Eurostat Education 2011

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58 Eurostat regional yearbook 2011 eurostat

IntroductionEducation, vocational training and lielong learning play

a vital role in the economic and social strategies o theEuropean Union.

Tis chapter takes a look at Eurostats regional statisticson enrolment in education, educational attainment andparticipation in lielong learning, which make it possibleto measure progress at regional level and to identiy whichregions are doing well and which are lagging behind.

Main statistical fndings

Students in tertiary educationTertiary education is the level o education oferedby universities, vocational universities, institutes otechnology and other institutions that award academicdegrees or proessional certicates. Access to tertiary-leveleducation typically requires successul completion o anupper-secondary and/or post-secondary non-tertiary levelprogramme.

ertiary-level education can be classied according to theollowing characteristics:

ISCED level 5A is, or the most part, theoretically basedand is intended to provide adequate qualications or entryinto advanced research programmes and proessions withhigh skills requirements. Tree-year bachelor and our-to-ve-year masters programmes are typical examples in thiscategory.

ISCED level 5B is more practica l, technical and employment-oriented.

ISCED level 6 (PhD-like studies) leads to an advancedresearch qualication.

Te tertiary education indicator highlights the mobilityo students. In 2009, the number o students in tertiary

education in the EU-27 countries stood at nearly 19 million.

Map 4.1 shows the number o students enrolled in tertiaryeducation (ISCED levels 5 and 6) in 2009 (2008/09 academicyear) as a percentage o the corresponding regionalpopulation aged 20 to 24. Tis indicator is a unction othe number o students in the region and o the numbero residents aged 20 to 24 in that region and gives an ideao how attractive the region is to tertiary students. Sinceit is based on data on the area where students study, andnot the area where they come rom or live, it is likely thatsome students are not resident in the region where they arestudying. Hence, regions which show high values (e.g. more

than 100) or this indicator host big universities or other

tertiary education institutions and, as a consequence, attractlarge numbers o students rom outside the region.

Some o the actors to consider when interpreting this

indicator are the age-group structure o the populationwithin regions and the corresponding structure o thetertiary education system between regions. Te indicatorgives an indication o the concentration or spread o tertiaryeducation institutions across regions.

Students aged 17 in education

Compulsory education and the age when compulsoryeducation ends vary greatly between the EU MemberStates. In most countries, compulsory education ends atthe age o 15 or 16, which is typically at the end o lower-secondary education. By the age o 17, it is possible tohave nished secondary education in some countries,whereas in others, pupils may have just started the upper-secondary level (oen high school or vocational tra iningleading directly to a labour market qualication). At theage o 17, most young people in the European Union arestill in education.

At the age o 17, young people are aced with the choice owhether to remain in education, go into training or lookor a job. Even i compulsory education ends beore 17, overthe last decade young people have become more likely tocontinue with their education.

Map 4.2 depicts students aged 17 (at all levels o education)as a percentage o the corresponding age group in eachregion. Almost everywhere in Europe, this indicator gives aresult o more than 75%. Tis means that, or one reason oranother, the younger generations are still in the educationsystem even aer the compulsory schooling age.

Participation o our-year-oldsin education

Learning begins at birth. Te period rom birth to the starto primary education is a critical ormative stage or the

growth and development o children. Te learning outcomesand the knowledge and skills acquired during primaryeducation are stronger when children learn and developappropriately in the years preceding regular schooling.

Te purpose o pre-primary education is to prepare childrenphysically, emotionally, socially and mentally to enter grade1 o primary education, giving them the ability and skills toenter the education system.

Te indicator refects participation in early childhoodeducation by NUS 2 region, by measuring the percentageo our-year-olds who are in either pre-primary or primaryeducation. By ar the majority o our-year-olds attend pre-

primary school. A our-year-old child can be enrolled either


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59Eurostat regional yearbook 2011eurostat

Education

Map 4.1: Students in tertiary education, as a percentage o the population aged 20 to 24 years old,by NUTS 2 regions, 2009 (1)(ISCED levels 5 and 6)

0 600 kmStudents in tertiary education,

as a percentageof the population

aged 20 to 24 years old,by NUTS 2 regions, 2009 (1)

Cartography: Eurostat GISCO, 03/2011

EuroGeographics Association, for the administrative boundaries

(ISCED levels 5 and 6)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 1 00

Malta

0 10

0 1 00

slandLiechtenstein

0 5

EU-27 = 60.67

100

Data not available

() Data covers enrolments at regional level in school year 2008/09; Belgium, Greece and United Kingdom, 2008; Switzerland, national level; Germany and United Kingdom, by NUTS 1 regions.

