Education, Training and Equity - Eunec...Education, Training and Equity Anders Joest Hingel (Studies...

Education, Training and EquityAnders Joest Hingel (Studies and Analyses)

Dg Education and Culture

European Commission

Education and Training in a Period of Economic Crisis

EUNEC SeminarLimassol, Cyprus, 31 May – 1 June 2010

Treaty – EducationArt. 165 (ex. 149)

1. The Community shall contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity.

2. Community action shall be aimed at:

- developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States,

- encouraging mobility of students and teachers, by encouraging inter alia, the academic recognition of diplomas and periods of study,

- promoting cooperation between educational establishments,- developing exchanges of information and experience on issues

common to the education systems of the Member States,- encouraging the development of youth exchanges and of exchanges

of socioeducational instructors,- encouraging the development of distance education.

Quality of learning systems

Learning systems with roots in national/local realities

National / local quality strategies and policies

Role of Europe : support cooperation between member states

The educational system should “supply the right skills which

effectively meet the changing needs and requirements”

(UKCES, 2010)

•Need of increasing skills levels in high, intermediate and generic skills

•Management and leadership skills :Corporate managers•Professional skills : Computer/software sector, health and

social care, pharmaceutical/medical, traditional and advanced manufacturing skills, teaching, research)

•Technicians and equivalent skills : Health and social care, utilities, chemicals, life science and pharmaceuticals, automative engineering, broadcasting

•Intermediate vocational skills: Manufacturing, engineering, processing, construction … (the “skilled trades”)

•Customer service : Retailing, after-service, maintenance

•BUT also lower skills are needed: “significant employment will remain in sectors requiring low skills (but with need of up-skilling over time)

…for the labour market BUT also… for society as a whole.

Competitiveness, productivity, innovation, creativity, active citizenship, well being,

leisure, happiness, health…

Occupations decreasing more than 50% since 2000 in the UK (number of jobs)

(UKCES, 2010)

Assemblers ( electical, metal and vehical) -65%Typists -59%Bookbinders, print finishers -58%Metal making operatives -57%Telephonists -55%Precision instrument makers and repairers -54%Sewing machinists -52%Tool makers and tool fitters -52%

Occupations increasing more than 90% since 2000 in the UK (number of jobs)

(UKCES, 2010)

Environmental protection officers +124%Paramedics +114%Legal professionals +109%Refuse and salvage occupations +104%Leisure and theme park attendants +102%Town planners +94%Educational assistants + 91%Driving instructors + 91%

Educational attainment in the EU (2000-2008)

Change in share of population15-64 years old (2000 - 2008)

Low educ. att. - 5.7 %

Medium educ. att. + 1.5 %

High educ. att. + 4.2 %

Formal education (diplomas)

Educational attainment and employment (EU)

Employment rates15-64 years old (2008)

Low educ. att. 48.1 %

Medium educ. att. 70.6 %

High educ. att. 83.9 %

Overall employment rate 65.9 %

Educational attainment and employment (EU)

Change in Employment rates15-64 years old (2000 - 2008)

Low educ. att. - 0.7 %

Medium educ. att. + 2.3 %

High educ. att. + 1.5 %

Source: CEDEFOP, 2008

Future composition of the labour force (1996-2020):

How the demand for skills has changedEconomy-wide measures of routine and non-routine task input - 1960-2002. (US)

40

45

50

55

60

65

1960 1970 1980 1990 2002

Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interactive

(Levy and Murnane)

Mean t

ask

input

as

perc

entile

s of

the 1

960 t

ask

dis

trib

ution

Non routine cognitive/interactive

Routine manuel/cognitive

“skills” achieved through formal, non-formal and informal learning

- lifelong learning (life-wide/life-long)

Useful qualities to find a good job (15-30 years old) (Eurobarometer, 2007)

IT, computer, communication technology skills

- Italy 30%

- EU 18%

- Denmark 15%

- France 14%

Foreign Languages

- Italy 25%

- EU 18%

- Germany 10%

- Denmark 7 %

Communication and teamwork skills

- Italy 17%

- EU 27%

- Denmark 38%

- UK 31%

Good appearance

- Italy 3 %

- EU 5 %

- Sweden 22%

Diversity in Europe.Labour market differences but also cultural diversity

…Ask the question on

“satisfaction” with private life and we observe great

cultural diversity in Europe

Indicators on Employability and education/training

I. Preparation for employment1. Index on : The share of young people having participated in the

VET stream of upper secondary level compared to the share of young people not in education and training with educational attainment levels ISCED 3 or below.

