European Education Area Progress Report 2021

Education and Training Monitor 2021

Overview on EU-level targets in education and training

The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) has defined a series of reference levels of European average performance in education and training (‘EU-level targets’) that should support the strategic priorities outlined in the Resolution.

A periodic monitoring of progress towards the set objectives is ensured through systematic collection and analysis of internationally comparable data and provides an essential contribution towards evidence-informed policy making.

The Member States agree to the following seven EU-level targets to be reached: you will find below a description of each of them, the EU and national related data and a short analysis (data for the seven targets is also available in a multilingual Excel file and on the Eurostat dedicated page with updated and customizable datasets, charts and maps)

EU-level target: The share of low-achieving 15-year-olds in reading, mathematics and science should be less than 15%, by 2030.

BEST EU PERFORMERS:
Reading: Estonia, Ireland, Finland
Maths: Estonia, Poland, Denmark
Science: Estonia, Finland, Poland

2018 Trend 2018 Trend 2018 Trend
Reading   Maths   Science  
EU 22,5 2,8 22,9 0,2 22,3 4,5
Belgium 21,3 3,6 19,7 0,6 20,0 2,0
Bulgaria 47,1 6,1 44,4 -2,7 46,5 7,7
Czechia 20,7 -2,4 20,4 -2,0 18,8 1,5
Denmark 16,0 0,8 14,6 -2,5 18,7 2,1
Germany 20,7 2,2 21,1 2,4 19,6 4,8
Estonia 11,1 -2,2 10,2 -2,5 8,8 0,5
Ireland 11,8 -5,4 15,7 -5,2 17,0 1,8
Greece 30,5 9,2 35,8 5,4 31,7 6,4
Spain 23,2 3,6 24,7 0,9 21,3 3,1
France 20,9 1,1 21,3 -1,2 20,5 1,2
Croatia 21,6 -0,8 31,2 -2,0 25,4 6,9
Italy 23,3 2,3 23,8 -1,2 25,9 5,3
Cyprus 43,7 : 36,9 : 39,0 :
Latvia 22,4 4,8 17,3 -5,3 18,5 3,8
Lithuania 24,4 0,0 25,6 -0,8 22,2 5,2
Luxembourg 29,3 3,3 27,2 3,3 26,8 3,1
Hungary 25,3 7,7 25,6 3,3 24,1 10,0
Malta 35,9 -0,4 30,2 -3,5 33,5 1,0
Netherlands 24,1 9,8 15,8 2,4 20,0 6,8
Austria 23,6 : 21,1 : 21,9 :
Poland 14,7 -0,3 14,7 -5,8 13,8 0,7
Portugal 20,2 2,6 23,3 -0,5 19,6 3,1
Romania 40,8 0,4 46,6 -0,4 43,9 2,5
Slovenia 17,9 -3,3 16,4 -4,0 14,6 -0,2
Slovakia 31,4 9,2 25,1 4,1 29,3 10,0
Finland 13,5 5,4 15,0 7,1 12,9 6,9
Sweden 18,4 1,0 18,8 -2,3 19,0 -0,1
Iceland 26,4 9,6 20,7 3,7 25,0 7,1
Norway 19,3 4,3 18,9 0,7 20,8 5,0
Switzerland 23,6 6,8 16,8 3,3 20,2 6,2
Montenegro 44,4 -5,1 46,2 -12,3 48,2 -5,4
North Macedonia 55,1 : 61,0 : 49,5 :
Serbia 37,7 4,9 39,7 -0,9 38,3 3,9
Turkey 26,1 1,6 36,7 -5,5 25,2 -4,8
A CLOSER LOOK: Reducing the number of pupils who cannot complete basic maths, science and reading tasks remains a challenge. Between 2012 and 2015, the EU actually moved further away from its target on basic skills. In most countries, pupils with a migrant background tend to perform worse than pupils without, signalling that investing in equal opportunities for all pupils remains a top priority in the EU.

Source: OECD (PISA 2009, 2018).
Notes: underachievement means failing Level 2 on the PISA scale for reading, mathematics or science . The trend depicted refers to the 2009-2018 change in percentage points. The comparability of PISA 2018 data on reading for Spain with those from earlier PISA assessments cannot be fully ensured. See section 2.2.1 of the Education and Training Monitor 2021 for more information (ec.europa.eu/education/monitor).

