The Ipsos Education Monitor 2024: Our Global Survey on School-Related Topics

Our survey provides a concise snapshot of the state of education systems worldwide. The study brings together responses from five continents, highlighting how people think about school and education — both in their differences and similarities. The figures below summarize the most important global findings: 

• 33% of respondents rate the quality of their national education system as good, while 36% rate it as poor.
• 47% believe school quality has declined since their own school days — most strongly expressed in Romania, France, and Hungary.
• 25% expect technological advances to have more negative than positive effects on education in the future — an increase of seven percentage points compared to last year.
• 29% see an outdated curriculum as the greatest challenge. Lack of funding, overcrowded classes, and insufficient teacher training closely follow.
• In 29 out of 30 countries, majorities support banning social media for children under 14. 

The Ipsos survey reveals the expectations and reservations that respondents in Germany, the United Kingdom, and France have toward their education systems. It shows the levels of satisfaction or criticism that prevail and illustrates the degree of trust in educational institutions today. 

When asked, “How would you rate the overall quality of the education system in your country?” a clear north-south divide emerged: 

• United Kingdom: 44% rate the quality as “good.”
• Germany: Only 21% view their school system as “good.”
• France: Even fewer (20%) give it top marks. 

Compared to their own school days, respondents in all three countries tend to be more sceptical about the current quality of their education systems: 

• United Kingdom: 26% see improvement, 26% see no change, and 39% see a decline.
• Germany: 27% see progress, 17% report stability, and 55% note a decline.
• France: Only 13% report better quality, 12% see no change, and 73% perceive a decline. 

We also asked: “Compared to your youth, is it now harder or easier to grow up in your country?” In all three countries, the majority feel challenges have increased: 

• United Kingdom: 55% say it is now “harder” and 22% say it is “easier.”
• Germany: 38% say “harder,” 36% say “easier.”
• France: 65% say “harder” and 14% say “easier.” 

These results show that despite regional differences, there is broad consensus in Germany, the UK, and France that today’s education system is more demanding and, for many, no longer available in the same quality as before. 

Whether it’s curricula, resources, or preparation for the job market, the foundations of the education system are critically assessed in Germany, the UK, and France. The following survey findings categorize the main issues and indicate where respondents in each country see the greatest need for action. 

Preparation for the Job Market 

The ability of universities to prepare students for careers is a key measure of performance. Approval ratings are almost identical across the three countries: 

• United Kingdom: 46% agree that universities adequately prepare students for future careers.
• Germany: 41% see sufficient career orientation in the higher education system.
• France: 41% consider university preparation adequate. 

School Resources and Equipment 

The material foundation — from teaching materials to laboratories — directly influences teaching quality. Here, tensions are evident: 

• United Kingdom: 46% say schools and universities have adequate teaching materials, technology, and labs.
• Germany: Only 38% consider their educational institutions adequately equipped.
• France: 51% confirm adequate material and technical resources. 

Contribution to Equal Opportunities 

Education is seen as a driver of social participation — but assessments remain cautious: 

• United Kingdom: 41% believe the education system effectively reduces social inequalities.
• Germany: 35% see it contributing significantly to equal opportunities.
• France: 39% credit their school system with an integrative effect. 

Practical Relevance of Curricula 

Whether school content truly equips students with future-ready skills is central to education quality. Across all three countries, ratings for practical relevance are modest: 

• United Kingdom: 40% find the curriculum sufficiently career-oriented.
• Germany: 30% see the content as good preparation for the job market.
• France: 28% rate the curriculum as practical and forward-looking. 

Top Challenges in Everyday School Life 

While priorities vary, the trends are similar. Certain issues consistently top the list in Germany, the UK, and France: 

• Outdated curriculum: Germany 37%, France 27%, UK 26%
• Overcrowded classrooms: France 45%, Germany 35%, UK 33%
• Lack of funding: UK 40%, France 31%, Germany 17%
• Insufficient teacher training: Germany 28%, France 27%, UK 16%
• Unequal access to education: Germany 28%, France 19%, UK 17% 

Other issues raised included the quality of school infrastructure, safety and security in schools, and the handling of new technologies and generative AI. Topics like staff well-being, dropout rates, and political or ideological influence were also discussed. While these factors play a role in Germany, the UK, and France, they were less decisive than the key issues mentioned above. 

Digital tools and AI have long been part of everyday school life — but views on whether they enhance or hinder education differ across Europe. Germany, the UK, and France display a range from tech-friendly to cautious to sceptical. 

Expected Impact of Technological Advances 

Digital innovations are transforming teaching, exams, and the roles of teachers and students. Between optimism and caution, the key question is how these new technologies will affect learning. Responses ranged from “more positive than negative” to “neutral,” “no impact,” and “more negative than positive”: 

• United Kingdom: 20% more positive, 31% neutral, 4% no impact, 26% more negative
• Germany: 22% more positive than negative, 34% neutral, 3% no impact, 29% more negative than positive
• France: 14% more positive, 29% neutral, 4% no impact, 37% more negative 

Use of ChatGPT in the Classroom 

When it comes to AI in schools, the debate is less about enthusiasm for technology and more about clear guidelines. The question of whether ChatGPT should be banned outright in schools divides opinion: 

UK respondents lean toward stricter rules: 42% support a ChatGPT ban, 29% oppose it. In Germany, views are more balanced — 38% favour a ban, 35% oppose it, often citing that clear pedagogical guidelines are more important than blanket bans. France is the strictest: 51% support a ban and 25% oppose it. 

