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Figure 1: Sense of belonging at school by educational aspirations and sex – “What level of education do you expect to complete?” (PISA) |
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DG JRC calculations based on OECD PISA 2018 data. |
Figure 2: Sense of belonging at school by parental educational expectations towards children by sex of the children – “What level of education do you expect your child to complete?” (TIMSS) |
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DG JRC calculations based on IEA TIMSS 2019 data |
Figure 3: Sense of belonging at school by parental educational expectations towards children by parental education – “What level of education do you expect your child to complete?” (PISA) |
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DG JRC calculations based on the 2018 PISA data. |
Figure 4: Sense of belonging at school by parental educational expectations towards children and parental education – “What level of education do you expect your child to complete?” (TIMSS) |
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DG JRC calculations based on IEA TIMSS 2019 data. |
Figure 5: Sense of belonging at school by absenteeism and sex – “Skipped at least 1 day of school within the past 2 weeks?” (PISA) |
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DG JRC calculations based on OECD PISA 2018 data. |
Figure 6: Sense of belonging at school by degree of absenteeism and sex – “How often are you absent from school?” (TIMSS) |
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DG JRC calculations based on IEA TIMSS 2019 data. |
Figure 7: Sense of belonging at school by absenteeism and parental education – “Skipped at least 1 day of school within the past two weeks?” (PISA) |
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DG JRC calculations based on OECD PISA 2018 data. |
Figure 8: Sense of belonging at school by degree of absenteeism and parental education – “About how often are you absent from school”? (TIMSS) |
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DG JRC calculations based on IEA TIMSS 2019 data. |
Figure 9: Sense of belonging at school by performance in the PISA 2018 mathematics test and by sex |
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DG JRC calculations based on OECD PISA 2018 data. |
Figure 10: Sense of belonging at school by performance in the TIMSS 2019 mathematics test and by sex |
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DG JRC calculations based on IEA TIMSS 2019 data. |
Figure 11: Sense of belonging at school by performance in the PISA 2018 mathematics test and by parental education |
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DG JRC calculations based on the OECD PISA 2018 data. |
Figure 12: Sense of belonging at school by performance on the TIMSS 2019 mathematics test and parental education |
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DG JRC calculations based on IEA TIMSS 2019 data. |
Figure 13: Prevalence of students who report feeling happy [%] |
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PISA 2018. |
Figure 14: Prevalence of students’ negative feelings [%] |
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OECD PISA 2018. |
Figure 15: Frequency of being bullied [%] |
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OECD PISA 2018. |
Figure 16: Students’ low life satisfaction, by frequency of being bullied [%] (2018) |
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OECD PISA 2018. |
Figure 17: Students who reported being bullied at least a few times a month, by school’s socio-economic status [%] |
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OECD PISA 2018. |
Figure 18: Percentage of students in schools whose principal reported that learning is hindered to the following extent by students intimidating or bullying other students |
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OECD PISA 2018. |
Figure 19: Students who reported that the teacher gives extra help when they need it in most or every language-of-instruction lesson, 2018 [%] |
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PISA 2018. |
Figure 20: Teacher's extra help versus self-reported confidence influenced by the teacher, 2018 |
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PISA 2018. |
Figure 21: Students who agreed or strongly agreed that the following occurred during the previous two language-of-instruction lessons, 2018 [%] |
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PISA 2018. |
Figure 22: Share of students perceiving the quality of teacher-student relations as low or high |
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PISA 2018, calculations by the EENEE network of experts. |
Figure 23: Percentage of students in schools that are “very safe and orderly” according to the teachers, 2019 (TIMSS). |
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IEA TIMSS 2019. |
Figure 24: School support staff required by policy or regulation to provide access to students in schools, general programmes 2018. |
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PISA 2018 system-level data collection. |
Figure 25: Percentage of students in schools where staff provides help with homework, by school’s socio-economic status, 2018. |
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PISA 2018. |
Figure 26: Percentage of students reporting that the teacher tells them how to improve their performance by frequency, 2018. |
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PISA 2018. |
Figure 27: Percentage of students in schools whose principal reported that the following behaviours hinder student learning to some extent or a lot, 2018. |
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PISA 2018. |
Figure 28: Different modes of emergency remote schooling during the lockdown |
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KiDiCoTi consortium calculations. |
