„Six EU countries (France, Belgium, Denmark, Ireland, Sweden, and Spain) have reached the EU-level 2030 target of 96% participation of children aged 3 and above in ECEC (Anm.: ECEC = early childhood education and care).“
EU-Kommission (Hrsg.), Education and Training Monitor 2023 (2023), S. 27.
Im EU-Durchschnitt waren es 2021 92,5 %, in Österreich 89,0 %. (Quelle: Eurostat-Datenbank, Abfrage vom 12. Jänner 2024.)

„The ECEC gap indicates the amount of time a child is not covered either by childcare leave or a guaranteed place in ECEC. […] The difference between the well-paid childcare leave and the start of the legal entitlement is between 1 and 2 years in Czechia, Latvia, Luxembourg, Hungary and Poland. […] The ECEC gap is between 2 and 3 years in Belgium, Spain, France and Portugal.“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 6f.
In Österreich beträgt er nach EU-Definition 3,8 Jahre. (Quelle: ibidem, S. 7.)

„From around age 3, almost half of European countries offer free ECEC. […] Most of these countries combine free ECEC with a place guarantee (Belgium, Spain, France, Luxembourg, Hungary, Poland and Portugal).“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2023. Early childhood education and care (2023), S. 9.
In Österreich ist der Besuch von Elementarbildungseinrichtungen nur im letzten Jahr vor dem Schuleintritt kostenfrei und das nur für 20 Stunden/Woche. Eine Garantie auf einen Platz gibt es nur in diesem letzten Jahr vor dem Schuleintritt. (Quelle: ibidem, S. 8.)

„The highest numbers of asylum applications came from Syrian (131 970) and Afghan (113 495) citizens. Within the EU Member States, the most common countries for lodging an application included Germany, France, Spain and Austria.“
Eurostat (Hrsg.), Key figures on Europe - 2023 edition (2023), S. 14.
Mit 106.380 Anträgen lag Österreich im Verhältnis zu seiner Bevölkerungsgröße weit vor Deutschland (217.735), Frankreich (137.510) und Spanien (116.135). (Quelle: ibidem.)

„Over the last decade, tuition fees for Master’s programmes at public institutions have been found to be 25-50% higher than those for Bachelor’s programmes in France, Israel, Spain and the US (Master’s and doctoral programmes combined), while in the French Community of Belgium, as well as in Hungary and Lithuania, they are found to be over 95% higher.“
Univ.-Prof. Dr. Hatidža Jahić u. a., Alternative financing models and student loans in higher education (2023), S. 8.

„In several OECD countries with available data (Denmark, Finland, France, Norway, Sweden and the United States) non-immigrant students achieved higher upper secondary completion rates compared to students with an immigrant background. However, there were differences within immigrant cohorts. First-generation immigrants had generally lower completion rates compared to second-generation immigrants.“
Samo Varsik u. a., Intersectionality in education: Rationale and practices to address the needs of students’ intersecting identities (2023), S. 32f.

„In Finnland und Schweden belaufen sich die Bildungsgebühren für Bildungsteilnehmer in Masterbildungsgängen an öffentlichen Bildungseinrichtungen, die nicht aus der EU/dem EWR kommen, auf rund 13.000 US-Dollar jährlich, während für inländische Bildungsteilnehmer (bzw. EU-/EWR-Bildungsteilnehmer) keine Bildungsgebühren anfallen. In Frankreich fallen 4.800 US-Dollar mehr an und in Lettland (staatlich subventionierte private Bildungseinrichtungen) 2.700 US-Dollar, während dieser Unterschied in Österreich und Ungarn weniger als 1.000 US-Dollar ausmacht.“
OECD (Hrsg.), Bildung auf einen Blick 2022 (2022), S. 377.

„Cocaine is the most commonly used illicit stimulant in Europe, with around 2.2 % of adults aged 15 to 34 reporting having used cocaine in the last year. This proportion is highest in Austria, Croatia, France, Ireland, Spain and the Netherlands.“
OECD (Hrsg.), Health at a Glance: Europe 2022 (2022), S. 116.
In Österreich waren es 5,6 %, der höchste Wert aller europäischen Staaten. (Quelle: ibidem, Figure 4.12.)

„Three countries have made compulsory attendance longer than one year. In Hungary, ECEC has been compulsory for children from the age of 3 since September 2015. In France, the starting age of compulsory education has been lowered from age 6 to 3 since September 2019. Greece has gradually lowered the starting age of compulsory pre-primary school attendance from age 5 to age 4 (2021).“
EU-Kommission (Hrsg.), Structural indicators for monitoring education and training systems in Europe – 2022: Overview of major reforms since 2015 (2022), S. 8.

