European Education Area Progress Report 2020

Education and Training Monitor 2020

Previous Section Next Section

4. Annex

Figure 67 – ECEC summary table 1: Legal framework, 2019/20

Starting age of
Universal legal entitlement to ECEC Compulsory ECEC Compulsory primary education
BE (fr) 2y 6m 5 from 2020 Sep 6
BE (de) 3 5 from 2020 Sep 6
BE (fl) 2y 6m 5 from 2020 Sep 6
BG 5 7
CZ 3 5 6
DK 6m 6
DE 1 6
EE 1y 6m 7
IE 6
EL 4 6
ES 3 6
FR 3 6
HR 6 7
IT 6
CY 4y 8m 5y 10m
LV 1y 6m 5 7
LT 6 7
LU 3 4 6
HU 3 6
MT 5
NL 5 6
AT 5 6
PL 3 6 7
PT 4 6
RO 6
SI 11 m 6
SK 6
FI 9 m 6 7
SE 1 6 7

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Note: ‘y’ = years, ‘m’ = months.

Figure 68 – ECEC summary table 2: Selected quality aspects, 2019/20

1.2. Staff 1.3. Curriculum or educational guidelines 1.4. Language programmes as targeted support measure 1.5. Support for parents
1.2.1. At least one staff member with a tertiary qualification in education sciences 1.2.2. CPD as a professional duty or necessary for promotion 1.5.1. Home-learning guidance 1.5.2. Parenting programmes
BE (fr) ■ ● ● ■ ■
BE (de) ■ ■ ■ ■ ●
BE (fl) ■ ● ● ■
BG ● ■ ■ ■ ■
CZ ■ ■ ■
DK ● ●
DE ● ● ● ● ●
EE ● ● ● ● ●
IE ● ●
EL ● ■ ■ ■
ES ■ ■ ● ● ●
FR ● ● ● ■ ● ●
HR ● ● ● ● ●
IT ■ ■ ■ ■
CY ■ ■ ■ ■
LV ● ● ● ●
LT ● ● ● ● ● ●
LU ■ ● ● ●
HU ■ ● ● ■ For under 3s
MT ■ ● ■ ● ●
NL ■ ■ ●
AT ● ● ● ■ ●
PL ■ ■ ■ ■ ●
PT ● ■ ■ ●
RO ● ● ■ ●
SI ● ● ● ● ● ●
SK ■ ■ ■
FI ● ● ● ●
SE ● ● ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Note: ■ = children aged 3 years or more (201); ● = the entire ECEC phase (from birth to the start of compulsory education). Tertiary qualification in education = minimum 3 years ISCED 6. CPD refers to continuing professional development.

Figure 69 – Staff with a minimum of a Bachelor's level qualification (ISCED 6), 2019/2020

Source: European Commission/EACEA/Eurydice.

Source: The Figure shows whether at least one staff member per group of children in centre-based ECEC must have a Bachelor's level (ISCED 6) qualification or higher related to ECEC (or education) according to top-level regulations. ECEC staff only refers to those professionals who have daily, direct contact with children and whose duties involve education and/or care. It does not include heads of ECEC settings.

Figure 70 – Summary table on achievement in basic skills, 2019/2020

1. National tests in compulsory education 2. Recent national reports on achievement 3. Use of performance data in school evaluation 4. Guidelines on underachievement ²as a topic in ITE 5. Additional resources provided by top-level authorities to schools with disadvantaged students
BE (fr) R M S R M S ● R M S ●
BE (de) R M S ● R M S ●
BE (fl) R M S ● R M S ●
BG R M S R M S ● ●
CZ M R M S ● ●
DK R M S R M S ● R M S
DE R M S R M S ● R ●
EE R M S R M S ● R M S ●
IE R M S R M S ● R M ●
EL R M S ●
ES R M S R M S ● R M S ●
FR R M S R M S ● R M S ●
HR R M S
IT R M R M ● ●
CY R M R M S R M S ●
LV R M S R M ● ●
LT R M S R M S ● R M S ●
LU R M R M ● R M S ●
HU R M R M ● R M S
MT R M S R M S ● R M S ●
NL R M S R M S ● ●
AT R M R M ● R M S ●
PL R M R M S ● R M S ●
PT R M S R M S ● ●
RO R M S R M S ●
SI R M S R M S ●
SK R M R M R M S ●
FI R M R M ●
SE R M S R M S ● R M S ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Note: ‘R’ = reading; ‘M’ = mathematics; ‘S’ = science.