Figure 29: Share of students agreeing/disagreeing with the following sentence: “I feel helpless when I have to do school activities and homework online” |
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KiDiCoTi consortium calculations. |
Figure 30: Child's positive and negative attitudes towards online learning (index) |
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KiDiCoTi consortium calculations. |
Figure 31: Child's positive attitudes towards online learning (index): by income group |
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KiDiCoTi consortium calculations. |
Figure 32: Child's negative attitudes towards online learning (index): by income group |
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KiDiCoTi consortium calculations. |
Figure 33: Share of students declaring to overuse internet or digital devices during lockdown (compared to pre-lockdown) |
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KiDiCoTi consortium calculations. |
Figure 34: Share of students declaring to have been unable to reduce the number of hours spent on the internet or digital devices |
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KiDiCoTi consortium calculations. |
Figure 35: Share of students who have been the victim of cyberbullying (CB) during the lockdown (compared to the pre-lockdown period) |
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KiDiCoTi consortium calculations. |
Figure 36: “My university/college workload has significantly increased during the COVID-19 outbreak” |
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C19 ISWS Survey |
Figure 37: “The change in teaching methods resulting from the COVID-19 outbreak has caused significant stress to me” |
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C19 ISWS Survey |
Figure 38: “I have known less about what is expected of me in various course modules/units since the COVID-19 outbreak” |
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C19 ISWS Survey |
Figure 39: “I am often distracted when doing course work or attending classes” |
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Student perceptions of remote learning. |
Figure 40: “I had sufficient financial resources to cover my monthly costs” |
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C19 ISWS Survey. |
Figure 41: Frequency of moderate physical activity before and during COVID-19 |
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C19 ISWS Survey. |
Figure 42: Frequency of vigorous physical activity before and during COVID-19 |
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C19 ISWS Survey. |
Figure 43: Feelings of loneliness during the pandemic |
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C19 ISWS Survey. |
Figure 44: Simplified correspondence table between the current EU-level targets towards the EEA and beyond (2021-2030) and the former ET2020 benchmarks |
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Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (2021/C 66/01) of 21 February 2021. |
Figure 45: Underachievement rate in reading, 2015 and 2018 [%] |
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PISA 2018, OECD. |
Figure 46: Low achievers rate in mathematics, 2015 and 2018 [%] |
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PISA 2018, OECD. |
Figure 47: Rate of low achievers in science in 2015 and 2018 [%] |
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PISA 2018, OECD. |
Figure 48: Share of female students in STEM fields by education level in the EU, 2019 [%] |
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Source: Eurostat, New entrants by education level, programme orientation, sex and field of education. Online data code: [educ_uoe_ent02]. |
Figure 49: Low achievement among 8th-graders in computer and information literacy, 2013 and 2018 |
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IEA, ICILS 2018 and ICILS 2013. |
Figure 50: Low achievers in digital skills by sex [%] |
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IEA, ICILS 2018 & ICILS 2013. |
Figure 51: Individuals with basic or above-basic digital skills by income quartile, 2019 [%] |
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Eurostat (ESS: Community survey on ICT usage in households and by individuals) Online data code: [isoc_sk_dskl_i]. |
Figure 52: Participation in ECE of children between 3 and the age of starting compulsory primary education, 2019 [% of the population of the corresponding age, target 96%] |
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Eurostat (UOE). Online data code: [educ_UOE_enra21]. |
Figure 53: Participation in ECE by children between 0, 3 and 4-years-old, and the starting age of compulsory education, 2019 [% of the population of the corresponding age] |
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Eurostat (UOE). Online data code: [educ_uoe_enra10] and [educ_uoe_enra21] and [educ_uoe_enra23]. |
Figure 54: Early leavers from education and training, 2010-20 [%] |
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Eurostat (edat_lfse_14). |
Figure 55: Percentage of people aged 20-24 who have successfully completed at least upper secondary education [%] |
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Eurostat (edat_lfse_03) |
Figure 56: Early leavers from education and training by sex, country of birth and degree of urbanisation, 2020 [%] |
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Eurostat, EU Labour Force Survey 2020. Online data code: [edat_lfse_02] and [edat_lfse_30]. |
Figure 57: Early leavers from education and training by NUTS 2 regions, 2020 [%] |
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Eurostat. Online data code: [edat_lfse_16]. |
Figure 58: Early leavers from education and training by sex and employment status, 2020 [%] |
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Eurostat, EU Labour Force Survey 2020. Online data code: [edat_lfse_14]. |
Figure 59: Tertiary educational attainment 25-34 year-olds by country, 2010 and 2020 [%] |