„Several European countries apply lower or no fees for EEA (Anm.: EEA = European Economic Area) students but apply increased fees for those from outside the EEA. In Denmark, Finland and Sweden, higher education is tuition-free for nationals and EEA citizens, but international students from outside EEA countries are charged. While this policy has been in place for over a decade in Denmark (2006/07) and Sweden (2011), it was introduced only in 2017 in Finland. Similarly, France introduced a fee regime at public universities, which, as of 2019, applies different tuition fees to European and non-European students. From the start of the 2019/20 academic year, annual fees for a bachelor’s and master’s degrees increased more than 15-fold to EUR 2 770 for bachelor’s and EUR 3 770 for master’s annually for international students. In international comparison as shown above, they are nevertheless low.“
OECD (Hrsg.), International Migration Outlook 2022 (2022), S. 157.
Anm.: Die EEA besteht aus den 27 EU-Staaten plus Island, Norwegen und Liechtenstein.

„The retention of international students varies greatly across OECD countries. Five years after initial admission to the country, more than 60 % of international students who obtained a permit for study reasons in 2015 were still present in Canada and Germany, around half in Australia, Estonia and New Zealand, and around two in five in France and Japan.“
OECD (Hrsg.), International Migration Outlook 2022 (2022), S. 180.
Österreich gehört zu den OECD-Staaten, denen es am wenigsten gelingt, international Studierende nach Abschluss ihres Studiums im Land zu halten. (Quelle: ibidem, Fig. 7.1.)

„Im 20. Jahrhundert ging in einer Reihe von Ländern die höhere Bildung von Frauen mit niedrigerer Kinderzahl einher. In Österreich blieben in den Geburtsjahrgängen 1955 bis 1960 rund 14 % der Frauen mit niedriger Ausbildung kinderlos, während Frauen mit Abitur oder höherem Bildungsabschluss öfters kinderlos blieben (unter Hochschulabsolventinnen knapp 30 %). Derartige Unterschiede werden auch in Deutschland beobachtet, nicht aber etwa in Frankreich oder Schweden, wo sich die Vereinbarkeit von Familie und Beruf als weniger schwierig gestaltet.“
BKA (Hrsg.), 6. Österreichischer Familienbericht 2009-2019 (2021), S. 96f.

Frankreich: „Although the majority of parents indicate that crèche is their preferred childcare arrangement, it remains the second most common form of formal childcare in France, behind subsidized state-regulated caregivers (assistantes maternelles), who care for children in their own home.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 7.

Frankreich: „The results suggest that the positive associations of crèche attendance with language development are particularly concentrated among disadvantaged children: those with less educated mothers, those living in lower income households, and those born to (first- or second-generation) immigrant mothers.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 26.

Frankreich: „Positive effects on language skills appear to be particularly concentrated among disadvantaged children, for whom there also appear to be no negative effects on behavior. These findings suggests that an expansion of access to crèche may have potential to contribute to decreasing early gaps in child well-being if quality is maintained and less advantaged parents are willing to use crèche care.“
Univ.-Prof. Dr. Lawrence M. Berger u. a., The Impact of Center-Based Childcare Attendance on early Child Development (2021), S. 28.

„From September 2019, instruction has been compulsory from the age of 3 in France (compulsory preprimary education lasts for 3 years).“
EU-Kommission (Hrsg.), Recommended annual instruction time in full-time compulsory education (2021), S. 125.

„An alarming result from the most recent 2018 Programme for International Student Assessment (PISA) shows the reading performance gap between the 10 % most socioeconomically disadvantaged and the 10 % least socioeconomically disadvantaged students in France, Hungary, Israel, Peru, and the Slovak Republic is about four years of schooling.“
OECD (Hrsg.), Teaching as a Knowledge Profession (2021), S. 68.

„In OECD Europe, foreign-born youth who arrived as children are more likely to be not in education, employment or training (NEET) than their peers with native-born parents. In several OECD countries like Slovenia, Austria, Belgium, France and the Netherlands, their NEET-rates are twice as high.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 56.

„While some countries such as Korea have focused on gifted education as a separate policy area, allowing separate education provisions, some countries such as France or Portugal are currently making significant efforts towards the design of educational policy frameworks and practices that respond to diversity within the regular school and classroom. In this context, a shift in the field of gifted education towards more inclusive practices in mainstream schools aiming to promote gifted learning for all students is emerging.“
Alexandre Rutigliano u. a., Policy approaches and initiatives for the inclusion of gifted students in OECD countries (2021), S. 54.