Figure 71 – Top-level guidelines on underachievement as a topic in ITE, 2019/2020

Source: European Commission/EACEA/Eurydice.

Note: This indicator examines the existence of top-level regulations, recommendations or guidelines on addressing student underachievement in ITE programmes.

Figure 72 – ELET Summary table 1, 2019/2020

1. National data collection on ELET based on a student register 2. Policies for increasing the flexibility and permeability of education pathways: 3. Policies for language support for pupils with a different mother tongue
2.1.Providing alternative education & training pathways 2.2. Facilitating transitions within education & training systems 2.3.Recognising skills and/or qualifications
BE (fr) ● ● ● ● ●
BE (de) ● ● ●
BE (fl) ● ● ● ● ●
BG ● ● ● ●
CZ ● ● ● ● ●
DK ● ● ● ●
DE ● ● ●
EE ● ● ● ● ●
IE ● ● ●
EL ● ● ● ● ●
ES ● ● ● ●
FR ● ● ● ● ●
HR ● ● ● ●
IT ● ● ● ● ●
CY ● ● ● ●
LV ● ● ● ● ●
LT ● ● ● ● ●
LU ● ● ● ● ●
HU ● ●
MT ● ● ● ● ●
NL ● ● ● ●
AT ● ● ● ●
PL ● ● ● ●
PT ● ● ● ● ●
RO ● ● ● ●
SI ● ● ● ●
SK ● ● ●
FI ● ● ● ● ●
SE ● ● ● ● ●

Source:European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Figure 73 – ELET Summary table 2, 2019/2020

4. Policies encouraging the inclusion of ELET in ITE and/or CPD 5. Education and career guidance in schools,ISCED 2 and 3* 6. Policies to support early leavers re-enter the education & training system:
6.1.Second chance education 6.2. Education and career guidance 6.3. Youth guarantee
BE (fr) ● ● ● ● ●
BE (de) ● ● ●
BE (fl) ● ● ● ● ●
BG ● ● ● ●
CZ ● ● ● ●
DK ●
DE ● ● ● ● ●
EE ● ● ● ● ●
IE ● ● ● ● ●
EL ● ● ● ● ●
ES ● ● ● ● ●
FR ● ● ● ● ●
HR ● ● ●
IT ● ● ● ●
CY ● ● ● ●
LV ● ● ● ● ●
LT ● ● ● ●
LU ● ● ● ●
HU ● ● ● ●
MT ● ● ● ● ●
NL ● ● ● ●
AT ● ● ● ● ●
PL ● ● ● ●
PT ● ● ● ● ●
RO ● ● ● ●
SI ● ● ● ● ●
SK ● ●
FI ● ● ● ●
SE ● ● ● ● ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Note: * Education and career guidance provided both as a compulsory part of the curriculum and by school guidance services in lower and upper secondary education.

Figure 74 – Policies/measures encouraging the inclusion of ELET in ITE and/or CPD, 2019/2020

Source: European Commission/EACEA/Eurydice.

Note: This indicator examines the existence of policies and measures for improving teachers' understanding of the challenge of ELET through ITE and/or CPD.

Figure 75 – Summary table on higher education, 2019/2020

1.Quantitative targets for widening participation and/or attainment of under-represented groups 2. Monitoring of socioeconomic background of students 3. Recognition of informal or non-formal learning in entry to higher education 4. Completion rates as a required criterion in external QA 5. Performance-based funding mechanisms with a social dimension focus
BE (fr) ● ● ●
BE (de) ●
BE (fl) ● ● ●
BG ● ●
CZ
DK ● ●
DE ● ● ●
EE ● ●
IE ● ● ● ● ●
EL ●
ES ● ● ● ●
FR ● ● ● ● ●
HR ● ● ●
IT ● ● ● ●
CY ●
LV
LT ● ● ●
LU ●
HU ● ● ●
MT ● ● ● ●
NL ● ●
AT ● ● ●
PL ● ● ● ●
PT ● ● ●
RO ● ● ● ●
SI ●
SK
FI ● ●
SE ● ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Figure 76 – Quantitative targets for widening participation and/or attainment of under-represented groups

Source: European Commission/EACEA/Eurydice.