Source: Eurostat (online data code:tgs00094).
http://ec.europa.eu/eurostat/product?code=tgs00094&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=tgs00094&mode=view&language=en


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Map 4.2: Students aged 17, as a percentage o corresponding age population, by NUTS 2 regions, 2009 (1)(ISCED levels 06)

0 600 kmStudents aged 17,as a percentage of

corresponding age population,by NUTS 2 regions, 2009 (1)



(ISCED levels 06)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 1 00

Malta

0 10

0 1 00

slandLiechtenstein

0 5

EU-27 = 88.13

95.0

Data not available

() Belgium, Greece and United Kingdom, 2008; Belgium, Greece, Netherlands, Switzerland and Croatia, national level; Germany and United Kingdom, by NUTS 1 regions.



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in pre-primary or in primary school. Te data highlightthat most our-year-olds attend pre-primary schools.Ireland and the United Kingdom are the only countrieswhere a signicant proportion o our-year-olds are in

primary education. At the age o our, most children in theEuropean Union are thereore in pre-primary education,which is generally available rom at least three to our years oage in Member States. Enrolment in pre-primary educationis oen voluntary. Nevertheless, many countries have ullparticipation rates.

As Map 4.3 shows, in countries such as Belgium, Denmark,France, Germany, Iceland, Italy, Luxembourg, Malta, theNetherlands, Norway and Spain, almost all our-year-oldsare in education. By contrast, in Croatia, Greece, Ireland,Poland, most regions o Finland, the ormer YugoslavRepublic o Macedonia, urkey and Switzerland, ewer than

50% o our-year-olds are enrolled.

Students in upper-secondary and post-secondary non-tertiary education

At age 16, young people are aced with the choice o whetherto remain in education, go into vocational training or seekemployment. Over the last decade, young people havebecome more likely to choose to continue their educationat this age.

Map 4.4 shows the percentage o students enrolled in upper-

secondary education (ISCED level 3) and post-secondarynon-tertiary education (ISCED level 4) as a percentage o thepopulation aged between 15 and 24 years old in the region.

General upper-secondary education provides extensiveall-round learning based on the basic education received.Te objective is to equip students with sucient skills andknowledge or them to go on studying. Upper-secondaryeducation usually begins at the end o ull-time compulsoryeducation and typically requires nine years or more o ull-time education (since the beginning o primary level) oradmission. General upper-secondary education includesschool programmes which, upon successul completion,

typically give access to university-level programmes.Vocational upper-secondary education is designed mainlyto introduce students to the world o work and prepare themor urther vocational or technical education programmes.Post-secondary non-tertiary education (ISCED level 4)covers programmes which are beyond the boundary oupper-secondary education but are not considered to betertiary education. Oen they are more advanced technicaland vocational programmes or teacher training, medicalproessions, commerce and marketing.

Students generally start upper-secondary education at theage o 15 to 17 and nish it two to our years later. Te

starting/nishing ages and the age range depend on thenational educational programmes. Students can normally

attend upper-secondary education programmes relativelyclose to where they have grown up. For this indicator, abroad age group has been dened to cover the relativelywide spread in ages, depending on the country.

Tertiary educational attainment

Map 4.5 shows the proportion o the population aged 25 to64 who have successully completed university or similar(tertiary-level) education. Te demographic prole o aregion has some infuence on educational attainment, asyounger generations tend to achieve higher levels than oldergenerations. In 2009, 58 regions in the EU had more than32% o the population with higher education.

Tese include large cities such as Brussels, London, Paris,

Berlin, Leipzig, Dresden, Helsinki, Stockholm, Madridand Utrecht in the Netherlands. Oslo (Norway), Genveand Zrich (Switzerland) also all into this category. InEU Member States such as Ireland, Sweden, Finland, theNetherlands, Belgium, Germany and Estonia, educationalattainment levels are generally high across the wholecountry.

