Education And Training Monitor 2019 - European Commission
Education and TrainingMONITOR 2019Education andTraining
Published as a European Commission Staff Working Document,the Education and Training Monitor presents a yearly evaluation of education and training system across Europe. The reportbrings together the latest data, technical reports and studies,as well as examples of policy measures from different EU countries. Volume 1 offers a cross-national and thematic analysis.Volume 2 consists of 28 individual country reports.EU targets for 2020 in education and trainingThis year’s lead theme for the Education and Training Monitor isteachers and teaching. The 2019 Monitor analyses the targetsand benchmarks adopted under the strategic framework forEuropean cooperation in education and training Education andTraining 2020. The targets cover participation in early childhoodeducation; early leaving from education and training; tertiaryeducational attainment; underachievement in basic skills; employment rate of recent graduates; adult learning and learningmobility in higher education. The 2019 Monitor also offers analysis on education indicators used in other well-established oremerging priorities, including entrepreneurship education digital education and multilingualism. The report concludes with asection on public investment in education and training.1CurrentTarget10.6 %Below10 %40.7 %At least40 %95.4 %95 %Headline targetEarly leavers fromeducation and training23ec.europa.eu/education/monitorOther targets4The share of 18 to 24 yearolds having attained ISCEDlevel 0-2 and not receiving anyformal or non-formal educationor training in the four weekspreceding the survey.Tertiary educationalattainmentThe share of 30 to 34 yearolds having successfullycompleted ISCED level 5-8.Early childhoodeducationThe share of children aged4 to the age of compulsoryprimary education who areparticipating in education.Underachievement inreading, maths andscienceThe share of 15 year-oldsfailing to reach level 2 inthe OECD’s PISA for reading,mathematics and science.Reading:19.7 %Maths:22.2 %15 %Science:20.6 %Employment rate ofrecent graduates5The share of employed20 to 34 year-olds havingsuccessfully completedISCED 3-8 one to three yearspreceding the survey and whoare no longer in education ortraining.81.6 %82 %11.1 %15 %Adult participation inlearning6Luxembourg: Publications Office of the European Union, 2019 European Union, 2019Reuse is authorised provided the source is acknowledged. The reuse policy of EuropeanCommission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011,p. 39).For any use or reproduction of photos or other material that is not under the EU copyright,permission must be sought directly from the copyright holders.PRINT ISBN 978-92-76-08732-8 ISSN 2315-1064 doi: 10.2766/69134 NC-AJ-19-001-EN-CPDF ISBN 978-92-76-08733-5 ISSN 2363-1988 doi: 10.2766/442033 NC-AJ-19-001-EN-NCover image: composition with images istock.comThe share of 25 to 64 yearolds who received formalor non-formal education ortraining in the four weekspreceding the survey.Source: Eurostat (EU-LFS 2018 for 1, 2, 5 and 6; UOE 2017 for 3) & OECD (PISA 2015for 4). Note: ISCED 0 early childhood education; ISCED 1 primary education; 2 lowersecondary education; 3 upper secondary education; 4 post-secondary non-tertiaryeducation; 5 short-cycle tertiary education; 6 bachelor’s or equivalent level; 7 master’s or equivalent level; 8 doctoral or equivalent level.
