Izglītības un apmācības pārskats 2021

Izglītības un apmācības pārskats 2021

Attēlu rādītājs

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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) [.xls] 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) [.xls] 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) [.xls] 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) [.xls] 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) [.xls] 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) [.xls] 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) [.xls] 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) [.xls] 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 [.xls] 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 [.xls] 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 [.xls] 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 [.xls] DG JRC calculations based on IEA TIMSS 2019 data.
Figure 13: Prevalence of students who report feeling happy [%] [.xls] PISA 2018.
Figure 14: Prevalence of students’ negative feelings [%] [.xls] OECD PISA 2018.
Figure 15: Frequency of being bullied [%] [.xls] OECD PISA 2018.
Figure 16: Students’ low life satisfaction, by frequency of being bullied [%] (2018) [.xls] OECD PISA 2018.
Figure 17: Students who reported being bullied at least a few times a month, by school’s socio-economic status [%] [.xls] 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 [.xls] 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 [%] [.xls] PISA 2018.
Figure 20: Teacher's extra help versus self-reported confidence influenced by the teacher, 2018 [.xls] PISA 2018.
Figure 21: Students who agreed or strongly agreed that the following occurred during the previous two language-of-instruction lessons, 2018 [%] [.xls] PISA 2018.
Figure 22: Share of students perceiving the quality of teacher-student relations as low or high [.xls] 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). [.xls] IEA TIMSS 2019.
Figure 24: School support staff required by policy or regulation to provide access to students in schools, general programmes 2018. [.xls] 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. [.xls] PISA 2018.
Figure 26: Percentage of students reporting that the teacher tells them how to improve their performance by frequency, 2018. [.xls] 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. [.xls] PISA 2018.
Figure 28: Different modes of emergency remote schooling during the lockdown [.xls] 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” [.xls] KiDiCoTi consortium calculations.
Figure 30: Child's positive and negative attitudes towards online learning (index) [.xls] KiDiCoTi consortium calculations.
Figure 31: Child's positive attitudes towards online learning (index): by income group [.xls] KiDiCoTi consortium calculations.
Figure 32: Child's negative attitudes towards online learning (index): by income group [.xls] KiDiCoTi consortium calculations.
Figure 33: Share of students declaring to overuse internet or digital devices during lockdown (compared to pre-lockdown) [.xls] 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 [.xls] 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) [.xls] KiDiCoTi consortium calculations.
Figure 36: “My university/college workload has significantly increased during the COVID-19 outbreak” [.xls] C19 ISWS Survey
Figure 37: “The change in teaching methods resulting from the COVID-19 outbreak has caused significant stress to me” [.xls] 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” [.xls] C19 ISWS Survey
Figure 39: “I am often distracted when doing course work or attending classes” [.xls] Student perceptions of remote learning.
Figure 40: “I had sufficient financial resources to cover my monthly costs” [.xls] C19 ISWS Survey.
Figure 41: Frequency of moderate physical activity before and during COVID-19 [.xls] C19 ISWS Survey.
Figure 42: Frequency of vigorous physical activity before and during COVID-19 [.xls] C19 ISWS Survey.
Figure 43: Feelings of loneliness during the pandemic [.xls] 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 [.xls] 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 [%] [.xls] PISA 2018, OECD.
Figure 46: Low achievers rate in mathematics, 2015 and 2018 [%] [.xls] PISA 2018, OECD.
Figure 47: Rate of low achievers in science in 2015 and 2018 [%] [.xls] PISA 2018, OECD.
Figure 48: Share of female students in STEM fields by education level in the EU, 2019 [%] [.xls] 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 [.xls] IEA, ICILS 2018 and ICILS 2013.
Figure 50: Low achievers in digital skills by sex [%] [.xls] IEA, ICILS 2018 & ICILS 2013.
Figure 51: Individuals with basic or above-basic digital skills by income quartile, 2019 [%] [.xls] 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%] [.xls] 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] [.xls] 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 [%] [.xls] Eurostat (edat_lfse_14).
Figure 55: Percentage of people aged 20-24 who have successfully completed at least upper secondary education [%] [.xls] Eurostat (edat_lfse_03)
Figure 56: Early leavers from education and training by sex, country of birth and degree of urbanisation, 2020 [%] [.xls] 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 [%] [.xls] Eurostat. Online data code: [edat_lfse_16].
Figure 58: Early leavers from education and training by sex and employment status, 2020 [%] [.xls] 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 [%] [.xls] Eurostat, EU Labour Force Survey. Online data code: [EDAT_LFSE_03].
Figure 60: Tertiary educational attainment 25-34 year-olds by sex, 2020 [%] [.xls] 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 [%] [.xls] 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 [%] [.xls] 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 [%] [.xls] Eurostat, UOE. Online data code: [EDUC_UOE_MOBC01].
Figure 64: Inward degree mobility by ISCED level, 2019 [%] [.xls] 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 [%] [.xls] 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) [.xls] 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. [.xls] 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 [.xls] 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 [.xls] Eurostat (educ_uoe_fine01)
Figure 70: Distribution of total expenditure on education (excluding early childhood educational development), by level of education, 2018 [.xls] Eurostat (educ_uoe_fine01).
Figure 71: Public expenditure on education, 2016-2019 [.xls] Eurostat General government expenditure by function (COFOG) [gov_10a_exp]
Figure 72: Public expenditure per education level, 2019 [.xls] Eurostat - General government expenditure by function (COFOG) [gov_10a_exp]
Figure 73: Public expenditure by category of expenditure, 2019 [.xls] Eurostat. Online data code: [gov_10a_exp].
Figure 74: Financial aid to students by education level – as % of total public expenditure, 2018 [.xls] [educ_uoe_fina01]
Figure 75: Detailed comparison of EEA and ET2020 targets [.xls] 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 [.xls] 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 [.xls] 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 [.xls] 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 [.xls] 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 [.xls] 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 [.xls] 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 [.xls] Eurydice
Figure 83: Central guidelines on addressing student underachievement in initial teacher education (ITE), 2020/21 [.xls] Eurydice
Figure 84: Policies/measures encouraging the inclusion of ELET in ITE and/or CPD, 2020/21 [.xls] Eurydice
Figure 85: Quantitative targets for widening participation and/or attainment of under-represented groups in higher education, 2020/21 [.xls] Eurydice
Figure 86: ISCED levels [.xls] United Nations Educational, Scientific and Cultural Organization (UNESCO).
All figures [.zip]

