The landscape of STEM education in France

EUROPEAN COMMISSION Directorate-General for Education, Youth, Culture and SportDirectorateB—Youth, Education and Erasmus+UnitB.2—Schools and Multilingualism Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu European CommissionB-1049 Brussels STEM education landscape in Author:Camille Hennion, SoheirDani and Chloe Pryce, in collaboration with the Manuscript completed in January 2025 This document has been prepared for the European Commission however it reflects the views only of theauthors, and the European Commission is not liable for any consequence stemming from the reuse of this Luxembourg: Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that For any use or reproduction of elements that are not owned by the European Union, permission may need PrintISBN978-92-68-38388-9doi:10.2766/4439117NC-01-26-095-EN-CPDFISBN978-92-68-38387-2doi:10.2766/6978689NC-01-26-095-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system................................81.2.Governance of STEM education in France..........................................101.3.Introduction of the country’s performance in STEM education in 2014- 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................17 2.1.Policy framework for STEM education in France.................................17 2.2.Overview of the main structural challenges and factors related to STEMeducation in school..............................................................................19 2.2.1.A strong disciplinary culture–reflected in the structure of the system–thathampers the promotion of STEM............................................................192.2.2.A renewed focus onthe “fundamentals” prioritising mathematics and Frenchat the expense of an integrated STEM....................................................20 3.Overview of the identified instruments promoting STEM education24 3.1.Examples of best practices to support STEM education......................25 4.Recommendations for potential EU interventions..............................31 5.Methodological annex...........................................................................32 Thisdocument presents results of country-specific research on science,technology, engineering and mathematics (STEM) education and its support inFrance. It was prepared in the context of a wider study on ‘ Promoting STEM 1.Background to the country’s education system 1.1.Structure of the national school education system In France, the education system below the tertiary level is divided into threestages: early childhood education and care (ECEC), primary education, and Early childhood education and care (ECEC) in France corresponds ISCED level0 and covers pre-primary education, serving children from three to six years old.It is free and mandatory from age three. The curriculum at this education cyclefocuses on social, emotional, and cognitive development, with an emphasis on Primary education (ISCED level 1) in France is compulsory and begins at agesix, lasting five years. The first year of primary education covers a preparatoryclass (CP), followed by two years of elementary class (CE), and another twoyears of intermediate class (CM). The curriculum within the first three years ofprimary education includes the STEM subject of Mathematics, alongside other Secondary education in France is divided into two stages: lower secondaryeducation (ISCED level 2) and upper secondary education (ISCED level 3). Lower secondary education is compulsory and lasts four years, from ages elevenand fifteen. The curriculum at this cycle is broad and includes STEM subjectssuch as Mathematics, Science and Technology (first year)2,Life and Earth and final exams. At the end of collège, students take the Diplôme National duBrevet (DNB), a national examination that assesses their proficiency in coresubjects and determines readiness forupper secondary education. Upper secondary education begins at age fifteen and typically lasts three years,culminating in theBaccalauréat(Bac) examination. Students choose one of three The general pathway prepares students for higher education. TheSeconde(firstyear of upper secondary education) consists of a common curriculum for allstudents, covering STEM subjects such as Mathematics, Physics, Chemistry andLife and Earth Sciences.I