PROGRESS TOWARDS THE LISBON OBJECTIVES IN EDUCATION AND TRAINING In, reaching the benchmarks for continues to pose a serious challenge for education and training systems in Europe, except for the goal on increasing the number of Mathematics, Science graduates. Five for Unless significantly greater efforts are made in achieving the benchmarks, early school leaving, completion rates of upper secondary education and key competences for low achievers will remain ambitions for the even beyond. Early school leavers (% of 18- years old) Benchmark Completion of upper secondary education (% of - years old) Benchmark Lifelong learning of adults (% of -6 years old) Benchmark 1.6 1.6 1. 6.6..8 8.1 9. 9.6 1. % 1 % 6 8 % 1 Low achieving in reading (% of 1 years old) Benchmark 6 Eurostat 6 Eurostat Number of tertiary graduates in Maths, Science and Technology (x) Benchmark 6 Eurostat 19. 19.8.1 1. 9.6 19. 1.9 19. % 1 6 686 8 86 8 69 (x ) 689 OECD/PISA and Eurostat
Early school leavers One out of six young persons aged 18 to in the still leaves education with no more than lower secondary education and currently participates in no form of education and training. The high number of early school leavers is an obstacle to developing a knowledge-based economy and greater social cohesion. There was continuous improvement in recent years in reducing the share of early school leavers, but progress will need to be faster to reach the benchmark in. However, some of the new Member States already have shares of less than %. Benchmark for : Reduce early school leavers to % Share of 18- years old with only lower secondary or less and not in education and training, 6 6 6 Eurostat (-Labour Force Survey) Benchmark CZ PL SK FI AT LT DK SE IE HU BE NL UK FR EE DE EL CY LU BG LV RO Low achievers in reading The need to improve the mastery of basic skills was recognized by the European Lisbon Council in. Acquiring basic competences is a first step to participation in the knowledge-based society. However, at the age of 1 about 1 million out of million pupils in the are low performers in. While the share has IT ES PT MT SI HR TR IS LI NO JP US decreased in some Member States (notably Latvia and Poland), according to presently available data, since there has been no progress at level (: 19.8%). Countries like Finland, Ireland and Netherlands are the best performers with only % or less low performers in. Benchmark for : % fewer 1 years-old with poor reading skills Percentage of pupils with proficiency level 1 and lower on the PISA scale, 1 FI IE NL SE DK PL FR BE LV CZ HU AT ES PT DE LU IT SK EL BG EE CY LT MT RO SI UK HR TR IS LI NO JP US Upper secondary attainment Full participation in the knowledge-based society requires that each individual is equipped with at least basic education at upper secondary level. However, the share of young people who have completed upper-secondary education in the is below 8% and has only slightly improved since. Some countries with a relatively low share, notably Portugal and 9 8 6 Benchmark Benchmark for : Reach 8% having completed upper secondary education Percentage of - years old with at least upper secondary education, 6 CZ PL SK SI LT SE AT IE FI CY HU BE FR EE LV EL BG UK DK RO IT NL DE LU ES MT PT Benchmark 1 9 8 6 HR TR IS LI NO JP US OECD PISA database Malta, have made considerable progress in the recent past. Moreover, several new Member States already perform above the benchmark of 8%. In general women perform betterthey have a lead of about percentage points in comparison to men. Eurostat (-Labour Force Survey)
Mathematics, Science graduates An adequate supply of highly qualified scientists is crucial for competing successfully in the global knowledge-based economy. The number of graduates from higher education in the field of Math, Science is here essential. The number of these disciplines in has d since by over 1, or more than %. The has thus already achieved the benchmark of increasing the number by 1% before. More limited progress has been achieved as regards redressing the imbalance between female and male graduates. While Slovakia, Poland, Portugal, and Italy showed the strongest growth in the number of MST graduates (from about % to nearly %), Bulgaria, Estonia, Greece and Romania perform best as regards. Benchmark for : 1% of Maths, Science graduates Growth in the number of Math, Science, in % 9 8 6 - Benchmark SK PL PT IT CZ LT NL LV AT RO CY EL ES BG DE FI IE FR DK MT SI BE HU SE LU UK EE 9 8 6 - HR TR IS LI NO JP US Eurostat (UOE) Participation of adults in lifelong learning Lifelong learning is fundamental, not only for the competitiveness, and economic prosperity of the, but also for social inclusion, employability, active citizenship and the personal fulfilment of people. Individuals must be able to update and complement their knowledge, competences and skills throughout life. The percentage of the working age population participating in education and training amounted to 9.6 % in 6. Nordic countries, the UK and the Netherlands currently show the highest participation rates. Additional efforts by many countries are needed to reach the benchmark of a 1.% participation rate in. Benchmark for : of participation in lifelong learning to 1.% of the adult population Percentage of population aged -6 participating in education and training in the four weeks prior to the survey, 6 Eurostat (-Labour Force Survey) 1 Benchmark 1 DK UK FI NL SI AT ES LU BE DE IE FR CY LV EE IT CZ MT LT PL SK HU PT EL BG RO SE HR TR IS LI NO JP US Besides the five benchmarks presented above, two additional concrete goals have been decided by the European Council to be achieved by : The Lisbon objective of increasing per capita investment in human resources and the Barcelona objective of ensuring that 9% of all children, aged from years to the beginning of compulsory schooling, should be enrolled in pre-school day-care institutions. Furthermore the Council has decided that progress of education systems in Europe should be monitored with reference to the overall educational attainment of the population.