EU-level target: The share of low-achieving eight-graders in computer and information literacy should be less than 15%, by 2030.

BEST EU PERFORMERS:Czechia, Denmark, Poland

Year Low achievers Boys Girls
Czechia 2013 15,0 17,3 12,8
Denmark 2018 16,2 21,6 10,7
2013 21,4 24,1 18,6
Germany 2018 33,2 36,5 29,6
2013 29,2 32,9 25,3
France 2018 43,5 49,2 37,8
Croatia 2013 35,9 40,0 31,6
Lithuania 2013 45,1 49,1 40,9
Luxembourg 2018 50,6 55,4 45,0
Netherlands 2013 26,4 29,9 22,5
Poland 2013 25,3 27,6 23,0
Portugal 2018 33,5 36,0 30,8
Slovenia 2013 35,8 44,1 27,2
Slovakia 2013 32,8 36,3 29,3
Finland 2018 27,3 33,7 20,7
Norway 2013 24,0 : :
A CLOSER LOOK: Over the past two years, the COVID-19 crisis has emphasised the importance of both basic and advanced digital skills for sustaining our economies and societies. Notably, digital skills became a prerequisite for participation in learning, working and socialising during the many lockdowns. There is a need to develop these skills from an early age in support of the digital transformation. ICILS data from 2013 and 2018 indicate that there is still some way to go to reach the 2030 EU-level target, and that there are gaps that should be addressed.

Source: IEA (ICILS 2013, 2018).
Notes: Underachievement is defined as performance below the level 2 threshold (492 score points) on the ICILS computer and information literacy scale. Italy participated in ICILS 2018, but the testing took place at the beginning of the school year and results are not comparable with those of other countries and are not shown. For country notes, see Table 3.4 in the respective international reports for ICILS 2013 and ICILS 2018.

EU-level target: At least 96% of children between 3 years old and the starting age for compulsory primary education should participate in early childhood education and care, by 2030.

BEST EU PERFORMERS: France, Ireland, Belgium
MOST PROGRESS 2013-2019: Cyprus, Ireland, Poland

2019 Trend 2019
Total   Age 3 Age 4+
EU 92,8 1,0 87,8 95,1
Belgium 98,3 0,0 97,9 98,5
Bulgaria 79,9 -3,9 71,6 82,7
Czechia 86,3 9,5 77,6 90,7
Denmark 97,7 0,1 96,5 98,3
Germany 94,0 -1,8 90,4 95,8
Estonia 91,5 1,9 87,3 92,9
Ireland 100,0e 17,6 99,2e 100,0e
Greece 68,8 -16,5 34,9 85,6
Spain 97,3 0,7 96,1 97,8
France 100,0p 0,0 100,0p 100,0p
Croatia 79,4 11,8 71,5 81,8
Italy 93,6 -3,7 91,1 94,8
Cyprus 90,1 20,7 76,0 97,0
Latvia 94,1 2,8 89,1 95,9
Lithuania 89,6 6,2 84,5 91,3
Luxembourg 88,4 -1,5 69,0 97,9
Hungary 92,9 4,6 87,2 95,8
Malta 91,9 -7,5 89,0 94,9
Netherlands 90,5 -3,6 76,9 97,2
Austria 89,9 3,4 77,8 96,0
Poland 90,3e 13,9 77,6e 94,5e
Portugal 92,2d 3,5 83,7d 96,6
Romania 78,6 -5,5 71,0 82,3
Slovenia 92,1 4,2 89,1 93,6
Slovakia 77,8 5,5 69,3 82,6
Finland 88,8 8,8 80,4 91,4
Sweden 95,6 0,6 93,4 96,3
Iceland 96,8 0,7 96,3 97,0
Norway 97,1 0,4 96,4 97,4
Switzerland 49,4 2,7 2,4 73,3
Montenegro : : : :
North Macedonia 42,3 12,6 34,8 45,9
Serbia 67,3 4,2 57,3 :
Turkey 43,2 : 10,7 59,6
A CLOSER LOOK: In 2019, 92.8% of children between 3 years old and the starting age for compulsory primary education participated in ECEC. During the preceding five years, increases can be observed in most countries. The target should be seen in conjunction with policy guidance on the quality of ECEC provision. Member States are working both on increasing the accessibility of ECEC and improving quality of staff and curricula.