Figure 77 – Summary table on graduate employability, 2019/2020

1. Labour market forecasting used systematically 2. Required involvement of employers in external QA 3. Requirements OR incentives for work placements for all students 4. Career guidance for all students in HEIs 5. Graduate surveys used systematically
BE (fr) ● ● ● ●
BE (de) ● ●
BE (fl) ● ● ●
BG ● ● ● ● ●
CZ ● ●
DK ● ● ●
DE ● ● ●
EE ● ● ● ● ●
IE ● ● ●
EL ● ● ●
ES ● ● ●
FR ● ● ● ● ●
HR ● ● ●
IT ● ● ● ● ●
CY ●
LV ● ● ●
LT ● ● ● ●
LU ●
HU ● ● ●
MT ● ● ●
NL ● ● ● ●
AT ● ● ●
PL ● ● ● ●
PT ● ●
RO ● ● ● ●
SI ● ●
SK ● ●
FI ● ●
SE ● ● ● ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Figure 78 – Summary table on learning mobility, 2018/2019

Portability of grants and/or loans Percentage of higher education institutions using ECTS Automatic recognition of qualifications
Full Partial No Yes Partial No
Belgium fr ● 100% ●
Belgium de ●a 100% ●
Belgium nl ●a 100% ●
Bulgaria ● 100% ●
Czechia ●c 100% ●
Denmark ●b 100% ●
Germany ●b 100% ●
Estonia ●c 100% ●
Ireland ●b 75%-99% ●
Greece ● 100% ●
Spain ●d 100% ●
France ●b 100% ●
Croatia ●c 100% ●
Italy ●c 100% ●
Cyprus ●a 75%-99% ●
Latvia ●d National system, ECTS compatible ●
Lithuania ●d 100% ●
Luxembourg ●a 100% ●
Hungary ●c 100% ●
Malta ●a 100% ●
Netherlands ●a 100% ●
Austria ●b 100% ●
Poland ●c 100% ●
Portugal ●d 100% ●
Romania ●d 100% ●
Slovenia ●a 100% ●
Slovakia ●c 100% ●
Finland ●a 100% ●
Sweden ●a National system, ECTS compatible ●

Source: European Commission/EACEA/Eurydice (forthcoming). Structural Indicators for Monitoring Education and Training Systems in Europe – 2020.

Portability of student grants and/or loans
Yes a) Full portability or b) portability of domestic student support measures – grants and/or loans – for credit and degree mobility, but with some restrictions.
Partial Credit portability
c) without restrictions and
d) with restrictions related to geography (country limitations), and/or types of programme, and / or field of study or time. No degree portability or not all major support measures with degree portability.
No No portability: public grants and/or loans are only provided if students study in the home country or are portable only in exceptional cases (no equivalent programme is available in the home country).
Automatic recognition of qualifications
Yes All higher education qualifications issued in other EHEA countries are recognised on an equal level with qualifications in the home country.
Partial Automatic recognition takes place with a subset of European countries; for other countries specific procedures are in place for recognition.
No There is no automatic recognition at system level.

Figure 79 – Requirements or incentives for work placements for ALL students

Source: European Commission/EACEA/Eurydice.

Figure 80 – Measures to support the participation of disadvantaged learners in learning mobility, EU-27 countries, 2018/2019

Source: European Commission/EACEA/Eurydice.

Note: Scoreboard indicator categories:

The following measures are undertaken to increase the participation of disadvantaged learners in learning mobility:
• Long-term quantitative objectives on the participation of disadvantaged learners;
• Comprehensive monitoring of the participation of disadvantaged learners in mobility programmes
• Financial support in the form of:
• Targeted specific mobility grants OR
• Portable need-based grants OR
• Mainstream portable grants provided to more than 50% of students;
• Top-level recommendations/incentives to HEIs to implement targeted measures supporting the participation of disadvantaged students in mobility programmes.
Three of the four types of measure are undertaken.
Two of the four types of measure are undertaken.
One of the four types of measure is undertaken.
None of the four types of measure are undertaken.

Notes

201 ■ refers to children aged 2 years or more in France, 2.5 years or more In Belgium (French and Flemish communities) and to children aged 4 years or more in Greece, the Netherlands and Liechtenstein.

Previous Section Next Section