EUROPEAN COMMISSIONEducation and TrainingMonitor 20192019Directorate-General for Education, Youth, Sport and CultureEN
This publication is based on document SWD(2019)350. The Education and Training Monitor 2019 was preparedby the European Commission’s Directorate-General for Education, Youth, Sport and Culture (DG EAC), withcontributions from the Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL); theEducation and Youth Policy Analysis Unit of the EU Education, Audiovisual and Culture Executive Agency(EACEA); the Eurydice network; Eurostat; and the Human Capital and Employment Unit in the Directorate forInnovation and Growth of the Commission’s Joint Research Centre (JRC). The Members of the Standing Groupon Indicators and Benchmarks were consulted during the drafting phase.The manuscript was completed on 26 August 2019.Additional contextual data can be found online (ec.europa.eu/education/monitor)
3ForewordEducation is back where it belongs: at the top of theEuropean Union’s political agenda. Together withMember States, the European Commission has putsolid foundations in place to ensure that we build atrue European Education Area: overcoming ognition of diplomas, the learning of foreignlanguages and early childhood education and care, aswell as strengthening common values and inclusion.This is a bold, comprehensive project, covering allaspects of education – from kindergartens to postdoctorates and lifelong learning. The EuropeanEducation Area is the leap forward that the EU needsto face the challenges of the XXIst century, and I amproud to have played my part in shaping it.How successfully we make this project a reality depends notably on one factor: teachers, theirtraining, their motivation and their self-perception. Without motivated and confident teachers, theEuropean Education Area will not have the impact we all expect from it. This 2019 edition of theEducation and Training Monitor provides an extremely useful overview of the teaching profession inthe EU. Incorporating and analysing the results of the OECD’s TALIS survey, the Monitor presentsinvaluable insights into teacher’s state of mind, how they assess their current situation, their needsand their future. And it sends clear messages to policy makers.Most importantly, teachers want more and better training to face the social and technologicalchallenges they are confronted with. Moreover, they seek social recognition – fewer than one fifthof them consider their profession is valued by the rest of society. Beyond raising salaries, whichremain low, boosting teachers’ prestige is a must, not an option. The Monitor also points to teachershortages in several EU Member States, especially in disciplines related to Science, Technology,Engineering and Mathematics (STEM) as well as in certain geographical areas. These are only someof the key findings the Monitor offers to policy makers and they highlight an obvious yet sometimesforgotten fact: teachers are the cornerstones of our education systems.This latest edition of the Monitor also gives an update on the progress Member States are makingin working towards the Education and Training benchmarks for 2020 and in other important areassuch as public investment in education and digital skills. Moreover, like every year, it presents adetailed state of play of education policies in every EU country, pointing out achievements as wellas remaining challenges. This is how the Education and Training Monitor, the EU’s flagshippublication in this field, has been making a vital contribution to driving education reform for eightyears now, feeding into the European Semester and helping to implement the European Pillar ofSocial Rights. I am proud of what we have accomplished together with Member States, and I trustthat the joint effort will continue – keeping education high on the political agenda, and ensuringthat it delivers, for all.Tibor NavracsicsCommissioner for Education, Culture, Youth and SportEducation and Training Monitor 2019September 2019
4EU targets for 2020 in educationNote: See front flap for sources and definitions.Education and Training Monitor 2019September 2019