Source: Eurostat (UOE), online data code [educ_uoe_enra21]; educ_uoe_enra20 (age 3); educ_uoe_enra10 (age 4+)].
Notes: the age for starting compulsory primary education is different from country to country. See Section 2.3 of the Education and Training Monitor 2021 for more information (ec.europa.eu/education/monitor). The trend depicted refers to the 2013-2019 change in percentage points.

EU-level target: The share of early leavers from education and training should be less than 9%, by 2030.

BEST EU PERFORMERS: Croatia, Greece, Slovenia
MOST PROGRESS 2010-2020: Portugal, Spain, Greece

2020 Trend 2020
Total   Males Females
EU 9,9 -3,9 11,8 8,0
Belgium 8,1 -3,8 10,2 5,9
Bulgaria 12,8 0,2 13,4 12,1
Czechia 7,6 2,7 7,5 7,6
Denmark 9,3 -2,2 11,7 6,8
Germany 10,1bp -1,7 11,8bp 8,3bp
Estonia 7,5 -3,5 9,2 5,8
Ireland 5,0 -6,9 5,4 4,7
Greece 3.8 -9.7 4,4 3,1
Spain 16,0 -12,2 20,2 11,6
France 8,0 -4,7 9,7 6,3
Croatia 2,2u -3,0 2,4u 2,0u
Italy 13,1 -5,5 15,6 10,4
Cyprus 11,5 -1,2 15,0 8,4
Latvia 7,2 -5,7 9,5 4,7
Lithuania 5,6 -2,3 7,7 3,4u
Luxembourg 8,2 1,1 10,7 5,7
Hungary 12,1 1,3 12,9 11,3
Malta 12,6 -8,8 14,7 10,2
Netherlands 7,0 -3,1 8,7 5,3
Austria 8,1 -0,2 10,0 6,3
Poland 5,4 0,0 7,0 3,7
Portugal 8,9 -19,4 12,6 5,1
Romania 15,6 -3,7 14,7 16,6
Slovenia 4,1 -0,9 4,6u 3,4u
Slovakia 7,6 2,9 7,7 7,4
Finland 8,2 -2,1 9,4 7,0
Sweden 7,7 1,2 9,0 6,3
Iceland 14,8b -7,8 17,8b 11,6b
Norway 9,9 -7,5 11,6 8,0
Switzerland 4,0 -2,7 4,7 3,3
Montenegro 3,6 : : :
North Macedonia 5,7 -9,8 5,7 5,8
Serbia 5,6 -2,7 5,4 5,8
Turkey 26,7 -16,4 27,5 25,8
A CLOSER LOOK: Reducing the share of young people who leave education and training before they have completed upper secondary education remains a priority of the EU. Young men are more likely to be early leavers than young women and there are striking disadvantages for foreign-born young people. Regional discrepancies are wide in many Member States.

Source: Eurostat (EU-LFS), online data code [edat_lfse_14].
Notes: the indicator covers 18 to 24 year-olds with ISCED 2 at most and who are no longer in formal or non-formal education and training. The trend depicted refers to the 2010-2020 change in percentage points.

EU-level target: The share of 25-34 year-olds with tertiary educational attainment should be at least 45%, by 2030.

BEST EU PERFORMERS: Luxembourg, Ireland, Cyprus
MOST PROGRESS 2010-2020: Austria, Luxembourg, Portugal