II. Transition from education to work 2. Percentage of young people who graduated in t-2/t-3 and are

unemployed/employed (in t) 3. Percentage of young people (25-29, 25-34) by level of

educational attainment employed at a relevant skills level

III. Education for maintaining employability4. Participation rate in LLL of older workers (55-64) 5. Participation rate in LLL of low skilled workers (ISCED 0-2) 6. Graduates (ISCED 5-6) aged 35 years and over as % of total

graduates

Key competences for being integrated in society and in the

labour market

-

To be achieved in initial education and training, but

updated and maintained throughout life

Are the European educational systems answering such

challenges of society

Communication in the mother tongue

Communication in foreign languages

Math, science and technology competence

Digital competence

Learning to learn competences

Social and civic competences

Sense of initiative and entrepreneurship

Cultural awareness and expression

Reference framework of 8 key competenciesEU Recommendation of the EP and the Council (Dec. 2006)

Monitoring and Analysing Progress

10% Early school leavers (young people)

20 % Less low performers in reading literacy

15% More new Math, Science and Technology graduates

85 % Upper secondary graduates (young people)

12.5% Lifelong learning participation (adults)

SIXTEEN CORE INDICATORS

1. Participation in pre-school education

2. Special needs education

3. Early school leavers

4. Literacy in reading, maths and science

5. Language skills

6. ICT skills

7. Civic skills

8. Learning to learn skills

9. Upper secondary completion rates of young people

10. Professional development of teachers

11. Higher education graduates

12. Cross-national mobility of students

13. Participation of adults in lifelong learning

14. Adults’ skills

15. Educational attainment of the population

16. Investment in education and training

FIVE EUROPEAN BENCHMARKS FOR 2010

Council conclusion 2003

Council Conclusions 2006

Monitoring and Analysing Progress

10% Early school leavers (young people)

20 % Less low performers in reading literacy

15% More new Math, Science and Technology graduates

85 % Upper secondary graduates (young people)

12.5% Lifelong learning participation (adults)

SIXTEEN CORE INDICATORS

1. Participation in pre-school education

2. Special needs education

3. Early school leavers

4. Literacy in reading, maths and science

5. Language skills

6. ICT skills

7. Civic skills

8. Learning to learn skills

9. Upper secondary completion rates of young people

10. Professional development of teachers

11. Higher education graduates

12. Cross-national mobility of students

13. Participation of adults in lifelong learning

14. Adults’ skills

15. Educational attainment of the population

16. Investment in education and training

FIVE EUROPEAN BENCHMARKS FOR 2010

LEARNING TO LEARN

CREATIVITY

Creativity at individual level

Enables people to purposefully produce new, original ideas, adequate to the situation they are being applied to

essential dimensions of creativity: analogical

and divergent thinking and risk taking (the

risk to be wrong!)

It can be developed, nurtured and …… taught !

autonomy

flexibility

preference for complexity

openness to experience

sensitivity

playfulness

tolerance of ambiguity

risk taking

risk tolerance

intrinsic motivation

self-efficacy

wide interest and curiosity

Annual Progress Report on education and training

2009 report (6th report)

I: Making LLL and mobility a reality

II: improving quality and efficiency of

education and training

III: Promoting equity, social cohesion

and active citizenship

IV: Enhancing creativity and innovation

http://ec.europa.eu/education/policies/2010/progressreport_en.html

Prepared by

DG Education and Culture

in coopertion with:

CRELL/JRC

EUROSTAT

EURYDICE

CEDEFOP

http://ec.europa.eu/education/policies/2010/progressreport_en.html

5 EU benchmarks for 2010 and 5+ benchmarks for 2020

2010 202010% early school leavers 10% early school leavers20% less low performers 15% low achievers

12.5% participate in LLL 12.5% participate in LLL

85% upper secondary att.

