EU countries have improved their education systems in key areas over the past decade but they have achieved only one out of five benchmarks set for 2010, the European Commission’s new progress report on education and training reveals today. The EU has succeeded in its target to increase the number of maths, science and technology graduates, with a 37% rise since 2000 easily outstripping the target of 15%. Significant, but insufficient, progress was made on reducing the school drop-out rate, increasing the number of pupils completing upper secondary education, improving reading literacy skills and increasing the share of adults participating in education or training. For a detailed breakdown of the figures for each country, see annex below. The Europe 2020 jobs and growth strategy retains the target of reducing the school drop-out rate to under 10%, as well as increasing the share of graduates to at least 40%.
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Why do we need European co-operation in education and training?
While responsibility for education and training systems in Europe lies with countries and regions, the European Union contributes to the development of quality education by encouraging co-operation between the countries.
Education and training are crucial to getting Europe back on track and to achieve the Europe 2020 goals of smart, sustainable and inclusive growth. Two of the EU’s education benchmarks to reduce early school leaving and to increase the number of higher education graduates are Europe 2020 headline targets.
Why does the EU monitor progress in education and training through an annual report? Aren’t education and training the responsibility of countries and regions?
Monitoring progress towards joint goals is an effective tool for encouraging successful co-operation in Europe, as it identifies Member States that are making progress through good performance in specific areas. It helps countries identify policies that work and encourages them to learn from each other.
A list of education and training benchmarks and indicators was first set by the Council in 2003. Since the process of monitoring worked well and boosted co-operation, Education Ministers in May 2009 set new targets for the coming decade.
What are the current EU education benchmarks
Benchmarks to be achieved by 2020:
By 2020, at least 95 % of children between the age of four and the age for starting compulsory primary education should participate in early childhood education;
- the share of 15-year olds with insufficient abilities in reading, mathematics and science should be less than 15%;
- the share of early leavers from education and training should be less than 10% (also a Europe 2020 headline target);
- the share of 30-34-year olds with tertiary educational attainment should be at least 40 % (also a Europe 2020 headline target);
- an average of at least 15% of adults should participate in lifelong Learning.
Benchmarks to be achieved by 2010:
- the share of 15-year olds with unsatisfactory reading abilities should decrease by at least 20%;
- the average rate of early school leavers (“school drop-outs”) should be no more than 10%;
- at least 85 % of 22-year olds should complete upper secondary education;
- the total number of graduates in maths, science and technology should increase by at least 15%, while the gender imbalance in these subjects should be reduced
- the average participation of adults in lifelong learning (age group 25-64) should reach at least 12.5 %.
Country-by-country statistics on these benchmarks
Four of the five benchmarks will not have been reached by 2010. Have expectations been set too high?
While benchmarks measure progress towards a set target they are also important tools for identifying best performers in the EU in order to help countries learn from each other. Half of all EU Member States are best performers in at least one benchmark area, which means that a wide spread of good practice and expertise in the EU exists.
It is true that progress in only one out of the five benchmarks (maths, science and technology graduates) will be sufficient to reach the targets set for 2010. Although the benchmarks in the other areas have not yet been achieved, much progress has been achieved in reducing the share of early school leavers; there are now fewer low achievers in reading and the numbers of young people completing upper secondary education and adults taking part in adult learning have increased.
The fruits of reforms in education and training are not immediately visible; it takes time to see concrete educational outcomes. Education Ministers have underlined the need to continuously work on these goals and have agreed on new targets for 2020 on early school leaving, adult learning and reducing the number low achieving pupils.
In January, the Commission approved an action plan that will help Member States develop effective policies to reduce early school leaving. In February, Commissioner Vassiliou called for universal access to pre-school education, outlining plans that will give every child a better start in life and lay the foundations for successful lifelong learning, social integration, personal development and employability.
The high share of pupils with poor reading skills seems to be a particular problem. Is the EU doing enough in this field?
In spite of a significant improvement since 2006, the latest results of the OECD’s PISA survey shows that still one in five 15-year-olds in the EU has poor reading skills.
The EU offers support through studies and research, by identifying good practice and by helping Member States to learn from each other. The 2009 results showed signs of improvement in this area.
In February the European Commission set up a group of high-level experts on reading literacy which will present policy proposals in mid-2012.
What are the main findings of the 2010/11 progress report on indicators and benchmarks?
Since 2000, educational performance has improved in most areas identified by EU education ministers as central for achieving joint goals. While there has been good and continuous progress in reducing the share of early school leavers and in increasing the number of young people completing upper secondary education, the results regarding poor reading skills results only started to improve since 2006.
Participation in lifelong learning among working age adults (25-64 years) has increased in the period 2000-2005, but has been declining since.
Europe has also made progress on rates of participation in initial education, including early childhood education, and the overall educational attainment of the population. The number of working age adults with low educational attainment has fallen by about 2 million per year since 2004 to 27% of 20-64 year old in 2009.
Other areas where progress has been achieved include language learning in schools and the mobility of students in tertiary education, which has increased by more than 50% since 2000.
Does the recent economic crisis affect Member States’ investment in education and training?
At all levels of education, public spending per student has increased in Europe since 2000. However, growth of spending per student in tertiary education was slower than in other sectors of education. As a result of the current downturn, many European countries have faced severe budget constraints. However, investment in education (school infrastructure, new teachers, etc.) will help to re-launch the economy in the short term and enhance long-term economic growth.
There is a clear link between public investment in education (measured as a proportion of GDP) and participation in education. Eurostat data show that people with low educational attainment face the greatest risk of unemployment in times of economic turmoil. Therefore investment in education is not only beneficial for the wider economy, but also for each individual.
Further information
Full Commission report “Progress towards the Lisbon objectives in education and training – Indicators and benchmarks, 2010/11”
Leaflet: Education benchmarks for Europe [with country-specific data]
European Commission:
European strategy and co-operation in education and training
Source: European Commission
