2023-12-04 16:38:16
The Directorate of Research, Evaluation Studies and Statistics (DREES) publishes data on training in social professions in 2022. In 2022, 58,000 students, including 84% women, are enrolled in one of the 1 110 training courses in social professions in mainland France and in the overseas departments and regions (DROM). Among them, 14,600 are training as specialist educators, 10,400 are training as educational and social support workers and 7,100 are training as social service assistants.
In 2022, the number of registrations drops very slightly
As part of a downward trend that began in the early 2010s, and despite a rebound in 2021 (+3.1%), the total number of registered students, all years of training combined, decreased very slightly (-0 .4%) between 2021 and 2022. This comes from the more pronounced drop in the number of those enrolled in the 1st year (- 2.9%). The latter follows a significant increase between 2020 and 2021 (+5.8%), following a decade of almost continuous decline.
(-1.2% per year on average).
In 2022, the total number of participants will decrease in most training courses, particularly in those for social service assistants (ASS). [-5,4 %] and educational and social support (AES) [-3,8 %]. Nevertheless, the number of registrants is increasing in specialized educator training (ES) [+5,6 %] and early childhood educator (ECE) [+2,5 %] and is almost stable for training for family assistants (+0.3%) and instructor educators (+0.4%).
Variable proportions of those enrolled in initial or continuing training, depending on the training
Nearly half of those enrolled in social professions training follow their education in initial training outside of work-study programs, almost a quarter in continuing education outside of work-study programs and almost another quarter in work-study programs. . These shares vary greatly depending on the training. Thus, the share of students in initial training is significantly higher in social service assistant training (75% of those enrolled) or social and family economics advisors (CESF) [75 %]educators of young children (66%), specialized educators (60%), and specialized technical educator (ETS) [57 %]. Conversely, training for the social engineering diploma (DEIS), the certificate of aptitude for management functions and head of a social intervention unit (CAFERUIS), and the certificate of aptitude for the functions of director of social establishment (CAFDES) have much higher proportions of those enrolled in continuing education (80%, 76% and 73% respectively).
Candidates for training in four of the social work diplomas can apply via Parcoursup. For the first time, the survey makes it possible to distinguish this channel among the different ways of applying for training. In 2022, 91% of candidates for specialized educator training applied via Parcoursup, this is the case for 90% for social service assistant training, and 89% for young child educator training. and 77% for that of specialized technical educator.
The number of graduates increases by 4.8% in 2022
The number of graduates, excluding validation of acquired experience (VAE) and tuition reduction, stands at 21,300 in 2022, up 4.8% compared to 2021, reversing the trend observed since 2014 (-2.9% per year on average). The growth observed in 2022 is notably driven by the sharp increase in the number of early childhood educator (ECE) diplomas. [+14,7 %]d’assistant social (ASS) [+11,6 %]specialized educator (ES) [+11,1 %] and advisor in social and family economics (CESF) [+9,7 %]. EJE, ASS and ES training courses last three years and their number of participants increased significantly in 2019, which influences the evolution of the number of graduates in 2022. The same is true for the diploma of CESF, whose training lasts one year, and whose number of enrollees increased significantly in 2021. The number of graduates in other training courses will see smaller increases in 2022, for example for the AES training ( +2%), or even declines, as is the case for training as a family assistant (-5.1%) and as a training instructor (-1.4%). The pass rate for the 2022 exams stands at 89%, down 2 points compared to 2021. This drop concerns all diplomas, except the training of social and family intervention technician, instructor-educator, and CAFRERUIS, whose success rates are increasing (respectively by +5 points, +1 point and +1 point), and the training of CESF whose rate is stagnating.
To these 21,300 diplomas are added 6,800 diplomas acquired in total VAE, 45 in partial VAE and 1,100 in reduction courses excluding VAE of schooling. The number of diplomas acquired through partial VAE or reduced tuition increases by 16% compared to 2021, while the number of total VAE stagnates over the same period.
In 2022, the rate of permanent interruption of schooling stands at 7.2%
From 2022, the survey makes it possible to count permanent interruptions in schooling (e.g. abandonment or permanent exclusion) and temporary interruptions (e.g. gap year, maternity leave, long-term illness.). In 2022, 5,600 students interrupted their training, including 4,200 permanently, representing an overall interruption rate of 9.7% and a permanent interruption rate of 7.2%.
The definitive interruption rate for 2022 is generally lower for training leading to the highest level diplomas: it amounts to 12.1% in AES training and 2.5% in CAFERUIS training. . It stands at 5.3% in family assistant training, 5.7% in ES training, and 6.3% in EJE training.
Download the full data on data.DREES: Training for social professions.
Press release, Drees November 29, 2023
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