15% more MST grad.

95% participation in early childhood education

40% higher education graduation (30-40)

+

Learning Mobility (2010)

Employability and educ. (2010)

Foreign language (2012)

Ed

uca

tio

n a

nd

tra

inin

g s

yste

ms a

re

imp

rovin

g 2

00

0-2

00

8 -

EU

(27

)

Core indicators for monitoring progress of Lisbon process in

the field of education and training

Evolution

2000 - 2008 %

Share of 30-34 year olds with tertiary attainment +39.5

Graduates in Mathematics, Science, Technology +33.6 2

High education attainment of the adult population aged 25-64 +24.9

Adult Lifelong Learning participation, 25-64 +12.3

Average number of foreign languages learned per pupil at

general lower secondary education

+15 2

Early leavers from education and training, 18-24 -15.2

Participation in early childhood education + 6.0 2

Public investment in education + 0.5 1

Population aged 20-24 having completed at least upper-

secondary education

+ 2.5

Pupils with special education needs in segregated settings 0. 0

Participation patterns in initial Vocational education and training - 6.5 2

Low-achievers in reading, 15 year olds +13.11

1= 2006; 2=2007

Public investment on education as a percentage of GDP in European countries (2006p)

Public expenditure on all levels of education as a % of

GDP Average Annual percentage change

Denmark

Iceland

Cyprus

Sweden

Norway

Finland

Belgium

Slovenia

France

United Kingdom

Netherlands

Austria

Hungary

Poland

Portugal

Latvia

EU27

Ireland

Lithuania

Estonia

Italy

Czech Rep

Germany

Spain

Bulgaria

Croatia

Slovakia

Luxembourg

Turkey

Liechtenstein

Greece

Malta

Romania

MK

0.0

-0.2

2.5

0.6

-3.9

2.1

0.5

-1.8

-0.5

1.2

3.4

-0.9

3.5

0.7

-0.9

4.6

4.5

(:)

(:)

-0.6

(:)

1.7

1.1

-3.2

1.6

-0.5

-0.6

-1.3

(:)

(:)

(:)

(:)

(:)

(:)

-5 -4 -3 -2 -1 0 1 2 3 4 5 6

2.06

2.86

3.41

3.79

4.11

4.24

4.28

4.41

4.61

4.73

4.80

4.84

4.86

5.05

5.07

5.25

5.25

5.41

5.44

5.46

5.48

5.58

5.72

6.00

6.14

6.55

6.85

7.02

7.55

7.98

(:)

(:)

(:)

(:)

0123456789

Performance and progress of public and private investments in education (% of GDP)

(2000-2006)

Public investment on tertiary educationas a percentage of GDP

Teacher Salariesas proportion of per capita GDP

ISCED 1-3, 2006/7

0

50

100

150

200

250

PL

LT

MT

SK

EE

CZ

BG

RO

EL

NO

a

HU IS LV

NO

b IT

CY IE FR

SE

AT

a

UK

-SC

T

LU

NL

PT

TR

DK FI

BE

fr

BE

de

UK

EW

NI

BE

nl

SI

DE

a ES

Minimum Maximum

International research tells us that:

Around 14% of achievements in school education can presently be explained by school factors

School resources matter little

Teachers matter

School principals matter

The rest of achievement levels must be explained by other factors:

Family background matters

Communities matter

Low Performers in reading literacy (2000-2006)

Low performers in reading literacy

ES

BE

BG

CZ

DK

DE

IE

EL

FRIT

LV

LU

HU

NL

AT

PL

PT

ROSK

FI

SE

TR

NO

EU19

-15

-10

-5

0

5

10

0 50 100 150 200 250 300 350Performance

(benchmark = 100)