„On average across OECD countries, one-third of 0- to 2-year-olds participate in out-of-home ECEC, rising to around 60 % in Belgium, Denmark, and Iceland. Participation rates increase with age, reaching 86 % for 3- to 5-year-olds on average across OECD countries, with complete participation (100 %) in several countries, e. g. Belgium, France, Israel, and the United Kingdom.“
OECD (Hrsg.), Is Childcare Affordable (Juni 2020), S. 1.
In Österreich besuchen 27,6 % der Unter-2-Jährigen eine Krippe (Quelle: Statistik Austria (Hrsg.), Bildung in Zahlen 2019/20. Schlüsselindikatoren und Analysen (2021), S. 151.) und 89,9 % der 3- bis 5-Jährigen einen Kindergarten (Quelle: OECD (Hrsg.), Bildung auf einen Blick 2021 (2021), Tabelle B2.1; Stand 2019).

„Socio-economic background is still the most important determinant of educational outcomes in the EU, hindering a sizable share of young people in acquiring an adequate level of basic skills and preventing upward social mobility. Its impact is particularly strong in Hungary, Romania, Bulgaria, Luxemburg, Slovakia and France.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 13.

„For differences in the level of teaching or learning requirements of different types of education institution, typical examples are the hierarchically ordered general educational paths of Germany, the Netherlands, Austria or Switzerland. However, other education systems also apply similar organisational principles (e.g. Czechia, France, Luxembourg, Hungary or Slovakia).“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 81.

„In Estonia, France and Finland, schools are generally allowed to use admissions criteria. For example, in Finland, schools with certain subject specialisations (but still following the same national curriculum) can set admissions criteria to assess students’ disposition or aptitude for certain subjects.“
EU-Kommission (Hrsg.), Equity in school education in Europe (2020), S. 103.

„In Japan, Peru, Qatar and the United Arab Emirates at least around 25 % of students were enrolled in government-independent private schools in 2018, as were as many as 41 % of students in Qatar and 38 % of students in the United Arab Emirates.“
OECD (Hrsg.), PISA 2018 Results. Effective Policies, Successful Schools (2020), S. 159.
In Österreich sind es 1,6 %, in Großbritannien 6,2 %, in Frankreich 8,3 %. (Stand 2018)

„In Europe, the duration of language preparatory classes for newly arrived students for primary and lower secondary education varies from one year or one school year in Belgium, France and Lithuania, to two years in Denmark and Norway, to three years in Latvia and four years in Greece.“
Dr. Lucie Cerna, „Refugee education: Integration models and practices in OECD countries“ (2019), S. 39

Frankreich: „Grade repetition is a common fate for children who have learning difficulties. More than a quarter of French children are forced to repeat at least one grade, more than double the international average according to the OECD.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 302

Frankreich: „Although in theory all public high schools (lycées) offer the same curriculum in the framework of the national education system, in practice there is a common perception that some schools are much better than others. […] In recent years, an increasing number of private lycées have climbed the ladder in rankings.“ Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 302f

„Language barriers play an important role in migrant integration. Many countries have taken measures to improve migrants’ language skills, including Germany, France, Belgium, Poland, Norway, Greece and Estonia.“
OECD (Hrsg.), International Migration Outlook 2019 (2019), S. 92.

Finnland: „Youth unemployment rates for the age group 15 to 29 reached 14.7% in 2017, placing Finland seventh highest in the OECD ranking, just behind France and Portugal.“
OECD (Hrsg.), „Investing in Youth: Finland“ (2019), S. 11

„For the OECD Teaching and Learning International Survey (TALIS) 2018, a considerable share of teachers at lower secondary level reported feeling underprepared for managing classrooms and student behaviour, ranging from more than one in four teachers in Lithuania to more than three in four in Austria and France.“
OECD (Hrsg.), Working and Learning Together (2019), S. 274.

„In many OECD countries, a smaller share of foreign-born adults than native-born adults is lacking upper secondary education. For instance, in Australia only 14 % of foreign-born adults have not gained an upper secondary education while among native-born adults the share is 22 %. […] In Germany, 32 % of foreign-born adults do not have upper secondary education, more than three times the rate among native-born adults (9 %). In Austria, Belgium, Costa Rica, Greece, Italy, France, Switzerland and the United States, the difference is still more than 10 percentage points“
OECD (Hrsg.), Education Indicators in Focus 65 (Dezember 2018), S. 2f.

„In 2016, France spent 5.4 % of its GDP on education (compared to the EU average of 4.7 %). 2.4 % of GDP was spent on secondary education, ranking France second in the EU (EU average 1.9 %).“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 103.