2020 Trend 2020
Total   Males Females
EU 40,5 8,3 35,2 46,0
Belgium 48,5 4,7 40,8 56,2
Bulgaria 33,0 5,5 27,2 39,1
Czechia 33,0 10,4 26,1 40,4
Denmark 47,1 9,5 39,0 55,5
Germany 35,1bp 9,1 33,9bp 36,4bp
Estonia 43,1 4,9 32,7 54,7
Ireland 58,4 8,8 54,5 62,2
Greece 43,7 13,1 36,7 51,0
Spain 47,4 7,1 41,3 53,5
France 49,4 6,7 45,9 52,8
Croatia 36,6 10,8 27,5 45,8
Italy 28,9 8,1 22,9 35,0
Cyprus 57,8 9,7 47,3 67,8
Latvia 44,2 9,5 33,8 55,3
Lithuania 56,2 9,9 45,6 68,1
Luxembourg 60,6 16,4 55,0 66,3
Hungary 30,7 4,6 25,3 36,4
Malta 40,1 15,8 36,3 44,7
Netherlands 52,3 12,0 47,5 57,1
Austria 41,4 20,7 37,3 45,7
Poland 42,4 5,3 32,7 52,6
Portugal 41,9 16,4 34,6 49,0
Romania 24,9 4,2 21,7 28,3
Slovenia 45,4 14,1 35,8 56,6
Slovakia 39,0 15,0 29,3 49,2
Finland 43,8 4,6 35,9 52,2
Sweden 49,2 6,9 40,6 58,3
Iceland 41,7b 5,5 34,0b 50,4b
Norway 50,9 5,9 41,7 60,6
Switzerland 53,0 15,6 50,8 55,3
Montenegro 40,4 : 35,9 45,0
North Macedonia 37,7 15,9 31,6 44,1
Serbia 32,6 13,7 26,1 39,3
Turkey 36,2 19,4 35,5 36,8
A CLOSER LOOK: The tertiary level attainment rate in the EU is high, but with substantial differences between and within countries. On average in the EU, there is a large gap between the tertiary level attainment rate of women and men, in favour of the former. The social dimension of higher education requires urgent attention, notably to support participation of disadvantaged groups.

Source: Eurostat (EU-LFS), online data code [edat_lfse_03].
Notes: the indicator covers 25 to 34 year-olds having successfully completed ISCED 5 to 8. The trend depicted refers to the 2010-2020 change in percentage points.

EU-level target: The share of recent graduates from VET benefiting from exposure to work-based learning during their vocational education and training should be at least 60%, by 2025.
Work-based learning helps young people and adults make smoother transitions from school or from unemployment to the labour market. Nevertheless, data underpinning the EU-level target by 2030 will only be available as of 2022. In the field of VET, other important indicator domains concern the employability of recent graduates and the learning mobility during their formal education. The former reveals that 76.1% of recent VET graduates were employed in 2020, outperforming their peers from medium-level general education. 
EU-level target: At least 47% of adults aged 25-64 should have participated in learning during the last 12 months, by 2025.

The COVID-19 pandemic has interrupted the already slow progress in adult learning in the EU. The pandemic did, however, add momentum to adult learning as a policy objective. Member States have agreed on an EEA target of at least 47% adult learning by 2025. When endorsing the European Pillar of Social Rights Action Plan at the 2021 Porto Summit, a 2030 target of 60% was added to that. Both targets are based on a new approach to measuring adult learning, which will first be applied in 2022.

Participation in adult learning was a target in previous EU strategic frameworks for cooperation in education and training, but always focused on the narrow window of four weeks preceding the survey . The current EU-level target, on the other hand, refers to the twelve months preceding the survey.

The twelve-month reference period makes it possible to cover all learning experiences, providing an overview of adult participation in learning closer to today’s reality. Indeed, it has become more and more common for adults to attend (very) short courses, seminars and other learning experiences, provided in-company, on the market or by authorities at several levels and a variety of providers, from specialised centres to social partners and civil society organisations. Such participation may not be accounted for when applying the four week window, but the shift to a twelve month window is likely to capture it.

General notes
The percentage point trends and progress shown in this leaflet are calculated with 1-decimal figures and do not exclude any intermediate breaks in series.
:=data either not available or not reliable due to very small sample size
b=break in time series
d=definition differs
e=estimate
p=provisional
u=low reliability

EU-Level targets
Reference levels of European average performance in education and training defined in the Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) adopted in February 2021.

ISCED: International Standard Classification of Education (2011)
0 Early childhood education
1 Primary education
2 Lower secondary education
3 Upper secondary education
4 Post-secondary non-tertiary education
5 Short-cycle tertiary education
6 Bachelor’s or equivalent level
7 Master’s or equivalent level
8 Doctoral or equivalent level

Member States that have reached the EU-level target for the given year

For further descriptions, analysis and notes see the Education and Training Monitor 2021 (ec.europa.eu/education/monitor)