Un document de travail de la s\u00e9rie \u00ab Documents de travail \u00bb des minist\u00e8res sociaux (n\u00b0 2026-17, octobre 2026) analyse les m\u00e9thodes de mesure du volume de la production des services d\u2019\u00e9ducation non marchande dans la comptabilit\u00e9 nationale fran\u00e7aise. Il porte sur l\u2019\u00e9ducation publique en France et s\u2019int\u00e9resse en particulier \u00e0 la prise en compte de la qualit\u00e9 du service rendu.<\/p>\n
Actuellement, le volume de l\u2019\u00e9ducation non marchande est mesur\u00e9 selon une approche dite \u00ab output \u00bb fond\u00e9e sur les effectifs d\u2019\u00e9l\u00e8ves. Cette m\u00e9thode fait d\u00e9pendre fortement le volume mesur\u00e9 de l\u2019\u00e9volution d\u00e9mographique : la baisse r\u00e9cente du nombre d\u2019\u00e9l\u00e8ves conduit m\u00e9caniquement \u00e0 une diminution du volume estim\u00e9, sans tenir compte d\u2019\u00e9ventuelles am\u00e9liorations de qualit\u00e9, par exemple via la r\u00e9duction de la taille des classes. \u00c0 l\u2019inverse, la baisse des scores aux \u00e9valuations internationales PISA sugg\u00e8re une d\u00e9t\u00e9rioration de la qualit\u00e9 de l\u2019\u00e9ducation, que la mesure en volume ne refl\u00e8te pas non plus.<\/p>\n
L\u2019\u00e9tude compare diff\u00e9rentes options de mesure du volume et plusieurs ajustements qualit\u00e9 destin\u00e9s \u00e0 mieux saisir les dimensions qualitatives du service \u00e9ducatif. Elle propose un cadre th\u00e9orique int\u00e9grant ces ajustements qualit\u00e9 dans la mesure de volume en fonction de leur contribution au capital humain, sur la base d\u2019estimations issues de la litt\u00e9rature \u00e9conomique.<\/p>\n
Pour la p\u00e9riode 2013\u20112022, l\u2019ajustement fond\u00e9 sur les scores PISA r\u00e9duit les taux de croissance annuels du volume de l\u2019\u00e9ducation de 0,056 point de pourcentage en moyenne, avec un effet maximal de \u20110,1 point. L\u2019ajustement fond\u00e9 sur la taille des classes accro\u00eet l\u00e9g\u00e8rement ces taux, de 0,015 point de pourcentage en moyenne, avec un maximum de +0,035 point. L\u2019ajustement fond\u00e9 sur la part des enseignants d\u00e9butants a un impact n\u00e9gligeable, inf\u00e9rieur \u00e0 0,01 point de pourcentage.<\/p>\n
Globalement, les auteurs constatent que les ajustements qualit\u00e9 test\u00e9s ont un effet mod\u00e9r\u00e9 sur le volume estim\u00e9 de la production d\u2019\u00e9ducation, ce qui refl\u00e8te un effet limit\u00e9 des indicateurs retenus sur les revenus futurs associ\u00e9s au capital humain. Toutefois, ils soulignent que ces effets, bien que faibles annuellement, peuvent s\u2019additionner dans le temps et modifier la tendance observ\u00e9e.<\/p>\n
L\u2019\u00e9tude montre \u00e9galement qu\u2019une stratification plus fine du service \u00e9ducatif, prenant en compte la scolarisation croissante des \u00e9l\u00e8ves en situation de handicap, conduit \u00e0 une hausse plus marqu\u00e9e du taux de croissance du volume de production, pouvant atteindre 0,15 point de pourcentage. Cet \u00e9l\u00e9ment est particuli\u00e8rement pertinent pour le suivi des politiques d\u2019inclusion scolaire et de handicap, car il illustre l\u2019impact potentiel de la prise en compte explicite de ces publics sur la mesure de la production de services publics d\u2019\u00e9ducation.\u00a0(contenu r\u00e9sum\u00e9 par l’IA)\u200bLire la Suite<\/a>\u200b<\/p>","protected":false},"excerpt":{"rendered":" Un document de travail de la s\u00e9rie \u00ab Documents de travail \u00bb des minist\u00e8res sociaux (n\u00b0 2026-17, octobre 2026) analyse les m\u00e9thodes de mesure du volume de la production des 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