The Expectations of the French Public and Teachers Regarding the School System: What Does the Future Hold for 2035?
What goal should the school system set for itself after achieving the target of having 80% of a given age cohort earn a high school diploma? A study conducted by Ifop for Ecolhuma among the general public and elementary and secondary school teachers reveals a mixed picture of this historic ambition. While its impact on access to higher education is recognized, it has faced criticism regarding the value of the diploma and the quality of instruction. Looking ahead, mastery of fundamental knowledge emerges as a central expectation, alongside educational equity and the freedom to choose one’s own educational path.
Mixed Results on the “80% Baccalaureate” Goal
Only 41% of the French public believe this goal has been achieved today, compared to 76% of the teachers surveyed. Once informed that the goal has been met, 56% of the French public and 70% of teachers acknowledge that it has enabled many young people from low-income backgrounds to earn their high school diploma and pursue higher education. But this recognition coexists with a critical view: 64% of the French public and 78% of teachers believe it has devalued the baccalaureate and intensified competition in higher education. Respectively, 58% and 78% also view this objective as positive, while believing that it has led to unmet expectations.
In this context, replacing it with a new pledge tailored to current challenges is the most frequently cited option, though it does not command an absolute majority: 32% of the French public and 47% of teachers favor this approach. A significant proportion, however, prefers not to establish any major national commitment for the education system: 29% of the general public and 35% of teachers.
Basic skills take center stage; educational equity is increasingly driven by teachers
Among five new pledges proposed for 2035, proficiency in reading, writing, mathematics, and reasoning tops the list of first choices: 39% of the French public and 32% of teachers rank it as a priority. Across both possible choices, it accounted for 60% and 51% of mentions, respectively.
Teachers, however, place nearly equal importance on educational equity, cited by 52% of them, compared to 40% of the French public. The prospect of a recognized qualification and a genuinely chosen career path, meanwhile, brings the two groups together: 44% of the general public and 43% of teachers mention it.
The hierarchy of expectations also varies by generation. Fundamental knowledge is cited first by 52% of those aged 65 and older, compared with 26% of those under 35. The latter group distributes their expectations more evenly among this mission, educational equity, and preparation for the world of tomorrow.
Ambitions Faced with Fragile Confidence
The French are divided on whether the education system is currently capable of fulfilling, by 2035, the promise they prioritize: 42% believe it can, compared to 43% who disagree. A lack of human and financial resources is the most commonly cited obstacle among both groups, though to varying degrees: 28% of the French public mention it, compared to 51% of teachers.
Finally, personal experiences shed light on these expectations. While 83% of teachers report having chosen their academic path, only 52% of the general public share this sentiment, whereas 36% report having been forced into a particular path. This generally positive academic experience among teachers contrasts with their current professional situation: 65% believe their current position falls short of what their level of education or qualifications would have allowed them to aspire to—in terms of pay, job satisfaction, and responsibilities—compared to 29% of the general working population.