day-care institutions Within the general target to the participation in pre-school day-care institutions there is some evidence that participation in pre-primary education has a positive impact on performance during compulsory schooling, including on early school leaving, in particular for children coming from socio-economically disadvantaged family investment in education and training Investment in human capital through education and training is central to strengthening Europe s position in the knowledge economy and to increasing social cohesion. Between and, public spending on education as a percentage of GDP d considerably in Member States. However, in, the upward trend stopped and there was a slight decline compared to the year before, educational level of the population backgrounds. In, 86% of years old children were enrolled in education. Between and, enrolment of year olds d by about percentage points. In in France, Belgium, Italy and Spain nearly all -year olds (over 99%) participated in education. but as a result of GDP growth in absolute terms public education spending still d. Rates of private investment in education appear modest in most Member States compared with the leading countries in the world, particularly in higher education. One can observe strong difference in investment levels between countries. The level of educational attainment of the adult population provides a good indication of the knowledge and skills available in the. There is evidence of a very close relationship between educational attainment levels and labour market participation. As a consequence, improving the educational attainment of the working age population is one of the most important challenges in the. In 6 % of the s working age population had attained tertiary education, an of more than percentage point compared to. Finland, Denmark and Estonia were the countries with the highest share of population with tertiary attainment with more than %, while some Member States still had shares of less than 1%. However, in some of the poorer performing countries in this area, tertiary enrolment has expanded strongly in the last few years. Monitoring progress towards Lisbon objectives in education and training The Council Conclusions adopted in May on the monitoring of progress towards the Lisbon objectives in education and training identified a coherent framework of indicators and benchmarks. The Commission publishes, since, annual Progress reports monitoring the improvements in education and training systems in Europe. The Commission Progress Report (SEC()18) applies, for the first time, the coherent framework of 16 core indicators and five benchmarks, where data are available, for analysing progress since. In preparing the report the Directorate-General for Education and Culture has cooperated closely with Eurostat, CRELL of the Joint Research Centre, Ispra, and the Eurydice European Unit.