Table of thematic boxes

Title Link
Box 1: Well-being as part of education policies in Estonia [link]
Box 2: The sense of school belonging in PISA 2018 [link]
Box 3: Ireland – integration of well-being and mental health measures of education staff and students at system-level [link]
Box 4: The sense of school belonging in TIMSS 2019 [link]
Box 5: Skills labs, a strong tool for better well-being in Greek schools [link]
Box 6: Anti-bullying NGO “Friends” in Sweden [link]
Box 7: The index of economic, social, and cultural status in PISA 2018 [link]
Box 8: Monitoring and tackling violence in schools in Poland: the RESQL system [link]
Box 9: Strengthening teacher policies in Bulgaria [link]
Box 10: Girls in science, technology, engineering and mathematics (STEM) [link]
Box 11: Digital Education Action Plan in the Flemish Community of Belgium [link]
Box 12: Digital sciences are being introduced in secondary education in Luxembourg [link]
Box 13: Socio-economic gaps and labour market disadvantage [link]
Box 14: Increasing participation in early childhood education and care in Lithuania [link]
Box 15: The “Gute-KiTa-Gesetz” (Act on Good Early Childhood Education and Care) – Germany [link]
Box 16: Child Group Act in Czechia [link]
Box 17: A new data warehouse to tackle early school leaving in Malta [link]
Box 18: Action plan to tackle early school leaving– The French Community of Belgium [link]
Box 19: Tutoring and career counselling in Italy [link]
Box 20: Roma students [link]
Box 21: The impact of the COVID-19 pandemic [link]
Box 22: Expanding the tertiary vocational system in Italy [link]
Box 23: COVID-19 and online international student experiences [link]
Box 24: The PRÕM-project in Estonia [link]
Box 25: The EU commitment to pursuing the United Nations 2030 Sustainable Development Agenda [link]
Box 26: Directing investment towards disadvantaged youth [link]
Box 27: Infrastructure investments in Croatia’s Recovery and Resilience Plan to speed up improvements in education [link]
Box 28: The impact of demographic change on public expenditure on education [link]
Box 29: Affordability of formal education: the perspective of households [link]
Box 30: Emergency funding under COVID-19 in Ireland [link]
Box 31: An extraordinary investment in education to compensate for the learning losses linked to the pandemic in the Netherlands [link]
Box 32: The Cyprus Recovery and Resilience Plan will serve the modernisation and digitalisation of the education [link]
Box 33: The Recovery and Resilience Facility (RRF) will support investment in educational infrastructure at all levels in Slovakia [link]