Te regions with the lowest percentages o people withtertiary education are largely concentrated in the ruralareas o nine EU countries, in marked contrast to theirlarger cities. Tis is the case in Portugal and Romania inparticular, in urkey and, to a lesser extent, in Croatia,Bulgaria, the Czech Republic, Italy, Greece, Hungary,Poland and Slovakia. It also applies to some islands, such asSardegna and Sicilia (Italy), Aores and Madeira (Portugal)and Malta.

Early leavers rom education and training

Te indicator Early leavers rom education and trainingtracks the percentage o individuals aged 18 to 24 who havenished no more than a lower-secondary education, andwho are not involved in urther education and training.

As Map 4.6 shows, the share o early leavers rom education

and training varies signicantly across the EU-27. Severalregions display a percentage below 10 %, which means theyhave reached the objective set in the EU 2020 strategy.Tey are situated in Croatia, Slovakia, Poland, Slovenia,the Czech Republic, Luxembourg, Lithuania, Austria andFinland. Higher percentages above 20 % are observed inSpain, Portugal, Malta and the southern regions o Italy(Sud, Isole), as well as in urkey and Iceland.

Tese high percentages are not necessarily associated withhigh unemployment within the age group. Over 70 % oearly leavers rom education and training are in employmentin Malta, Portugal and Iceland. On the other hand, more

than 70% o early leavers rom education and training areinactive or unemployed in Slovakia, Hungary and Bulgaria.


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Map 4.3: Participations rates o 4-year-olds in education, by NUTS 2 regions, 2009 (1)(%, at pre-primary and primary education, ISCED levels 0 and 1)

0 600 kmParticipation ratesof 4-year-olds in education,by NUTS 2 regions, 2009 (1)



(%, at pre-primary and primary education,ISCED levels 0 and 1)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 1 00

Malta

0 10

0 1 00

slandLiechtenstein

0 5

EU-27 = 90.45

95

Data not available

() Belgium, Greece and United Kingdom, 2008; Belgium, Greece, Netherlands, Switzerland and Croatia, national level; Germany and United Kingdom, by NUTS 1 regions.

http://ec.europa.eu/eurostat/product?code=tgs00092&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=tgs00092&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=tgs00092&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=tgs00092&mode=view&language=en


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Map 4.4: Students at upper secondary and post-secondary non-tertiary education, as a percentageo the population aged 15 to 24, by NUTS 2 regions, 2009 (1)(ISCED levels 3 and 4)

0 600 kmStudents at upper secondary

and post-secondary non-tertiaryeducation, as a percentage

of the population aged 15 to 24,by NUTS 2 regions, 2009 (1)



(ISCED levels 3 and 4)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 1 00

Malta

0 10

0 100

slandLiechtenstein

0 5

EU-27 = 37.92

50

Data not available

() Data covers enrolments at regional level in school year 2008/09; Belgium, Greece and United Kingdom, 2008; Switzerland, national level; Germany and United Kingdom, by NUTS 1 regions.



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Map 4.5: Educational attainment level, by NUTS 2 regions, 2009 (1)(% o the population aged 25 to 64 having completed tertiary education)

0 600 kmEducational attainment level,by NUTS 2 regions, 2009 (1)



(% of the population aged 25 to 64having completed tertiary education)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 10 0

Malta

0 10

0 1 00

slandLiechtenstein

0 5

EU-27 = 25.2

32

Data not available

() Corse (FR83), data not reliable due to small sample size; Luxembourg, Malta and Sweden, provisional data.

Source: Eurostat (online data code:edat_lse_11).
http://ec.europa.eu/eurostat/product?code=edat_lfse_11&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=edat_lfse_11&mode=view&language=en


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Map 4.6: Early leavers rom education and training, by NUTS 1 regions, 2009 (1)(%)

0 600 kmEarly leavers fromeducation and training,

by NUTS 1 regions, 2009 (1)



(%)

Guadeloupe (FR)

0 25

Martinique (FR)

0 20

Guyane (FR)

0 100

Runion (FR)

0 20

Aores (PT)

0 50

Madeira (PT)

0 20

Canarias (ES)

0 1 00

Malta

0 10

0 1 00

slandLiechtenstein

0 5

EU-27 = 14.4

20

Data not available

() Slovenia and Croatia, data lack reliability due to small sample size; Luxembourg, Malta and Sweden, provisional data.