Pro

gre

ss

(ave

rag

e an

nu

al g

row

th 2

000,

200

6, %

)

Catching up Moving further ahead

Falling further behind Losing momentum

large countries

medium countries

small countries

2010

benchmark

2020

benchmark


Falling further behind

Loosing momentum

Low Performers in reading literacy (2000-2006)

Low performers in reading literacy

ES

BE

BG

CZ

DK

DE

IE

EL

FRIT

LV

LU

HU

NL

AT

PL

PT

ROSK

FI

SE

TR

NO

EU19

-15

-10

-5

0

5

10

0 50 100 150 200 250 300 350Performance

(benchmark = 100)

Pro

gre

ss

(ave

rag

e an

nu

al g

row

th 2

000,

200

6, %

)



large countries

medium countries

small countries

2010

benchmark

2020

benchmark

Low achievers in reading, 2000-2006

Percentage of pupils with reading literacy proficiency level 1 and lower on the PISA reading literacy scale,

2006

Evolution 2000-2006 (% relative change)

Finland

Ireland

Estonia

Liechtenstein

Netherlands

Sweden

Denmark

Poland

Slovenia

United Kingdom

Belgium

Germany

Iceland

Hungary

Latvia

Austria

Croatia

France

Norway

Luxembourg

EU-27

Czech Republic

Portugal

Spain

Lithuania

Italy

Greece

Slovakia

Turkey

Bulgaria

Romania

Cyprus

Malta

MK

13.5

39.7

57.7

41.7

42.8

-29.6

41.4

-11.5

21.4

-35.3

10.0

(:)

(:)

(:)

(:)

29.5

(:)

(:)

(:)

(:)

-30.2

(:)

-31.4

(:)

2.1

28.0

(:)

(:)

-10.6

-9.3

11.4

13.1

-5.3

26.8

-40.0 -20.0 0.0 20.0 40.0 60.0 80.0

53.5

51.1

32.2

27.8

27.7

26.4

25.7

25.7

24.9

24.8

24.1

22.9

22.4

21.7

21.5

21.5

21.2

20.6

20.5

20

19.4

19

16.5

16

15.3

15.1

14.3

12.1

4.8

13.6

16.2

(:)

(:)

(:)

0102030405060

Benchmark 2010

Early leavers from education and training (2000-2008)

Early leavers from education and training

BE

BG

CZ

DK

DE

EE

IE

EL

ES

FR

IT

CY

LV

LT

LU

HUMT

NL

AT

PL

PT

RO

SI

SK

FI

SE

UK

HR

TR

IS

NO

EU27

MK

-5

0

5

10

15

0 50 100 150 200 250 300Performance

(benchmark = 100)

Pro

gre

ss

(ave

rag

e an

nu

al g

row

th 2

000-

2008

, %)



large countries

medium countries

small countries

2010 + 2020

benchmark


Percentage of 18-24 years old with less than upper

secondary education and not in education or training, 2008


Croatia

Poland

Slovenia

Czech Republic

Slovakia

Lithuania

Finland

Austria

Sweden

Ireland

Netherlands

Denmark

Hungary

Germany

France

Belgium

Luxembourg

Cyprus

Estonia

Bulgaria

Greece

EU-27

Latvia

Romania

United Kingdom

Norway

MK

Italy

Iceland

Spain

Portugal

Malta

Turkey

Liechtenstein

32.2

-30.5

-15.2

-28.0

-25.7

-20.0

-11.2

-16.0

-1.6

-22.9

-55.0

-2.5

-21.0

-32.4

(:)

9.7

-8.3

-18.7

-13.0

-19.4

9.8

-18.1

-6.6

-7.8

-25.9

-10.0

-53.7

52.4

-0.9

-21.4

(:)

-21.4

-28.0

-18.8

-80 -60 -40 -20 0 20 40 60

35.4

31.9

24.4

19.7

19.6

17.0

17.0

15.9

15.5

14.9

14.8

14.8

14.0

13.7

13.4

12.0

11.8

11.8

11.7

11.5

11.4

11.3

11.1

9.8

7.4

6.0

5.6

5.0

3.7

5.1

10.1

39.0

46.6

(:)

