the methodology Other changes
Class ISCED 1 since 2014 year (UOE 2015)    

CLASS questionnaire has been revised from UOE 2015 (reference year: 2014).

France has used a new source for calculating the average class size in ISCED 1. The older data source could not distinguish multiple-level (mixed) classes, which bring together pupils enrolled in pre-primary education and those enrolled in primary education (it was aggregate data). The new source provides a more accurate data, meaning that, at ISCED 1, number of students corresponds only to students enrolled in primary education (these are  individual data but not exhaustive ; the response rate is about 99 %). Consequently, we have modified data in ISCED 1. Contrary to the older data source, number of students and divisions in independent private institutions are missing.

 
Enrolments ISCED 3B and 3C 2009 Beginning of the vocational training reform. Impact on the distribution between ISCED 3B and ISCED 3C enrolments      
Education expenditure all data 2012   Data on education expenditure has included Mayotte since 2012: Mayotte became a French overseas department in 2012. Since 2012, data on education expenditure has resulted from a new national account database (in 2010), which implies a break in time series compared to previous UOE data collections.  
Education expenditure Total education expenditure (for the central government), expenditure for compensation of employees 2006     The structure of the budget data which are collected by finances ministry changed in 2006. The comparability with the data transmitted before 2006 has been impacted. This looks like as a new "basis" of account. The most important change deals with the level of the social contribution (in particular the imputed contributions) which where underestimated before. This fact leads to a higher level of the total compensation which is the biggest part of education expenditure. One other important change deals with the higher education: some research expenditure can't be separated from the higher education expenditure. This also leads to a higher level of the education expenditure.  
Education expenditure Regional direct expenditure for education institutions: ISCED 2 and 3 2005-2008 From 2005 to 2010, the State delegated progressively to the regional government the compensation of workers and technicians working in the public institutions of the secondary level of education (Isced 2 and 3). Consequently, the regional direct expenditure for educational institutions increased significantly since 2006.      
Education expenditure all data 2007 Since 2007, the State has delegated to the regional authorities the management of the public educational programmes that provide nurse or social worker qualification. As a result, the quality of the educational expenditure is better (it was underestimated before).      
Education expenditure Transfers from central government to regional government since 2007 Since 2007, the State has delegated to the regional authorities the management of the public educational programmes that provide nurse or social worker qualification. As a result, the quality of the educational expenditure is better (it was underestimated before).      
Education expenditure all data 1995-2002   Without French Overseas Departments.    
Graduates by age: ISCED 3 since 2006     Since 2006 : ages for health and social ISCED 3 graduates are estimated because typical ages are not suitable to estimate the unknown ages of this specific population. We apply the distribution observed on health and social ISCED 3 students enrolled in the last year of training.  
Personnel

PERS 2

PERS 3

2015    

PERS 2 and PERS 3 questionnaires are now mainly based on a new comprehensive data source, named BSA (administrative database recording all staff for Ministry of National Education). This has enabled several improvements, on full time equivalents notably. There is thus a break in series, and 2014 data cannot be compared to 2015 one.

 
Personnel

PERS 4

2016   For primary levels, only principals with half a discharge or a total discharge are registered with management personnel (principals with less than half a discharge are registred with school teachers);
Principal Educational Adviser are added to teacher aides.

PERS 4 questionnaire  is now mainly based on a new comprehensive data source, named BSA (administrative database recording all staff for Ministry of National Education). This has enabled several improvements, on full time equivalents notably. There is thus a break in series, and 2015 data cannot be compared to 2016 one.

 
Personnel
 
before UOE 2010 (reference year: 2009)    

PERS questionnaire has been revised from UOE 2010 (reference year: 2009). Do not compare with older data.

 
All data expect education expenditure all data Since 2006   French overseas departments included since 2006.    
All data  expect education expenditure all data Since 2016   Mayotte included since UOE 2016.    
Foreign languages learning Foreign languages learning 1998-2005   Only institutions monitored by the Ministry of Education.    
Foreign languages learning Foreign languages learning Since 2006   ISCED 2-3
Language learning data cover also students in institutions depending on the Ministry of Agriculture. Estimated coverage is 100% of total enrolment figures at general ISCED3, 70% at vocational ISCED3. 
   