5ContentsForeword . 3EU targets for 2020 in education . 4Contents . 5Table of figures . 7Executive Summary . 9Country highlights . 131.Teachers and teaching . 181.1.1.2.1.3.2.Profile of teachers . 181.1.1. A demographic profile of teachers . 191.1.2. Shortage of specific teachers’ profiles . 221.1.3. Teachers’ qualifications and motivations . 231.1.4. Class size and school characteristics . 24Teachers’ lifelong learning . 261.2.1. Becoming teachers . 271.2.2. Induction and mentoring . 301.2.3. Continuing professional development. 30Teacher careers . 341.3.1. Appraisal. 341.3.2. Career progression . 361.3.3. Salaries . 381.3.4. Status of the profession . 41EU targets and indicators in education and training . 452.1.2.2.2.3.2.4.2.5.2.6.2.7.Early childhood education and care . 452.1.1. Progress towards the EU target on early childhood education and care . 452.1.2. Participation of children from socio-economically disadvantaged homes . 482.1.3. Recent policy reforms . 50Early Leavers from Education and Training . 512.2.1. Progress towards the EU target on early leaving from education and training . 512.2.2. Are early leavers also ‘NEETs’? . 532.2.3. Recent policy response . 54Tertiary educational attainment . 562.3.1. Progress towards the EU target on tertiary educational attainment . 572.3.2. Average tertiary graduation age from higher education . 572.3.3. Recent policy response . 59Underachievement in reading, maths and science . 602.4.1. Progress towards the EU target on underachievement in basic skills . 612.4.2. Performing well against the odds . 612.4.3. Engagement and achievement – the role of non-traditional competences . 642.4.4. Recent policy response . 65Transition from education to the labour market . 652.5.1. Progress towards the EU target on the employment rate of recent graduates . 652.5.2. Vocational education and training and work-based learning . 68Adult learning . 712.6.1. Progress towards the EU target on adult learning . 712.6.2. Sources of financing in adult learning . 75Learning mobility . 762.7.1. Progress towards the EU target on learning mobility . 772.7.2. Inward mobility . 792.7.3. Recent policy response . 81Education and Training Monitor 2019September 2019
63.Other indicators in education and training . 853.1.3.2.3.3.4.Investment in education . 1044.1.4.2.5.Primary and secondary education in the digital age . 853.1.1. Intensity of use of digital technologies for learning . 863.1.2. Teacher preparedness to use digital technologies . 883.1.3. Digital equipment and infrastructure in European schools . 893.1.4. Digital technologies, learning outcomes and assessment . 91Entrepreneurship education . 923.2.1. The impact of entrepreneurship education . 923.2.2. Policy response . 96Foreign language education . 973.3.1. Europe’s multilingualism . 973.3.2. Teaching foreign languages at school . 983.3.3. Assessment of the command of languages . 101Overview of spending on education . 104Impact of demographic change on expenditure . 108Annex: Additional tables . 120Education and Training Monitor 2019September 2019
7Table of figuresFigureFigureFigureFigure1234Figure 5Figure 6Figure 7Figure 8Figure 9Figure 10Figure 11Figure 12Figure 13Figure 14Figure 15Figure 16Figure 17Figure 18Figure 19Figure 20Figure reFigureFigure2627282930Figure 31Figure 32Figure 33Primary education classroom teachers by age group, 2017 (in %). 20Secondary education classroom teachers by age groups, 2017 (in %) . 20Percentage of female teachers across ISCED levels, 2017 (in %) . 21Percentage of principals who report that the following shortages of resources hinderthe school's capacity to provide quality instruction ‘quite a bit’ or ‘a lot’ . 23Percentage of teachers teaching in schools with different characteristics (2013,2018) . 26Content of teacher education and sense of preparedness for teaching . 29Content of teachers training and need for it. 33Extent and frequency of in-service teacher appraisal in primary and generalsecondary education (ISCED 1-3) according to top-level authority regulations,2016/17 . 35Types of career structure for fully qualified teachers as defined by the top-leveleducation authority, primary and general secondary education (ISCED 1-3)2016/17 . 37Actual salaries of all teachers, relative to earnings for workers with tertiaryeducation, 2016 . 40Percentage of teachers who agree/strongly agree with the following statement: ‘Ithink that the teaching profession is valued in society’, 2018 . 41Teacher salaries relative to earnings of tertiary-educated workers versus socialstatus of the teaching profession, 2018 . 42Social status of the teaching profession versus confirmation of professionalchoice, % values, 2018 . 42% difference between teachers with more than five-year experience compared withthose with at most five-year experience who agree/strongly agree with thefollowing statements, 2018 . 43Participation in early childhood education of children between 4 years old and thestarting age of compulsory education, 2016 and 2017 (%). 46Participation in early childhood education of children of different age groups (4 and 3 ), 2017 (%) . 46Participation in early childhood education and other services of children below 3years of age, 2017 % over the population below 3 years of age . 47Participation in formal childcare or education of children below 3 years of age, bysocio-economic background (2016) % over the population below 3 years of age . 