01020304050

Benchmark 2010 + 2020

Natives Migrants

Data source: Eurostat (LFS)


by migrant/natives status, 2008 (rates)

Data source: Eurostat (LFS) Natives Migrants

41

Data source: Eurostat (LFS)

Low educated young people, 2008(ratio non-natives/natives)

Chart 7 Low educated (less than upper secondary) 24-29 years old by migrant status (ratio non-natives/natives) - 2008

0,0 0,5 1,0 1,5 2,0 2,5 3,0 3,5 4,0

EU27

Belgium

Bulgaria

Czech

Denmark

Germany

Estonia

Ireland

Greece

Spain

France

Italy

Cyprus

Latvia

Lithuania

Luxembour

Hungary

Malta

Netherlands

Austria

Poland

Portugal

Romania

Slovenia

Slovakia

Finland

Sw eden

UK

Early school leaver

Source: Eurostat

Females Males

Percentage of 18-24 year-olds who have lower secondary education at most and are not in further education or

training, 2007

Participation patterns in initial VET in EU countries

Students in vocational programmes at ISCED level 3 as percentage of all ISCED 3 students

Percentage of all ISCED 3 students (2007) Evolution 2000-2007 (% relative change)

Liechtenstein

Austria

Czech Republic

Slovakia

Croatia

Belgium

Netherlands

Finland

Slovenia

Romania

Luxembourg

MK

Italy

Norway

Germany

Sweden

Bulgaria

EU-27

Malta

Denmark

Poland

France

Spain

United Kingdom

Turkey

Latvia

Iceland

Ireland

Greece

Portugal

Estonia

Lithuania

Hungary

Cyprus

351.4

4.6

-10.9

-38.5

29.6

-23.7

-31.1

-12.8

-6.5

-4.1

17.0

-9.2

0.3

143.1

-6.3

3.8

-1.0

4.2

-6.9

-6.1

8.7

-1.2

-25.1

95.6

-1.9

(:)

(:)

-10.2

20.6

(:)

-8.5

129.1

-33.3

-3.7

-100 -50 0 50 100 150 200 250 300 350 400

26.4

31.3

31.6

31.7

33.5

33.8

34.4

36.7

41.4

43.4

43.8

44.3

47.7

48.5

51.5

53.4

57.1

57.4

57.5

59.8

60.6

62.3

64.9

64.9

66.7

67.6

69.6

73.2

73.2

75.3

77.3

78.9

23.6

13

0102030405060708090

Pupils with special education needs in segregated settings, 1999-2008

(Percentage of total pupils in compulsory education)

Percentage of pupils with SEN in segregated settings, 2008

a

Evolution 1999-2008

a (% relative change)

Italy

Norway

Portugal

Greece

Cyprus

Spain

Malta

Slovenia

Ireland

Bulgaria

Lithuania

Luxembourg

Iceland

UK (Scotland)

UK (England)

Austria

Sweden

UK (Wales)

Poland

France

EU

Netherlands

Hungary

Denmark

Finland

Latvia

Belgium (FR)

Czech Republic

Germany

Estonia

Belgium (FL)

Croatia

Liechtenstein

MK

Romania

Slovakia

4.3

-8.2

25.0

5.4

113.3

-27.5

38.9

-26.9

-20.0

15.4

-6.3

27.3

20.0

-55.6

-57.9

50.0

50.0

66.7

-40.0

-98.0

(:)

(:)

(:)

4.1

10.0

0.0

33.3

(:)

33.3

9.1

-42.9

41.2

(:)

(:)

(:)

(:)

-150 -100 -50 0 50 100 150

5.1

4.8

4.8

4.5

4.4

4

3.9

3.2

2.9

2.5

2.1

1.9

1.6

1.5

1.5

1.5

1.4

1.3

1.2

1.2

1.2

1.2

0.8

0.8

0.6

0.6

0.6

0.5

0.4

0.3

0.01

(:)