Source: Eurostat (online data code:edat_lse_16).
http://ec.europa.eu/eurostat/product?code=edat_lfse_16&mode=view&language=enhttp://ec.europa.eu/eurostat/product?code=edat_lfse_16&mode=view&language=en


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Data sources and availabilityTe maps are presented at NUS level 2, except or

educational enrolment indicators or Germany and theUnited Kingdom, where data are available at NUS 1

level only. In Switzerland, Croatia and urkey, no data onenrolment by age are available at regional level. Hence, only

national gures are shown or these countries.

As the structure o education systems varies rom one

country to another, a ramework or assembling, compiling

and presenting national and international educationstatistics and indicators is a prerequisite or international

comparability. Te International Standard Classication

o Education (ISCED) provides the basis or collectingdata on education. ISCED-97, the current version o the

classication introduced in 1997, classies all educationalprogrammes by eld o education and level.

ISCED-97 presents standard concepts, denitions and

classications. A ull description is available on the Unesco

Institute o Statistics website: http://www.uis.unesco.org/ev.php?ID=3813_201&ID2=DO_OPIC

Qualitative inormation on school systems in the EUMember States is organised and disseminated by Eurydice

(http://www.eurydice.org/) and covers, or example, age

o compulsory school attendance and numerous issuesrelating to the organisation o school lie in the Member

States (decision-making, curricula, school hours, etc.).

Statistics on enrolment in education include enrolment in

all initial education programmes and all adult education

with content similar to initial education programmes orleading to qualications similar to the corresponding initial

programmes. Apprenticeship programmes are included,

except those which are entirely work-based and whichare not supervised by any ormal education authority.

Te data source used or Maps 4.1 to 4.4 are two specic

Eurostat tables which orm part o the UOE data collectionon education systems. UOE incorporates UIS-UNESCO,

OECD and Eurostat data. See: http://circa.europa.eu/

Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=itle

Education attainment level is dened as the percentage opeople o a given age group (excluding those who did notanswer the question highest level o education or trainingattained) having attained a given education level.

Te indicator Early leavers rom education and training(previously named Early school leavers) tracks the percentageo individuals aged 18 to 24 who have nished no more thana lower-secondary education (ISCED levels 0, 1, 2 or 3c), andwho are not engaged in urther education and training.

Tese two indicators are a collection o annual series basedon the quarterly results o the EU Labour Force Survey (EU-LFS). Te educational attainment level reported is based onISCED-97.

ContextTe EU is currently aiming to achieve several goals andbenchmarks or higher education. Te key aims are toincrease the number o mathematics, science and technologygraduates, to increase the number o Erasmus students,to raise investment in higher education and to oster themobility o students across Europe.

Te preparation given by pre-primary education isconsidered the oundation or urther development. InDecember 2008, the European Commission proposed anew benchmark, saying that 95 % o our-year olds shouldparticipate in pre-primary education by 2020. Te aim othis proposal is to underpin progress on the target set at the2002 Barcelona Summit to increase participation in pre-primary education to 90 % o a ll children between threeyears o age and the beginning o compulsory education.

Early leavers rom education and training and tertiaryeducational attainment are headline indicators or the Europe2020 strategy. Tey were selected with other indicators tomonitor progress towards a smarter, knowledge-based,greener economy, delivering high levels o employment,productivity and social cohesion.

Early leavers rom education and training is also one o

the sustainabledevelopmentindicators , under the themesocial inclusion.
http://www.uis.unesco.org/ev.php?ID=3813_201&ID2=DO_TOPIChttp://www.uis.unesco.org/ev.php?ID=3813_201&ID2=DO_TOPIChttp://www.eurydice.org/http://www.eurydice.org/http://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://circa.europa.eu/Public/irc/dsis/edtcs/library?l=/public/unesco_collection&vm=detailed&sb=Titlehttp://www.eurydice.org/http://www.eurydice.org/http://www.uis.unesco.org/ev.php?ID=3813_201&ID2=DO_TOPIChttp://www.uis.unesco.org/ev.php?ID=3813_201&ID2=DO_TOPIC

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