49Participation in formal childcare or education of children between 3 and minimummandatory school age, by socioeconomic background (2016), % over thepopulation aged 3 to minimum mandatory school age . 49Early leavers from education and training, 2009 – 2018. 52Early leavers from education and training (18-24 years) by sex and country ofbirth, 2018 (%) . 5318-24 year-olds who are ‘ELET & NEET’, ‘ELET only’ or ‘NEET only’ (%), 2018 . 54Tertiary educational attainment (30-34 years) 2009, 2015, 2018 . 57Average age of graduation from higher education, 2018 . 58Change of average age of graduation from higher education (ISCED 5-8), 20092018 (in years) . 59Structural indicators related to tertiary educational attainment, 2018/2019 . 60Proportion of resilient students, by EU Member State . 62Employment rate of recent graduates, EU28 average, 2006-2018 . 66Changes of recent-graduate employment rates across the EU28, 2006-2018 . 66Employment rate of recent graduates by country, level of educational attainmentand type of education, 2018 . 67New entrants, enrolled learners and graduates at ISCED 3 VOC, 2017 . 69Adults’ participation in learning, 2003, 2009 and 2018. . 72Share of adults participating in learning during the last 4 weeks, EU28 average, bysex, age-group, educational attainment level, labour market status, country of birthand size of the company they work for, 2018 . 72Education and Training Monitor 2019September 2019
8Figure 34 Relative disadvantage in access to learning, for selected socio-demographic groupsunderperforming in adult participation in learning, 2018 . 73Figure 35 Investment in adult learning, in millions of EUR, 2015/2016 . 76Figure 36 Degree and credit outward mobility of graduates, 2017 (%) . 78Figure 37 Credit mobility by type of mobility scheme, ISCED 5-8, 2017 . 79Figure 38 Inward degree-mobility rates for higher education graduates by level ofqualification and origin, 2017 . 80Figure 39 Inward degree mobile graduates (ISCED 5-8) by area of origin, 2017 . 81Figure 40 Intensity of use of digital technologies in lessons by teachers over 12 months(ISCED 2, in% of students, country and EU level, 2017-18) . 86Figure 41 Innovation in the use of digital technologies in primary and secondary schools(2006-16) . 87Figure 42 Internet speed (ISCED 2, in% of students, country and EU level, 2017-18) . 89Figure 43 Digitally equipped and connected schools (ISCED 2, in% of students, country andEU level, 2017-18) . 90Figure 44 Reported self-efficacy: Overall results by country and across the EU28 (%) . 95Figure 45 Reported entrepreneurial activity in the last 12 months: overall results by countryand across EU28 (%) . 95Figure 46 Starting ages of first and second foreign languages as compulsory subjects 2016. . 99Figure 47 Trends in the recommended minimum number of hours of compulsory foreignlanguage teaching in full-time compulsory general secondary education 2011 –2016 . 99Figure 48 Proportion of pupils learning English, French, German and Spanish as foreignlanguages in lower secondary education, 2017 . 100Figure 49 Percentage of pupils achieving different CEFR levels in first foreign language(average scores for reading, listening and writing) . 101Figure 50 Percentage of pupils achieving different CEFR levels in second foreign language(average scores for reading, listening and writing) . 102Figure 51 Public expenditure on education, 2017 (%) . 105Figure 52 Public expenditure on education by level, 2017 . 106Figure 53 The 2016-2017 real changes in public expenditure on education and theircomponents (education sectors) . 107Figure 54 Public expenditure on education by category of expenditure, 2017 . 108Figure 55 Percentage change in real public expenditure on education compared to 2001-2003 . 109Figure 56 Percentage change in real public expenditure on education between 2007-2009 and2014-2016 at different educational levels. 109Figure 57 Percentage change in real expenditure vs. percentage change in student numbersbetween 2007-2009 and 2014-2016 at different educational levels . 111Figure 58 Percentage change in real expenditure vs. percentage change in teacher numbersbetween 2007-2009 and 2014-2016 at different educational levels . 112Figure 59 Eurostat population projections (2030, 2040) for 3-18 year-olds (index 2020 100) . 114Figure 60 Change in real expenditure per student in school education according to differentscenarios (index 2014-16 100) . 115Figure 61 Early childhood education and care: legal framework and starting ages, 2018/2019 . 120Figure 62 Early childhood education and care: selected quality aspects, 2018/2019 . 121Figure 63 Early leavers from education and training: summary table, 2018/2019 . 122Figure 64 Early leavers from education and training: summary table 2, 2018/2019 . 123Figure 65 Tertiary educational attainment: summary table on higher education, 2018/2019 . 124Figure 66 Underachievement in reading, maths and science: summary table on achievementin basic skills, 2018/2019. 125Figure 67 Transition from education to the labour market: summary table on graduateemployability, 2018/2019 . 126Figure 68 Learning mobility: summary table on learning mobility, 2017/18 . 127Education and Training Monitor 2019September 2019