(:)

(:)

(:)

(:)

0123456

Share with tertiary attainment, 30-34 year olds

Share of 30-34 year olds with tertiary attainment, 2008 (%)


Cyprus

Denmark

Norway

Ireland

Finland

Belgium

Sweden

France

Netherlands

Lithuania

Luxembourg

Spain

United Kingdom

Iceland

Estonia

EU-27

Slovenia

Poland

Germany

Bulgaria

Latvia

Greece

Hungary

Austria

Portugal

Malta

Italy

Croatia

Romania

Slovakia

Czech Republic

MK

Turkey

Liechtenstein

183.8

51.4

0.8

45.2

39.0

137.6

67.0

39.5

10.7

17.5

36.9

36.3

-6.3

32.1

21.9

67.6

23.9

44.2

12.4

(:)

(:)

(:)

14.2

50.7

51.7

51.4

13.4

87.7

7.8

91.2

79.8

39.6

65.5

49.1

-50 0 50 100 150 200

15.8

16.0

18.5

19.2

21.0

21.6

22.2

22.4

25.6

27.0

27.1

27.7

29.7

30.9

31.1

34.1

38.3

39.7

39.8

39.8

39.9

40.2

41.3

42.0

42.9

45.7

46.1

46.2

46.3

47.1

15.4

12.4

12.4

(:)

01020304050

Be

nch

ma

rk 2

02

0

High education attainment of the adult population (25-64 years old)

High education attainment of population aged 25-64 (%) Evolution 2000-2008 (% relative change)

Finland

Norway

Cyprus

Denmark

Ireland

Estonia

Belgium

Netherlands

United Kingdom

Sweden

Iceland

Lithuania

Spain

Luxembourg

France

Germany

Latvia

EU-27

Bulgaria

Slovenia

Greece

Poland

Hungary

Austria

Slovakia

Czech Republic

Italy

Portugal

Malta

Romania

Croatia

MK

Turkey

Liechtenstein

48.0

26.2

28.2

36.2

71.6

32.9

42.4

24.9

38.4

6.5

26.5

51.2

28.6

-28.3

7.7

19.0

18.7

31.6

37.6

12.3

38.0

145.1

43.3

25.1

31.5

56.4

13.3

12.3

34.0

62.5

(:)

(:)

(:)

(:)

-40 -20 0 20 40 60 80 100 120 140 160

13.2

14.3

14.4

14.5

14.8

18.1

19.2

19.6

22.6

22.6

22.8

24.3

25.2

25.4

27.3

27.7

29.2

30.4

31.3

32.0

32.0

32.2

32.3

34.3

34.4

34.5

34.5

35.5

36.6

(:)

(:)

12.8

(:)

(:)

0510152025303540

Adult Lifelong Learning participation

Lifelong learning participation

BE

BG

CZ

DK

DE EEIE

EL

ES

FR

IT

CY

LV

LT

LU

HU

MT

NL

AT

PL

PT

ROSI

SK

FI

SE

UK

HR

TR

IS

NOEU27

MK

-10

-5

0

5

10

15

0 50 100 150 200 250Performance

(benchmark = 100)

Pro

gre

ss

(ave

rag

e an

nu

al g

row

th 2

000-

2008

, %)



large countries

medium countries

small countries

2010

benchmark

2020

benchmark

Percentage of teachers who undertook some professional development

in the previous 18 months (2007-08)

0

10

20

30

40

50

60

70

80

90

100

Sp

ain

Slo

ven

ia

Au

stra

lia

Au

stri

a

Lit

hu

ania

Mal

ta

Est

onia

Kor

ea

Mal

aysi

a

Mex

ico

Pol

and

Bel

giu

m (

Fl.)

