Comparative report
Introduction
The Education and Training Monitor is the European Commission’s annual report on EU education and training systems, tracking their progress towards reaching the seven EU-level targets adopted as part of the 2021 Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area (EEA) . It comprises this comparative report, 27 country reports, which report on the reforms under way in the EU countries, and an online Monitor Toolbox.
Scope of the Education and Training Monitor
The comparative report looks at the most noticeable differences across EU countries and striking changes over time. It tracks the progress towards reaching the seven EU-level targets and complements them with numerous supporting indicators to shed light on the context and possible policy levers. It presents and analyses evidence and reports on research findings, with a view of informing and supporting EU and national policy making.
EU-level targets connected to the EEA
| ‘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.’ | Chapter 3 |
| ‘The share of early leavers from education and training should be less than 9% by 2030. | Chapter 4 |
| ‘The share of underachievement in reading, mathematics, and science should be less than 15% by 2030 | Chapter 2 |
| ‘The share of eighth graders’ underachievement in computer and information literacy should be less than 15% by 2030.’ | Chapter 2 |
| ‘At least 60% of recent VET graduates should have experienced work-based learning as part of their VET programme by 2025.’ | Chapter 2 |
| ‘The share of 25-34-year-olds with tertiary educational attainment should be at least 45% by 2030.’ | Chapter 6 |
| ‘At least 47% of adults aged 25-64 should have participated in learning during the last 12 months by 2025.’ | Chapter 7 |
In addition, the Monitor refers to other EU-level targets tracked by the European Commission in the areas of formal childcare, vocational education and training, learning mobility, and adult learning. This connects the Education and Training Monitor to other work strands, such as the European Pillar of Social Rights Action Plan and Europe on the Move.
Other EU-level targets
| ‘At least 45% of children below the age of 3 participate in formal childcare, with specific targets applying to EU countries that have yet to reach the 2002 goals.’ | Chapter 3 |
| ‘The share of employed graduates from VET should be at least 82% by 2025.’ | Chapter 5 |
| ‘In VET, the share of vocational learners who do part of their studies abroad should be at least 12% by 2030.’ | Chapter 5 |
| ‘The share of tertiary graduates with a learning mobility experience abroad should be at least 23% by 2030.’ | Chapter 6 |
| ‘At least 60% of adults aged 25-64 should have participated in learning during the last 12 months by 2030.’ | Chapter 7 |
The Education and Training Monitor in a new political context
This year’s edition is anchored in the Union of Skills, the overarching strategy that translates the political ambition of this Commission’s mandate into concrete actions, ensuring that EU education and training systems are key enablers of the EU’s competitiveness, prosperity, preparedness and security. This strategy complements and reinforces the Competitiveness Compass, the Clean Industrial Deal, and the Preparedness Union Strategy, highlighting the central role of education and skills in addressing the EU’s main challenges and in delivering on its political objectives.
The 2025 Education and Training Monitor has been prepared in this political context. It takes into account the new set of education and skills targets for 2030 proposed in the 2025 Union of Skills Communication of March 2025. These targets reflect emerging education and skills priorities, linked to economic priorities. In particular, the Communication proposes targets in the areas of STEM, top performance and international attractiveness, as presented in detail in the table below.
Proposed targets in the Union of Skills
| ‘By 2030, the share of students enrolled in STEM fields in initial medium-level VET should be at least 45%, and at least 1 out of every 4 students enrolled in STEM fields in initial medium-level VET should be female.’ | Chapter 1 |
| ‘By 2030, the share of students enrolled in STEM fields in tertiary education should be at least 32%, and at least 2 out of every 5 students enrolled in STEM fields in tertiary education should be female.’ | Chapter 1 |
| ‘By 2030, the share of students enrolled in ICT PhD programmes should be at least 5%, at least 1 out of every 3 students enrolled in ICT PhD programmes should be female.’ | Chapter 1 |
| ‘By 2030, the share of top performance in reading, mathematics and science should be at least 15%.’ | Chapter 2 |
| ‘By 2030, the annual number of learners from outside the EU coming to study and obtain a degree at tertiary level in the EU should be at least 350 000’ | Chapter 6 |
Reorganisation of EU education and training targets
In June, the interim evaluation of the 2021-2030 European Education Area Strategic Framework confirmed that EU-level targets have been effective in focusing and tracking reforms as well as in informing EU-level cooperation and mutual learning.