AUSTRIA Austria Early school leavers (age 18-) 19. %. % 19. % 19.8 %. % 9.6 % 1.6 % 1.% % 8.1 % 8.8 % 6.6 %.8 % 8 % +. % +.9 % 19.9 %. %.8 % 1. % 8. % 1.1 % (b).1 % 9.6 % 1. % 9. % 8. % 8.8 % 8. % 9% 1. % 1.6 % 19. %.9 %.66 %. %.68 %.9 % BELGIUM Belgium 19. % 1.9 % 19. % 19.8 % Early school leavers (age 18-) 1. % 1.6 % 1.6 % 1.% % BULGARIA 81. % 8. % 6.6 %.8 % 8 %. % 8. % (p) 6.6 %.8 % 8 % +9. % +.9 % +. % +.9 %. %. %.8 % 1. %.6 % 1.1 %.8 % 1. % 1 6. %. % (b,p).1 % 9.6 % 1. % 1. % 1. %.1 % 9.6 % 1. % 99. % % 8.8 % 8. % 9% 6. %. % 8.8 % 8. % 9%.1 % 1.8 % 19. %.9 % 18. % 1.9 % 19. %.9 % 6. % 1.99 %.68 %.9 %.19 % 1. %.68 %.9 % Bulgaria. % Early school leavers (age 18-).% 1 : 18. % 19. % 19.8 % 1.6 % 1.% % CYPRUS Cyprus : : 19. % 19.8 % Early school leavers (age 18-) 18.% 16. % 1.6 % 1.% % 9. % 8. % 6.6 %.8 % 8 % +.9 % +.9 % 1. % 8.1 %.8 % 1. %.1 %.1 % (b).1 % 9.6 % 1. %. % 61. % 8.8 % 8. % 9%.1 %. % 19. %.9 %. % 6.1 %.68 %.9 % CZECH REPUBLIC Czech Republic 1.% 19. % Early school leavers (age 18-).%.% 91. % 91.8 % +.%. %. %.6 %.6 % (b) 81.% 91. % 11. % 1. % 19. % 19.8 % 1.6 % 1.% % 6.6 %.8 % 8 %.8 % +.9 % 1. %.1 % 9.6 % 1. % 8.8 % 8. % 9% 19. %.9 %.% 1. %.68 %.9 % DENMARK Denmark Early school leavers (age 18-) 1.9 % 16. % 19. % 19.8 % 11.6 %.9 % 1.6 % 1.% %. %. % 6.6 %.8 % 8 % +.9 % +.9 % 8. %.9 %.8 % 1. % 19. % 9. % (b).1 % 9.6 % 1. % 9.6 % 9. % 8.8 % 8. % 9%.8%. % 19. %.9 % 8.8 % 8. %.68 %.9 % ESTONIA Estonia : : 19. % 19.8 % Early school leavers (age 18-) 1. % 1. % 1.6 % 1.% % FINLAND Finland Early school leavers (age 18-) 8.9 % 8. % (p). %. % 19. % 19.8 % 1.6 % 1.% % 9. % 8. % 6.6 %.8 % 8 % 8. % 8. % (p) 6.6 %.8 % 8 % : +.9 % +16. % +.9 %. %. %.8 %. % 9. % 1. %.8 % 1. % 6. % 6. %.1 % 9.6 % 1. % 1. %.1 % (b).1 % 9.6 % 1. % 8. % 8. % 8.8 % 8. % 9% 1.9 % 6. % 8.8 % 8. % 9% 8.9 %. % 19. %.9 %.6 %.1 % 19. %.9 %. %.9 %.68 %.9 % 6.8 % 6. %.68 %.9 % FRANCE Early school leavers (age 18-) France 1. % 1. % 1. % 1.1 % 81.6 % 8.1 % +1.9%.8 % 8. %.8 %. % (b) % % 1.6 %. % (p) 19. % 19.8 % 1.6 % 1.% % 6.6 %.8 % 8 %.8 % +.9 % 1. %.8 %.81 %.68 %.9 %.1 % 9.6 % 1. % 8.8 % 8. % 9% 19. %.9 % 1: (1) : () : () : () : (-) 6: (-) : () 8: calculation based on estimate for result 9: (b): (p): ( ): growth rate has been calculated only for years without breaks in time series break provisional results not fully comparable