Irel

and

EU

(T

AL

IS)

Ave

rage

TA

LIS

Ave

rage

Bu

lgar

ia

Hu

nga

ry

Nor

way

Por

tuga

l

Ital

y

Bra

zil

Icel

and

Den

mar

k

Slo

vak

Rep

ub

lic

Tu

rkey

Countries are ranked in descending order of percentage of teachers having had some professional development in the 18 months

prior to the survey

%

EU Non-EU Averages

TALIS I results : particiption in Professional Development

Proportion participating: in DK, SK and TU, 25% had no PD of any kind.

intensity: Average 15.3 days (EU 14.6). IE, SK, MT< 8 days. BG, IT PL, ES > 27

equity: Under-representation: males, young and old teachers, lower qualified. Variation greatest in IT,

PO, ES

Europe 2020 StrategyThree priorities for sustainable

growth and jobs

• Growth based on knowledge and innovation– Innovation– Education– Digital society

• An inclusive high-employment society– Employment– Skills– Fighting poverty

• Green growth: a competitive and sustainable economy– Combating climate change– Clean and efficient energy– Competitiveness

Smart growth - Sustainable growth - Inclusive growth

Five 'headline targets'

Raising the employment rate of the population aged 20-64 "from the current 69% to at least 75% in 2020”.

Increasing R&D investment "from the current 1.9% of EU GDP to 3%" with an alternative target combining R&D and "innovation performance".

Reducing CO2 emissions by 20% by 2020 and increasing the share of renewable energies to 20% by the same date while lowering energy consumption by 20%.

Increasing the share of the population aged 30-34 to have completed tertiary education from the current 31% to "at least 40% in 2020, and less than 10% early school leavers.

Reducing by 25% the rate of poverty (20 million less people at risk of poverty).

Defining progress

(indicators)

Strategic objectives

Areas of actions

EU Objectives and benchmarks

Benchmarks

“Making lifelong learning a reality”

“Improve mastery of basic skills”

Develop cooperation on

new skills for new jobs

Decreasing the proportion of young people not ineducation and training

Defining progress

(indicators)

Strategic objectives

Areas of actions

EU Objectives and benchmarks

Benchmarks

1995, 2003….

2004, 2009

Bologne process Copenhagen process

2002, 2006….

2003, 2009….

Common EU wide

National targets

National benchmarks and targets

Benchmarking performance and progress

EU benchmarks

�Benchmarks and

Benchmarking

High education attainment of population aged 25-64 (%) Evolution 2000-2008 (% relative change)

Finland

Norway

Cyprus

Denmark

Ireland

Estonia

Belgium

Netherlands

United Kingdom

Sweden

Iceland

Lithuania

Spain

Luxembourg

France

Germany

Latvia

EU-27

Bulgaria

Slovenia

Greece

Poland

Hungary

Austria

Slovakia

Czech Republic

Italy

Portugal

Malta

Romania

Croatia

MK

Turkey

Liechtenstein

48.0

26.2

28.2

36.2

71.6

32.9

42.4

24.9

38.4

6.5

26.5

51.2

28.6

-28.3

7.7

19.0

18.7

31.6

37.6

12.3

38.0

145.1

43.3

25.1

31.5

56.4

13.3

12.3

34.0

62.5

(:)

(:)

(:)

(:)

-40 -20 0 20 40 60 80 100 120 140 160

13.2

14.3

14.4

14.5

14.8

18.1

19.2

19.6

22.6

22.6

22.8

24.3

25.2

25.4

27.3

27.7

29.2

30.4

31.3

32.0

32.0

32.2

32.3

34.3

34.4

34.5

34.5

35.5

36.6

(:)

(:)

12.8

(:)

(:)

0510152025303540

Coherent framework of indicators

25

40

55

70

85

100

25 40 55 70 85 1002000

2007

5 benchmark 20105+ benchmarks 2020

(E&T 2020) Europe 2020

Thank you for your attention !

[email protected]

mailto:[email protected]

Education, Training and Equity - Eunec...Education, Training and Equity Anders Joest Hingel (Studies...

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Transcript of Education, Training and Equity - Eunec...Education, Training and Equity Anders Joest Hingel (Studies...