Foreign languages learning Foreign languages learning 2011   ISCED 1
Statistics on isced 1 foreign language learning are provided by a specific survey (no administrative data available). The coverage of this survey concerns about 96% of the pupils who have to learn a foreign language in primary school, from "Grade 2 (within ISC-Level)" to "Grade 5 (within ISC-Level)" (the learning of a foreign language is not compulsory in ISC1 "Grade 1 (within ISC-Level)").
   
Foreign languages learning ISC1 grade1 2017 Since year 2016-2017, the learning of a foreign language is compulsory in ISC1 grade1. Since 2017, data on foreign languages learning inclued ISC1 grad 1.    
Foreign languages learning ISCED 2 and 3 2017     Since school year 2016-2017, the census of foreign language is more precise in ISCED 2 and 3.  
Enrolments, Entrants, Graduates all data Since 2015   Data on Enrolments, Entrants and Graduates has included Mayotte since 2015. Mayotte became a French overseas department in 2011. It was not included between 2011 and 2015 due to the fact that Mayotte was not in the demographic table before 2015.    
Entrants ISCED 8 Since 2015   We found a solution to estimate the number of new entrants ISCED 5 to 8. For administrative data only, we have the possibility to know if a student was enrolled by the past with his national identifier. Previously, we  estimated the new entrants in ISCED 8  by comparison with the enrolments the previous year. We have looked for the enrolments for several years since uoe2017.    
Entrants ISCED 3 Since 2017     Since school year 2016-2017 for ISCED 3, we can better distinguish between agriculture, forestry, fisheries, veterinary, inter-disciplinary programmes and qualifications involving  agriculture, forestry, fisheries and veterinary.  
8.2.1. Length of comparable time series

Not available.

8.3. Coherence - cross domain

The extent to which statistics are reconcilable with those obtained through other data sources or statistical domains.

 

Name of the national publication Coherence issues
   
8.4. Coherence - sub annual and annual statistics

Not available.

8.5. Coherence - National Accounts

The extent to which statistics are reconcilable with National Accounts.

 

Calculation method Scope of education
  The scope of education is in line with Isced levels. In comparison with the Function "education" in the COFOG approach, our scope is a little bit larger.
8.6. Coherence - internal

Not available.


9. Accessibility and clarity Top
9.1. Dissemination format - News release

Not available.

9.2. Dissemination format - Publications

Not available.

9.3. Dissemination format - online database

Not available.

9.3.1. Data tables - consultations

Not available.

9.4. Dissemination format - microdata access

Not available.

9.5. Dissemination format - other

Not available.

9.6. Documentation on methodology

Not available.

9.7. Quality management - documentation

Not available.

9.7.1. Metadata completeness - rate

Not available.

9.7.2. Metadata - consultations

Not available.


10. Cost and Burden Top

Indication of the cost associated with the collection and production of a statistical product and burden on respondents.

 

Time spent (in working days) Comments
300 working days full time equivalents The burden on respondents is not included, because we consider it is not due to the UOE collect. The ministry of national education and the ministry of higher education and research collect all data for their own needs, whatever international statistics needs. Spent time includes the burden on both ministerial statistical services to compile all sources, to convert data into the international classifications, to check, … to coordinate the statisticians implied in the UOE data collection.


11. Confidentiality Top
11.1. Confidentiality - policy

Not available.

11.2. Confidentiality - data treatment

Not available.


12. Comment Top

In its present structure the quality report is only partially suited to its aim, that is to give a thorough insight into the quality of the transmitted data. On a practical viewpoint it is hard to rapidly assess the quality of, say, table ENRL1 unless to read all the document. The quality report should be organized otherwise. Roughly speaking it should be sorted firstly by table and secondly by principle of  the european stistics code of practice instead of the opposite.


Related metadata Top


Annexes Top
ISCED Mapping 2018 (UOE2019) - France
Annex 1 - Provisions for language learning FR 2018