Should Smartphones Be Banned in Schools? 

Here, the focus is less on the technology itself and more on concentration, classroom order, and boundaries. In the UK, a strong majority of 60% support a ban, while 26% oppose it. In Germany, support is more moderate at 52%, with 33% opposed. France takes the clearest stance, with 75% in favour of a ban and 15% opposed. 

Social Media Ban for Under-14s 

In the case of social networks, protection, maturity, and shared responsibility between parents and schools are key concerns. In the UK, 63% support a ban for under-14s, with 27% opposed. In Germany, opinions are split: 40% in favour, 42% against. France takes the strictest approach — 80% support a ban, 13% oppose it. 

Who bears the primary responsibility in school life — schools and teachers, or parents? The Ipsos Education Monitor maps these roles along key tasks, showing where clear responsibilities are expected and where cooperation is essential. Curriculum-related and safeguarding duties are largely assigned to schools, while upbringing is more often associated with the home. In between are areas where responsibility is shared. 

Primary School and Teacher Responsibilities 

Where standards, supervision, and professional expertise are required, respondents clearly place responsibility on schools and teachers: 

• Basic skills (reading, writing & arithmetic): France 82%, Germany 71%, UK 65%
• Career guidance: UK 76%, France 72%, Germany 71%
• Digital literacy & online safety: UK 62%, France 61%, Germany 57%
• Combating bullying: UK 73%, Germany 64%, France 62% 

Tasks Primarily for Parents 

When it comes to personal attitudes, health, and values, responsibility is mainly seen as lying with the parents: 

• Ensuring mental well-being: France 74%, UK 71%, Germany 70%
• Moral & ethical values: UK 76%, Germany 71%, France 70%
• Religious values: France 72%, UK 59%, Germany 57%
• Manners & politeness: UK 85%, France 83%, Germany 76%
• Sex education: France 59%, UK 51%, Germany 46% 

Shared Areas of Responsibility 

In practical areas of development, many expect collaboration between schools and parents — combining structured input from lessons with ongoing support at home: 

• Promoting social skills: Germany (school: 28%, parents: 63%), UK (school: 27%, parents: 65%), France (school: 40%, parents: 53%)
• Encouraging reading: Germany (school: 34%, parents: 55%), UK (school: 30%, parents: 63%), France (school: 47%, parents: 49%)
• Supervising homework: Germany (school: 28%, parents: 61%), France (school: 24%, parents: 72%), UK (school: 20%, parents: 74%) 

How safe and inclusive schools are perceived to be had a direct impact on trust and learning atmosphere. In the UK, 42% say schools currently offer safe spaces free from violence and bullying; in Germany, it is 27%, and in France, 26%. At the same time, 64% of UK respondents say schools welcome diversity among students; in France, this figure is 49%, and in Germany, 41%. 

This means the sense of safety is noticeably lower in Germany and France, while perceptions of inclusivity are particularly positive in the UK. The gap between safety and inclusivity ratings suggests the need for targeted anti-bullying and violence prevention measures alongside strengthened diversity skills. 

The findings show which areas of the curriculum are considered to be given “too little space.” This reveals which skills are most often seen as in need of expansion and where targeted improvement is required. The comparison between Germany, the UK, and France also makes it clear whether these are cross-country gaps or national specificities: 

• Critical thinking: France 62%, Germany 59%, UK 43%
• Fostering curiosity: France 60%, Germany 58%, UK 42%
• Developing creativity: France 58%, Germany 54%, UK 40%
• General skills (e.g., communication, organization): France 60%, Germany 58%, UK 47%
• Student well-being: Germany 55%, France 52%, UK 35%
• New technologies (e.g., AI, coding): Germany 51%, France 38%, UK 32%
• Basic skills (reading, writing & arithmetic): France 59%, Germany 50%, UK 35%
• Student collaboration: France 52%, Germany 51%, UK 28% 

Overall, it is clear that essential future skills are often underrepresented in the classroom. A balanced mix of basic skills and competencies required for the changing world of work and life is required. This calls for curricula that set clear priorities and strengthen practical relevance. 

The Ipsos Education Monitor 2024 paints a clear picture: people want education systems that secure solid foundations while consistently focusing on future skills. Germany, the UK, and France share similar concerns — from modernizing curricula, improving resources and staffing, to establishing clear digital guidelines. The call for greater reliability stands out: smaller classes, stable funding, systematic teacher training, and a coherent digital strategy — from AI use to smartphone rules. At the same time, the results show the need for clearly defined responsibilities between schools and parents, with cooperation embedded in everyday practice.