Frankreich: „The type of secondary school-leaving diploma (the ‘baccalauréat’) obtained is strongly dependent on a pupil's socio-economic background. While 77 % of children whose parents are managers have a general education diploma and 9 % of them a vocational diploma, the corresponding proportions for children of blue-collar workers are 34 % and 44 %. Similar findings hold true for higher education. To improve basic skills and reduce inequalities, France is lowering the starting age of compulsory education from six to three starting in September 2019. The measure targets those few children who do not participate in early childhood education and care (ECEC), most of whom are from disadvantaged and immigrant backgrounds. The focus will be on language acquisition and well-being as foundations for building basic skills. All children ages 4-6 already participate in ECEC.“
EU-Kommission (Hrsg.), Education and Training Monitor 2018 (2018), S. 105.

„Malta (89 %), Portugal (64 %), Italy (54 %) and Austria (50 %) have high proportions of men of African descent with low educational levels. By contrast, in Ireland, the share of men of African descent with low educational levels is considerably lower than that of men in the general population. Similarly, in Finland, France and Ireland, more men of African descent have high levels of education than men in the general population.“
European Union Agency for Fundamental Rights (Hrsg.), Second European Union Minorities and Discrimination Survey (2018), S. 46.

„Austria, France, Germany and the Netherlands share the experience of large-scale low-educated immigration, the so-called 'guest workers', in the post-World War II economic boom period. The native-born children of these immigrants generally had relatively lower starting conditions in terms of socio-economic characteristics compared to their peers with native-born parents. In contrast, immigration to Canada has been largely high-educated, although not all immigrant groups have the same background, and intergenerational mobility patterns vary across groups.“

OECD (Hrsg.), „Catching Up? Country Studies on Intergenerational Mobility and Children of Immigrants“ (2018), S. 9

„The United States leads in hosting the largest number of mobile students worldwide (hosting about 907,300 or 19 % of the global total), followed by the United Kingdom (430,700, or 9.2 %), Australia (294,500, or 6.3 %), France (239,400, or 5.1 %), Germany (228,800, or 4.9 %), Russian Federation (226,400, or 4.8 %), Canada (171,600, or 3.7 %), Japan (132,000, or 2.8 %), China (123,100, or 2.6 %) and Italy (90,400, or 1.9 %).“

UNESCO (Hrsg.), „Skills and Innovation in G20 Countries“ (2018), S. 14

In Österreich sind es 26,3 % (Quelle: Statistik Austria (Hrsg.), „Bildung in Zahlen 2016/17. Tabellenband“ (2018), S. 323), Österreich wäre also mit Abstand an der Spitze der G20-Staaten.

„In France, the difference in science performance on the 2015 PISA between the richest and the poorest students was 115 points. […] A 100-point difference in PISA scores is roughly equivalent to three years of schooling.“

The World Bank (Hrsg.), „Learning to Realize Education's Promise“ (2018), S. 78

„Die Jugendarbeitslosigkeit in Frankreich ist mehr als dreimal so hoch wie in Deutschland. Neben der generellen Jugendarbeitslosenquote ist vor allem die Quote derer wichtig, die ein Jahr nach ihrem Uniabschluss noch keine Arbeit gefunden haben. Und auch diese liegt bei 25 Prozent.“

Univ.-Prof. Dr. Louis Chauvel, Die Zeit online am 8. April 2017

Frankreich: „Wer wirklich Karriere machen will, besucht zudem eine der zahlreichen, großenteils privaten Ingenieurschulen und Handelshochschulen oder eine Elitehochschule (grande école) wie die École Normale Supérieure und die École Polytechnique. Um hier aufgenommen zu werden, muss man sogenannte Vorbereitungsklassen (classes préparatoires) durchlaufen, die in einem zweijährigen arbeitsintensiven Paukstudium auf die Aufnahmeprüfung der betreffenden Hochschule vorbereiten.“
Dr. Rainer Bölling, „Hochschulzugang, Kompetenzniveau und Arbeitsmarkt im internationalen Vergleich“. In: Lin-Klitzing u. a., „Leistungsstandards und Leistungsbewertung an Gymnasien und Universitäten“ (2017), S. 149

„Unemployment rates of first-generation immigrants exceed unemployment rates of natives by 50 to 100 percent in Croatia, France, Finland and Germany. The relative gap between people with and without immigrant background is especially high in Luxemburg (127 %), Sweden (188 %), Austria (203 %) and Belgium (221 %).“

Prof. Dr. Holger Bonin, „The Potential Economic Benefits of Education of Migrants in the EU“ (2017), S. 27

„High NEET rates close or above 20 % are still recorded in a number of countries (Croatia, Bulgaria, Italy and Romania, the latter even showing a substantial increase in 2015). There are also indications that the NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia.“

EU-Kommission (Hrsg.), „Joint Employment Report 2017“ (2017), S. 38

„These countries show exceptionally large gaps between the socio-economically advantaged and disadvantaged groups. This suggests that disadvantaged children from these countries are less likely to obtain the skills necessary for today’s technology-rich and versatile labour markets and improve their socio-economic status.“