On this basis, the Commission suggested a reorganisation of the proposed and existing targets into thematic and sectoral targets, in order to strengthen their added value and advance on strategic priorities. The sectoral group includes the targets adopted in the 2021 EEA Strategic framework Resolution, except those on underachievement in basic skills (included in the thematic group) and the adult learning target, as adopted in the 2021 on Council Conclusions on a new European agenda for adult learning 2021-2030. The targets proposed in the Union of Skills have been included in the thematic group.
The interim evaluation further suggests adding two additional thematic targets: one on civic education and one on equity. The equity target would respond directly to the Council’s request, set out in the 2021 EEA strategic framework Resolution, to develop indicators or EU-level targets in this policy priority area. A target on civic education would be consistent with the 2023 Council conclusions on the contribution of education and training to strengthening common European values and democratic citizenship. These Conclusions invited Member States and the European Commission to consider incorporating democratic citizenship in the second (2026-2030) cycle of the strategic framework for European Education Area. They also called for citizenship education to be integrated into the existing monitoring processes of education and training system.
Suggested targets
| ‘By 2030, the share of adequate performance in civic knowledge should be at least 85%.’ | Chapter 2 |
| ‘By 2030, the share of learners from disadvantaged socio-economic backgrounds with a good achievement in at least one domain (reading, mathematics or science) should be at least 25%.’ | Chapter 4 |
Reporting on these proposed and suggested targets in addition to the existing ones, the 2025 Education and Training Monitor informs the Council’s ongoing reflections on the review of the strategic framework for European cooperation in education and training, without prejudice to any conclusions to be drawn by the Council.
Focus and structure of the 2025 report
Each annual edition of the Monitor has a specific thematic focus, such as inclusion and equity (2022), the teaching profession (2023) and learning for sustainability (2024). This year’s thematic focus is on STEM. It is a direct response to the STEM education strategic plan, part of the Union of Skills, which aims to increase the number of STEM specialists in the EU labour market and improve STEM skills, against a background of labour and skills shortages in the field. A strong STEM workforce is essential to sustain EU competitiveness, preparedness, and technological leadership. The Monitor shows that EU education and training systems can play a crucial role in strengthening interest in STEM fields from early years and supply of STEM specialists.
The 2025 Education and Training Monitor also gives prominence to basic skills, including digital skills and citizenship skills, following the Action Plan on Basic Skills, another key initiative of the Union of Skills. Basic skills are vital for every single person to develop as an individual, to navigate the complexities of everyday life and a rapidly changing job market, and to participate fully in society, democratic life and the economy. Strong basic skills also underpin EU’s prosperity and resilience. With its analysis and findings, the 2025 Education and Training Monitor supports the EU’s latest political ambitions and initiatives in education and skills.
This comparative report has seven chapters. Chapter 1 focuses on STEM, with an analysis of STEM enrolment in VET and tertiary education. Chapters 2 deals with the basic skills of young people. Chapter 3 to 7 cover the EU-level target areas from early childhood education and care all the way through adult learning. The 2025 Education and Training Monitor’s comparative report and country reports are backed up by the online Monitor Toolbox, with all key sources and data organised by country and theme.
The comparative report features contributions from the European Education and Culture Executive Agency (EACEA), the Eurydice network, Eurostat, Cedefop and the European Commission’s network of experts working on the social and economic dimension of education and training (ENESET). The Education Committee of the Council of the EU, and the Standing Group on Indicators and Benchmarks (SGIB) were consulted during the drafting phase.
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