GERMANY Germany.6 %. % 19. % 19.8 % Early school leavers (age 18-) 1.9 % 1.8 % 1.6 % 1.% %. % 1.6 % 6.6 %.8 % 8 % +16. % +.9 % 1.6 %. %.8 % 1. %. %. %.1 % 9.6 % 1. % 81. % 8.6 % 8.8 % 8. % 9%.8 %.9 % 19. %.9 %. %.6 %.68 %.9 % GREECE Greece. %. % 19. % 19.8 % Early school leavers (age 18-) 18. % 1.9 % 1.6 % 1.% % HUNGARY Hungary Early school leavers (age 18-). %. % 19. % 19.8 % 1.8 % 1. % 1.6 % 1.% % 9. % 81. % (p) 6.6 %.8 % 8 % 8. % 8.9 % 6.6 %.8 % 8 % +.1 % +.9 % +. %, 9 +.9 % :.9 % Maths, Science.8 % 1. % Share of.6 %. %.8 % 1. % 1. % 1.9 % (b).1 % 9.6 % 1. %.9 %.8 % (b).1 % 9.6 % 1. %.9 %.8 % 8.8 % 8. % 9% 89.% 9. % 8.8 % 8. % 9% 16.9 % 1. % 19. %.9 % 1.% 1. % 19. %.9 %.1 %. %.68 %.9 %.%. %.68 %.9 % IRELAND Ireland ITALY Italy LATVIA Latvia Early school leavers (age 18-) 11. % 1. % 11. % 1. % 19. % 1.6 % 6 19.8 % 1.% % Early school leavers (age 18-) 18.9 %. %.9 %.8 % 19. % 19.8 % 1.6 % 1.% %.1 % Early school leavers (age 18-) 19. % 6 19. % (p) 18. % 19. % 19.8 % 1.6 % 1.% % 8.6 %.9 %. % 1.1 % 1.6 % 8. % +16. %. % 6.6 %.8 %. % (b).1 %. %.8 % 8.8 % 19. %.8 % +.9 % 1. % 9.6 % 8 % 1. % 8. % 9%.9 %.9 %. %.68 %.9 % 69. % 6.6 %.8 % % 9.6 %. % (p) +. %, 8.1 % 6.1 % (b) % 1.9 % 6.6 %.8 %.8 % +.9 % 1. %.1 % 9.6 % 8.8 % 8. % 19. %.9 % 8 % 1. % 9%. %.9 %.68 %.9 % 6. % 81. % 6.6 %.8 % 8 % +.9 % +.9 % 1. %.8 %.8 % 1. %. % 6.9 % (p).1 % 9.6 % 1. % 6.6 %. % 8.8 % 8. % 9% 18. % 1.1 % 19. %.9 %.6 %.8 %.68 %.9 % LITHUANIA Early school leavers (age 18-) Lithuania : : 16. %. % 8.9 % 88. % +.6 %.9 %. %.8 %.9 % (b,p) 1. % 6.8 %. % 6.8 % 19. % 19.8 % 1.6 % 1.% %.6 %. %.68 %.9 % LUXEMBOURG Low achieving 1-year olds in Early school leavers (age 18-) Luxembourg (.1) %. % 16.8 % 1. % 19. % 19.8 % 1.6 % 1.% 6.6 %.8 % 8 %. % 69. % 6.6 %.8 % +.9 % : +.9 %.8 % 1. % : :.8 % 1. %.1 % 9.6 % 1. %.8 % 8. % (b).1 % 9.6 % 8.8 % 8. % 9% 9.9 % 96. % 8.8 % 8. % 19. %.9 % 18. %. % 19. %.9 % % 8 % 1. % MALTA Malta : : 19. % 19.8 % Early school leavers (age 18-).% 1. % 1.6 % 1.% %.9 %. % (p) 6.6 %.8 % 8 % +.8 % +.9 % 6. %.1 % 9% % 9. % 8.8 % 8. % 9%. % 1. % 19. %.9 %. % 1.9 %.68 %.9 %. %.99 %.68 %.9 %.8 % 1. %. %. % (b).1 % 9.6 % 1. % 1: (1) : () : () : () : (-) 6: (-) : () 8: calculation based on estimate for result 9: (b): (p): ( ): growth rate has been calculated only for years without breaks in time series break provisional results not fully comparable
NETHERLANDS Netherlands (9.) % 11. % 19. % 19.8 % Early school leavers (age 18-) 1.9 % 1.6 % 1.% % 1.9 %. % 6.6 %.8 % 8 % +. % +.9 % 1.6 %. %.8 % 1. % 1.6 % (b).1 % 9.6 % 1. % 99. %. % 8.8 % 8. % 9%.1 % 9. % 19. %.9 %.86 %.18 %.68 %.9 % POLAND Poland. % 16.8 % 19. % 19.8 % Early school leavers (age 18-).9% 1.6 % 1.6 % 1.% % PORTUGAL Early school leavers (age 18-) 88.8 % 91. % 6.6 %.8 % 8 %. % 9,6 % 6.6 %.8 % 8 % +86.6 %,9 +.9 % +8. % +.9 %.9 % 6.6 % Maths, Science.8 % 1. % Share of 1.9 % 9.9 %.8 % 1. %.% 1. % (b).1 % 9.6 % 1. %. %.8 % (b,p).1 % 9.6 % 1. %.% 8.1 % 8.8 % 8. % 9%. % 8. % 8.8 % 8. % 9% education, year olds 11.% 1.9 % 19. %.9 % 9. % 1. % 19. %.9 %.8%.1 %.68 %.9 %. %.1 %.68 %.9 % Portugal 6. %. %.6 % 9, % (p) 19. % 19.8 % 1.6 % 1.