OECD (Hrsg.), „Educational Opportunity for All“ (2017), S. 18

Frankreich: „The risk of skill depreciation is especially important for youth, as a large share of French youth are not in employment, education or training, and many young people are employed in temporary jobs with low access to training.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 9

„Access to education and training remains unequal, with low participation rates among individuals from disadvantaged backgrounds and low-skilled individuals. Vocational education remains an unattractive option among students and their parents, and labour market outcomes for some vocational tracks are poor.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 10

„The share of youth that are NEET in France reached 17.1% in France in 2015, which is substantially higher than the OECD average of 14.6%.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 17

„In 2016, 24.6% of persons aged 15-24 were unemployed in France, compared to an OECD average of 13%.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 17

„At a staggering 59.6 % in 2015, France has one of the highest incidences of temporary employment among youth in OECD countries for which the average stands at just 25 %.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 18

„According to the Survey of Adult Skills (PIAAC) data, France is among the 24 participating countries with the lowest numeracy and literacy skills. More specifically, France has an above average share of adults with literacy and/or numeracy levels in or below the lowest scale.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 22

„The skill level of children is strongly influenced by socio-economic background, and more so in France than in other OECD countries. Moreover, the influence of socio-economic factors on educational outcomes has increased over time, making the French current educational system more unequal than it was in 2003.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 23

„Basic skill levels of adults in France are low compared to many other OECD countries, with 31 % of adults scoring low in literacy or numeracy in the PIAAC survey

(compared to an OECD average of 26 %).“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 64

„A significant share of students still leave education without upper secondary degree. […] The family background of students is a strong determinant for the probability of early school leaving. In general, education outcomes in France are strongly influenced by the socio-economic background of the individual.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 64

„Since 2015, the right to return to school was opened up to all early school leavers aged 16 to 25, and investments has [sic] been made to make school leavers aware of this possibility, to provide bursaries for individuals returning to school, and to provide enough places.“

OECD (Hrsg.), „Getting Skills Right. France“ (2017), S. 65

„In France, during the first year, newly arrived migrant students attend intensive French lessons for a minimum of nine hours per week in primary education, and 12 hours per week in secondary education.“

EU-Kommission (Hrsg.), „Key Data on Teaching Languages at School in Europe 2017“ (2017), S. 136

„On average across the OECD countries, the performance difference associated with a one-unit increase in the PISA ESCS index is equivalent to more than one year of schooling. The biggest impact of all is found in France, where a one-unit increase in the ESCS index is associated with an average improvement across the three subjects of 56 score points, the equivalent of almost two years’ schooling.“

UNICEF (Hrsg.), „Building the Future. Children and the Sustainable Development Goals in Rich Countries“ (2017), S. 41

Anmerkung: In Österreich sind es 44 Punkte, in Finnland und Deutschland 39 Punkte.

„On average, 13 % of 15-year-olds in the OECD have repeated at least one grade in primary or secondary school. […] In France, Luxembourg, Portugal or Spain, the rate of grade repetition is as high as 35 %.“

OECD (Hrsg.), „Trends Shaping Education 2017“ (2017), Spotlight 8, S. 5

„Viele Länder, u. a. das Vereinigte Königreich (modern apprenticeships), Spanien (nuevo contrato de la formación y aprendizaje) und Frankreich (apprentissage nouveau), setzen auf neue/modifizierte duale Ausbildungssysteme, um den hohen Jugendarbeitslosigkeits- und Schulabbruchquoten entgegenzuwirken.“

ibw (Hrsg.), „Befragung österreichischer LehrabsolventInnen zwei Jahre nach Lehrabschluss“ (2016), S. 11

Frankreich: „There are large performance gaps between schools. Disadvantaged schools benefit less from experienced teachers, and school segregation reflects socioeconomic, academic and migrant backgrounds as well as residential segregation.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 99

Frankreich: „Pupils’ performance is strongly linked to their socioeconomic background. Too many young people leave education with few or no qualifications.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 99

„In France, Norway and the United States, the completion rate of students increases as their parents’ educational attainment increases. In France, the completion rate of students whose mother or father attained tertiary education is 11 percentage points higher than the completion rate of students whose parents did not attain upper secondary education. The difference is 10 percentage points in Norway and 27 percentage points in the United States.“

OECD (Hrsg.), „Education at a Glance 2016“ (2016), S. 170

Frankreich: „In 2014 general government expenditure on education as a proportion of GDP, at 5.5 %, remained above the EU average of 4.9 %.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 99

„Close to half of the migrants arriving in Canada, France and the United Kingdom arrive from a country sharing one of the main official languages.“

OECD (Hrsg.), „Working Together: Skills and Labour Market Integration of Immigrants and their Children in Sweden“ (2016), S. 106

„Während normale Universitäten in Frankreich nichts kosten, zahlt man für ein Aufbaustudium an Elite-Unis wie der ENA, den „grandes écoles“, zwischen 7000 und 12000 Euro jährlich.