9Executive SummaryAmong all factors in the school environment, teachers are considered to have the greatest impacton students’ learning outcomes. At the same time, more than 60%1 of public expenditure ineducation in the EU is spent on teachers. Any policy effort seeking to improve educationaloutcomes – or the efficiency of education and training – is bound to take a close look at the role ofteachers and look for ways to help teachers excel in their demanding profession. New evidencefrom the OECD TALIS survey sheds more light on teachers. The recent survey data inform the2019 Education and Training Monitor, which contains a dedicated analysis of school teachers in theEU. Being a unique source of information on teachers’ motivations, lifelong learning and careers,the new evidence from TALIS 2018 can help policy-makers harnessing the full potential of teachersby preventing and addressing challenges.After the teacher-dedicated part, the 2019 Monitor sets to analyse the existing targets adopted bythe Council of the European Union under the strategic framework for European cooperationEducation and Training 2020 (‘EU benchmarks’). This part of the report presents latest data onparticipation in early childhood education and care; early leaving from education and training;tertiary educational attainment; underachievement in basic skills; employment rate of recentgraduates; adult learning; and learning mobility in higher education. Next, the 2019 Monitor offersanalysis on education indicators used in other well-established or emerging priorities, includingentrepreneurship education; digital education; multilingualism. The report concludes with a sectionanalysing public investment in education and training.At the core of learning: the teachersAcross the entire EU, education systems are confronted with a number of challenges relating toteachers. Several countries already face or are about to face shortages of teachers, either acrossthe board or in particular subject areas (typically science, technology, engineering and maths); orin particular geographical areas. In view of the proportions of teachers aged 50 or plus, the 23 EUcountries participating in TALIS 2018 will have to renew about one third of their teachingpopulation in the next decade or so. At least five EU countries will have to renew around half oftheir secondary school teachers in the same period (Italy, Bulgaria, Lithuania, Estonia, Greece andLatvia; and the same applies to primary school teachers in the former three countries).Successfully renewing the teachers’ population requires acting upon key factors such as thenumber of students deciding to embark on teacher education, the number of new teachers startingin the job and the number of teachers stopping to work. To address this challenge, there is a needto improve the attractiveness of the profession and offer good working conditions for sustainedprofessional activity.According to survey data, only 18% of lower secondary school teachers in the EU consider theirprofession as valued by society; and their proportion lowers with longer years of teachingexperience. Similarly, the share of teachers would still choose to work as teachers, declinessignificantly, in several EU countries, among more experienced teachers. Overall, there is a specificchallenge in attracting men into teaching; and particularly so for primary and pre-primaryeducation, where the proportion of female teachers reaches 85% and 96% respectively.Salaries of teachers do not always compare favourably to salaries of other equally qualifiedprofessionals. Among EU countries with available data, in four countries (Czechia, Slovakia, Italyand Hungary) teachers at all education levels earn less than 80% of what other tertiary-educatedworkers do. In most Member States, primary (and especially pre-primary) teachers earn less thansecondary level teachers. In secondary education, teachers’ statutory salary tends to be higher atupper-secondary level than at lower-secondary level.1DG EAC calculation on Eurostat’s general government finance stat
This publication is based on document SWD(2019)350. The Education and Training Monitor 2019 was prepared by the European Commission's Directorate-General for Education, Youth, Sport and Culture (DG EAC), with contributions from the Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL); the
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