% % ROMANIA Romania SLOVAKIA Slovakia SLOVENIA Slovenia 1. % : 19. % 19.8 % Early school leavers (age 18-). % 19. % 1.6 % 1.% % Early school leavers (age 18-) :.9 %.6% 6. % 19. % 19.8 % 1.6 % 1.% % Early school leavers (age 18-). % : : 19. % 19.8 % : 1.6 % 1.% % 6.1 %. % (p) 6.6 %.8 % 8 % +9.6 %, 9 +.9 %.1 %. %.8 % 1. %.9 % 1. %.1 % 9.6 % 1. % 6.% 6. % 8.8 % 8. % 9% 9. % 11. % 19. %.9 %.88 %.9 %.68 %.9 % 9.8 % 91. % +98.6 %.1 %. % 8.%. % (b) 6.6 %.8 % 8 %.8 % 68.% 1. % 8.8 %. % 1. % 19. % +.9 % 1. %.1 % 9.6 % 1. % 8. % 9%.9 %.1%.1 %.68 %.9 % 88. % 89.% 6.6 %.8 % 8 % +.6 % +.9 %.8 % 6. %.8 % 1. % 1.% 1. %.1 % 9.6 % 1. % (b) 6.%.9 % 8.8 % 8. % 9% 1. % 1. % 19. %.9 % 1 6.68 %.96 %.68 %.9 % SPAIN Spain Low achieving 1-years old in 16. % 1.1 % 19. % 19.8 % Early school leavers (age 18-) 9.1 % 9.9 % 1.6 % 1.% % SWEDEN Sweden 1.6 % 1. % Early school leavers (age 18-). % 1. % (b) 19. % 19.8 % 1.6 % 1.% % 66. % 61.6 % 6.6 %.8 % 8 % 8. % 86. % 6.6 %.8 % 8 % +.6 % +.9 % +16.1 %,9 +.9 % 1. % 9.6 %.8 % 1. %.1 %.8 %.8 % 1. %.1%. % (b).1 % 9.6 % 1. % 1.6 %.1 % (b).1 % 9.6 % 1. % 99. % 99. % 8.8 % 8. % 9%.8 % 88.9 % 8.8 % 8. % 9%. % 9.9 % 19. %.9 % 9. %. % 19. %.9 %.8 %. %.68 %.9 %.1 %. %.68 %.9 % UNITED KINGDOM United Kingdom 1.8 % : 19. % 19.8 % Early school leavers (age 18-) 18. % 1. % 1.6 % 1.% % 6.6 % 8.8 % 6.6 %.8 % 8 % -.6 % +.9 %.1 %.8 %.8 % 1. % 6.6 %. % (b, p).1 % 9.6 % 1. % % 91.8 % 8.8 % 8. % 9% 8.1 %. % 19. %.9 %.6 %.9 %.68 %.9 % 1: (1) : () : () : () : (-) 6: (-) : () 8: calculation based on estimate for result 9: (b): (p): ( ): growth rate has been calculated only for years without breaks in time series break provisional results not fully comparable
European Commission Directorate-General for Education and Culture B-9 Bruxelles / Brussel Tel (-) 99 11 11 eac-info@ec.europa.eu NC---6-EN-C Country Abbreviations European Union BE Belgium BG Bulgaria CZ Czech Republic DK Denmark DE Germany EE Estonia EL Greece ES Spain FR France IE Ireland IT Italy CY Cyprus LV Latvia LT Lithuania LU Luxembourg HU Hungary MT Malta NL Netherlands AT Austria PL Poland PT Portugal RO Romania SI Slovenia SK Slovakia FI Finland SE Sweden UK United Kingdom Candidate Countries HR Croatia TR Turkey European Economic Area IS Iceland LI Liechtenstein NO Norway Others JP Japan US/ United States of America This leaflet is based on Commission Staff Working Document : Progress towards the Lisbon Objectives in education and training, Indicators and Benchmarks, (SEC()18) It uses the latest available data (as of end October ) The full text of the report is available at : http://ec.europa.eu/education/policies//progressreport_en.html RYDICE