Stuttgarter Nachrichten online am 10. Mai 2015

„In Frankreich, den Niederlanden und Deutschland sprechen fast 50 % der fremdsprachigen Zuwanderer zu Hause die Sprache des Aufnahmelands.“

OECD (Hrsg.), „Integration von Zuwanderern: Indikatoren 2015“ (2015), S. 66

„The student body of the elite schools themselves is always as remote from the global population profile as it was fifty years ago, with about 80 % of high SES children in the most prestigious elite schools …“

Univ.-Prof. Dr. Marie Duru-Bellat, „Access to Higher Education: the French case“ (2015), S. 16

„Today, most of the French members of the elite come from a very small number of prestigious schools.“

Univ.-Prof. Dr. Marie Duru-Bellat, „Access to Higher Education: the French case“ (2015), S. 41

„England ranks equal fourth amongst countries and regions in numeracy inequality. Only France, English-speaking Canada and the USA are significantly more unequal in numeracy.“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 9

„For numeracy, almost a quarter (24 per cent) of adults in England scored at Level One or below, a higher proportion than the OECD average of 19 percent. Most countries had a lower proportion of adults at the lowest two numeracy levels than England and only six countries had a higher proportion (Northern Ireland, the Republic of Ireland, France, the United States, Spain and Italy).“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 19

Österreich gehört mit 14 % zu den Staaten, in denen sich die wenigsten Menschen mit ihrer Mathematikkompetenz im Risikobereich (Level One or below) befinden.

„In Great Britain and France, many immigrants speak English/French as a second language, disadvantages caused by lack of fluency hence being far less severe and having less of an impact on children’s educational performance than they would have elsewhere.“

Mag. Dr. Bernhard Riederer u. a., „Changes in the Educational Achievement of Immigrant Youth in Western Societies“ in „European Sociological Review“, 2015, Vol. 31, No. 5, S. 632

„In France, 17 % of youths between the ages of 15 and 29 are not in education, employment or training.“

Univ.-Prof. Dr. Pierre Cahuc u. a., „Youth unemployment in France“. In: Dolado (Hrsg.), „No Country for Young People?“ (2015), S. 47

„The proportion of NEETs among 15 to 29 year-olds in France has been, on average over the last decade, one of the highest in the OECD countries, after Italy, Spain and Greece.“

Univ.-Prof. Dr. Pierre Cahuc u. a., „Youth unemployment in France“. In: Dolado (Hrsg.), „No Country for Young People?“ (2015), S. 47

Frankreich: „The government’s objective is to reach 500 000 apprentices by 2017. As set out in the plan to re-launch apprenticeship, a significant communication effort aimed at young people and companies has been undertaken to promote apprenticeships in private and public sectors.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 105

„In France, immigrant students have both academic difficulties and report the weakest sense of belonging.“

Dr. Andreas Schleicher, PISA-Koordinator der OECD, in OECD (Hrsg.), „Immigrant Students at School“ (2015), S. 6

„The worst performers with regard to the influence of socioeconomic background on students’ educational success are Hungary, France, Bulgaria and Slovakia.“

Bertelsmann Stiftung (Hrsg.), „Social Justice in the EU – Index Report 2015“ (2015), S. 29

„On average across OECD countries, about 15 % of the variation in students’ mathematics performance can be explained by their socio-economic background. The countries where the variation in PISA mathematics performance can be explained to a larger extent by socio-economic background are the Slovak Republic, Chile, Hungary and France.“

OECD (Hrsg.), „Government at a Glance 2015“ (2015), S. 186

Frankreich: „Only students from elite schools or with a Doctorate stand a very good chance at getting top level jobs.“

Univ.-Prof. Dr. Marie Duru-Bellat, „Access to Higher Education: the French case“ (2015), S. 36

„In Frankreich machen drei Viertel eines Jahrgangs das Abitur (Baccalauréat). Diese außerordentlich hohe Studienanfängerquote wird nicht nur mit dem Preis einer extrem hohen Jugendarbeitslosigkeit von 22 Prozent, also rund zweieinhalbmal so hoch wie in Deutschland, bezahlt, sondern auch mit einer exorbitant hohen Abbrecherquote in Höhe von 50 Prozent eines Jahrgangs!“

Univ.-Prof. Dr. Julian Nida-Rümelin in Nida-Rümelin u. a., „Auf dem Weg in eine neue deutsche Bildungskatastrophe“ (2015), S. 39