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Eurostat, EU Labour Force Survey. Online data code: [EDAT_LFSE_03]. |
Figure 60: Tertiary educational attainment 25-34 year-olds by sex, 2020 [%] |
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Eurostat, EU Labour Force Survey. Online data code: [EDAT_LFSE_03]. |
Figure 61: Tertiary educational attainment of 25-34 year-olds by degree of urbanisation and country of birth, 2020 [%] |
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Eurostat, EU Labour Force Survey. Online data codes: [edat_lfs_9913] and [edat_lfs_9912]. |
Figure 62: Outward degree and credit mobility of graduates by ISCED level, 2019 [%] |
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Eurostat, UOE, and OECD. Online data codes: [educ_uoe_grad01], [educ_uoe_mobc01] and [educ_uoe_mobg02]. Special extraction from the OECD of international graduate data for degree-mobile graduates of EU origin who graduated in non-European countries (Australia, Canada, Chile, Colombia, Israel, Japan, Korea, New Zealand, Brazil and Russia). |
Figure 63: Credit mobility by type of programme, 2019 [%] |
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Eurostat, UOE. Online data code: [EDUC_UOE_MOBC01]. |
Figure 64: Inward degree mobility by ISCED level, 2019 [%] |
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Eurostat, UOE, and OECD. Online data codes: [educ_uoe_grad01], [educ_uoe_mobg02] and [educ_uoe_mobc01] for graduates, degree-mobile graduates and credit-mobile graduates in the EU, EFTA, EEA and candidate countries. Special extraction from the OECD of international graduate data for degree-mobile graduates of EU origin who graduated in non-European countries (Australia, Canada, Chile, Colombia, Israel, Japan, Korea, New Zealand, Brazil and Russia). |
Figure 65: Employment rate of recent graduates (20-34) with medium-level vocational qualification 2019 and 2020 [%] |
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EU LFS. Online data code: [EDAT_LFSE_24]. |
Figure 66: Average number of foreign languages studied per pupil in upper secondary education, by track (2019) |
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Eurostat. UOE data base. Online data code: [educ_uoe_lang03]. |
Figure 67: Adults (aged 25-64) participation in learning, 12-month reference period, 2007, 2011, 2016. |
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Eurostat, Adult Education Survey 2007, 2011, 2016. |
Figure 68: Percentage change in the proportion of adults engaged in online learning activities in selected EU countries |
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Eurostat, Survey on ICT usage in households and by individuals, 2017, 2019, 2020. |
Figure 69: Distribution of expenditure on education by source (all levels of education excluding early childhood educational development, and tertiary education), 2018 |
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Eurostat (educ_uoe_fine01) |
Figure 70: Distribution of total expenditure on education (excluding early childhood educational development), by level of education, 2018 |
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Eurostat (educ_uoe_fine01). |
Figure 71: Public expenditure on education, 2016-2019 |
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Eurostat General government expenditure by function (COFOG) [gov_10a_exp] |
Figure 72: Public expenditure per education level, 2019 |
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Eurostat - General government expenditure by function (COFOG) [gov_10a_exp] |
Figure 73: Public expenditure by category of expenditure, 2019 |
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Eurostat. Online data code: [gov_10a_exp]. |
Figure 74: Financial aid to students by education level – as % of total public expenditure, 2018 |
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[educ_uoe_fina01] |
Figure 75: Detailed comparison of EEA and ET2020 targets |
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for column 1 (EEA): Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) (2021/C 66/01) of 21 February 2021. For column 2 (ET2020): Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) (2009/C 119/02). |
Figure 76: Achievement in basic skills Summary table, 2020/21 |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 77: Starting age of early childhood education and care and primary education |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 78: Early childhood education and care selected quality aspects 2020/2021 |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 79: Early leavers from education and training (ELET) Summary table 1, 2020/2021 |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 80: Early leavers from education and training (ELET) Summary table 2, 2020/2021 |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 81: Tertiary level attainment (TEA) Summary table, 2020/2021 |
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European Commission/EACEA/Eurydice (2021). Structural Indicators for Monitoring Education and Training Systems in Europe – 2021. |
Figure 82: At least one member of ECEC staff with a minimum of a Bachelor's level qualification (ISCED 6), 2020/21 |
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Eurydice |
Figure 83: Central guidelines on addressing student underachievement in initial teacher education (ITE), 2020/21 |
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Eurydice |
Figure 84: Policies/measures encouraging the inclusion of ELET in ITE and/or CPD, 2020/21 |
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Eurydice |
Figure 85: Quantitative targets for widening participation and/or attainment of under-represented groups in higher education, 2020/21 |
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Eurydice |
Figure 86: ISCED levels |
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United Nations Educational, Scientific and Cultural Organization (UNESCO). |
All figures |
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