„In some OECD countries, including Canada, France, Italy, Ireland, Poland, Spain, the United Kingdom and the United States, large proportions of young adults who have upper secondary qualifications also perform (Anm.: bei PIAAC) below Level 2 in numeracy.“

OECD (Hrsg.), „OECD Skills Outlook 2015“ (2015), S. 38

Italiens, Irlands, Spaniens und Englands unter 30-jährige AkademikerInnen haben, wie die OECD bestätigt, eine geringere Mathematikkompetenz als Österreichs unter 30-Jährige, deren höchster Bildungsabschluss die Sekundarstufe II ist (ibidem, S. 35)

„In historischer Perspektive zeigte sich, dass die Verlängerung der Ausbildung in Frankreich seit den siebziger Jahren mit steigender Jugendarbeitslosigkeit einherging. Daran hat sich bis heute nichts geändert. Seit Jahren liegt die Erwerbslosigkeit der 15 bis 24 Jahre alten Bevölkerungsgruppe zumeist über 20 Prozent und deshalb mehr als doppelt so hoch wie heute in Deutschland (knapp acht Prozent).“

Dr. Rainer Bölling, Frankfurter Allgemeine Zeitung online am 4. Dezember 2014

Frankreich: „Den etwa 80 Universitäten auf der einen Seite stehen als traditionsreiche Elitehochschulen die Grandes Ecoles auf der anderen gegenüber. […] Diese Einrichtungen dienen explizit der Eliterekrutierung – in ihnen werden Führungskräfte für Politik, Verwaltung, Militär, Wirtschaft und Industrie ausgebildet.“

Univ.-Prof. Dr. Peter Brenner, „Schule und Elite“ in Hanns Seidel Stiftung (Hrsg.), „Talente finden – Begabungen fördern – Eliten bilden“ (2014), S. 52

„Socioeconomic background shows the greatest influence on a student’s educational performance in France, Bulgaria and Slovakia.“

Bertelsmann (Hrsg.), „Social Justice in the EU. A Cross-national Comparison“ (2014), S. 38

„La France est l’un des pays de l’OCDE dans lequel le milieu socio-économique des élèves a le plus d’impact sur leur performance en mathématiques.“

OECD (Hrsg.), „Education Policy Outlook – France“ (2014), S. 6

„Immigrants in France face particular problems, with less than 60 % passing the minimum benchmark – equivalent to the average for students in Mexico.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 20

Lesekompetenz bei PIAAC: „Italy (250) and Spain (252), but also France (262), fall substantially short of the international performance and constitute the bottom of the international league tables.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 23

„The largest proportion of students reporting that they had repeated a grade in primary, lower secondary or upper secondary school can be found in Belgium (36.1 %), closely followed by Spain, Luxembourg and Portugal (all exceeding 30 %). […] In France and the Netherlands, the rates of students who repeated a grade are close to 30 %.“

Eurydice (Hrsg.), „Tackling Early Leaving from Education and Training in Europe“ (2014), S. 44

„PISA surveys show that France is one of the countries in which the school system contributes most to widening inequalities.“

EU-Kommission (Hrsg.), „Investing in children: Breaking the cycle of disadvantage. A study of national practices“ (2014), S. 72

„In France students with only a lycée diploma have great difficulty entering the labor market.“

Univ.-Prof. Dr. Maurice Crul u. a., „Second-generation migrants: Europe and the United States“ (2013), S. 3

„In no other country is the transition from school to work as problematic as in France. This is not just a problem for young people of migrant parentage, youth unemployment for those of native parentage is among the highest in Europe.“

Univ.-Prof. Dr. Maurice Crul u. a., „super diversity“ (2013), S. 66

„Among OECD countries, the strongest impact of socio-economic background on mathematics performance is found in Chile, France, Hungary and the Slovak Republic …“

OECD (Hrsg.), „Lessons from PISA 2012 for the United States“ (2013), S. 29

„28 % der Schülerinnen und Schüler haben im Collège schon einmal ein Schuljahr wiederholt und 38 % der Schülerinnen und Schüler der 9. Klasse haben mindestens ein Jahr in ihrer Schullaufbahn verloren. Damit steht Frankreich hinsichtlich der „Sitzenbleiber-Quote“ an der Spitze aller OECD-Länder.“

Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 17

„Frankreich ist […] eines der zwei Länder innerhalb der OECD (zusammen mit Neuseeland), in denen der Unterschied zwischen Schülern mit hohem ökonomischen, kulturellen und sozialen Status der Eltern einerseits und Schülern mit schwachem ökonomischen, kulturellen und sozialen Status der Eltern andererseits am größten ist.“

Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 16

„Die französische Schule ist eine der weltbesten für einen sehr kleinen Teil ihrer Schülerinnen und Schüler, der in der Hauptsache aus den höchsten sozialen Schichten stammt und über weitläufige soziale und kulturelle Ressourcen verfügt; sie ist eine der schlechtesten für einen beachtlichen Teil von Schülern aus benachteiligten kulturellen und sozio-ökonomischen Milieus, die in der Schule enorme Schwierigkeiten haben oder sogar scheitern.“

Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 18

Frankreich: „Es ist eine Zunahme der Ungleichheiten im Schulerfolg zwischen dem Anfang der sechsten und dem Ende der siebten Klasse zu beobachten, deren Ursache in der sozialen Herkunft der Schüler liegt: Es wird angenommen, dass die Unterschiede, die innerhalb dieser zwei Jahre zwischen Schülerinnen und Schüler aus privilegierten bzw. benachteiligten Elternhäusern entstehen, genauso groß sind wie jene, die innerhalb der ganzen Grundschulzeit entstanden sind.“

Haut Conseil de l‘ Education, übersetzt von und zitiert nach Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 18

„Frankreich ist das Land der großen Diskrepanz: Während die Elite fast mit der internationalen Spitzengruppe mithalten kann, befinden sich 40 % seiner Schützlinge in den Tiefen des Rankings. Auf der einen Seite ist man auf Augenhöhe mit Finnland und Südkorea, auf der anderen nähert man sich Mexiko und der Türkei an.“

Univ.-Prof. Dr. Christian Baudelot, übersetzt von und zitiert nach Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 18

„Fankreich zeigt eine Schullandschaft, in der das Schicksal für die Elite und die breite Masse am weitesten auseinanderklafft.“

Univ.-Prof. Dr. Christine Delory-Momberger, „Der Umgang mit Diversität als ein fundamentales Problem der französischen Schule“ in Schelle u. a., „Schule und Unterricht in Frankreich“ (2012), S. 18

„Dropout in lower secondary school is most prominent in the Netherlands, Belgium and France.“

Univ.-Prof. Dr. Maurice Crul u. a., „The European Second Generation Compared“ (2012), S. 139

Frankreich: „For youth that arrive in later grades, i.e. after the age of twelve, some schools offer one to two years of classes d’adaptation (CLAD), either of general education or of vocational training and work preparation.“

OECD (Hrsg.), „Languages in a Global World“ (2012), S. 343

„The impact of economic background on individuals’ educational achievement is highest in France.“

Dr. Raphaela Schlicht-Schmälzle u. a., „Logics of Educational Stratification: A Cross-National Map of Educational Inequality“ (2012), S. 7

Frankreich: „Weil es dieses Eliten-System gibt, beginnt der Selektionsprozess der Elite sehr früh. Dabei gibt es viele subtile Prozesse, wie die Schulwahl durch die Eltern oder die Wahl der Schulrichtung.“

Univ.-Prof. Dr. Agnes van Zanten, Der Standard ONLINE am 17. Oktober 2011

„The weakening of the French students is directly related to educational policies implemented in France, mainly during the past two decades, which follow some of the dominant orientations of the educational philosophy promoted by OECD.“

Univ.-Prof. Dr. Nathalie Bulle, „Comparing OECD Educational Models through the Prism of PISA“ (2011), S. 25

„A key problem in Greece, France and Finland is the high rate of ESL (Anm.: ESL = Early School Leavers) during the first few months of the first grade of upper secondary vocational education.“

Anne-Marie Nevala, „Reducing Early School Leaving in the EU“ (2011), S. 45

„In kaum einem Land gehen die Schüler, unabhängig von Herkunft und Leistung, alle auf eine gemeinsame Schule. Selbst in Ländern, die offiziell ein Einheitsschulsystem haben, gibt es für die Privilegierten separate Bildungswege. In Frankreich sind es die katholischen Lyzeen, in England die Internate, in den USA die teuren Privatschulen oder öffentliche Schulen in sozial privilegierten Vierteln.“

Univ.-Prof. Dr. Elmar Tenorth, Die Zeit vom 17. Juni 2010

„Not only in Korea but also in countries such as France, Canada, and Singapore, tutoring has moved beyond being just a shadow of the regular system to become a system in its own right which offers additional learning opportunities.“

Univ.-Prof. Dr. Mark Bray, „Researching shadow education: methodological challenges and directions“. In: „Asia Pacific Education Review“ (2010), 11, S. 10f

„In countries such as Greece, France, the Netherlands and Sweden, immigrant children are given the opportunity to attend temporary reception classes if they do not have the required level of proficiency in the host language to cope successfully in the school system.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 56

„On observe un creusement des inégalités de réussite imputables à l’origine sociale entre le début de la sixième et la fin de la cinquième.“

Haut Conseil de l’Education (Hrsg.), „Le collège“ (2010), S. 10