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Indicator Overviews
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. Cedefop has selected a set of 36 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators' policy relevance and their importance in achieving the Europe 2020 objectives.
Indicators account for the most recent challenges and opportunities arising from developments in the relevant statistical infrastructure and includes evidence from the European Statistical System.
These indicators should be regarded as a valuable tool to help policy-makers better understand and assess VET developments in each country. While this set of indicators does not claim to assess national systems or policies, they could be used to reflect on countries situation and progress towards the strategic objectives set for Europe.
The indicators present statistical overviews where for each indicator data are presented for European Union Member States and also the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. To the best possible extent at the time of its preparation, the report selects and presents developments over time.
See also: VET indicator overviews by country.
Table of indicators
Cedefop skills forecasts confirm that upper secondary qualifications will remain in high demand in the labour market and a key aim of IVET policy in the EU is that it should be an attractive option.
Work-based learning can provide a bridge to the labour market. It can aid transition from education to work and contribute to the development of highly relevant skills for the labour market.
Education programmes in upper secondary VET are diverse. One of the elements of diversity is whether, upon completion, they allow direct access to tertiary education.
CVET, and particularly employer-provided CVET, is a key component of adult learning. It can contribute to economic performance and competitiveness as well as to personal fulfilment and career progress.
Work-based learning is important not only in IVET, but also in CVET.
Raising adult participation in lifelong learning is one key objective of the EU education and training 2020 strategy.
For many individuals access to VET, especially continuing VET, will be via their employer.
Of particular interest is the extent to which different groups are more or less likely to participate in VET.
Continuing vocational education and training, and particularly employer-provided CVET, is a key component of adult learning.
For VET to be an attractive learning option, young VET graduates should experience smooth transitions not only to the labour market but also, if they wish, to further learning opportunities.
Given current demographic trends and the ageing of the workforce it is likely that older people will increasingly need to broaden and update their skills to meet labour market challenges.
Adult learning should be inclusive and it is particularly important for those adults who only have low levels of formal educational attainment.
Participation in education and training is particularly important to maintain or increase the employability of jobless adults.
Adult learning policies should aim to remove barriers to participation in continuing education and training.
CVET can meet a part of the increased need for lifelong learning.
Public expenditure on initial vocational education and training (IVET) provides an indication of the scale of investments in IVET made by the State.
Public expenditure on initial vocational education and training (IVET) provides an indication of the scale of investments in IVET made by the State.
A key aim of EU policy is for governments, individuals, and employers to invest in skill development to strengthen social inclusion, and improve economic growth and competitiveness.
Knowledge of foreign languages enables individuals to move freely and successfully between education programmes in different Member States and also permits individuals to pursue employment in different countries.
IVET can support technological innovation by providing relevant skills.
A key EU policy aim is to have a highly skilled and qualified population and labour force. Increasing the EU average share of 30-34 year-olds with education attainment at tertiary level is one target of the Europe 2020 strategy.
Education and training is an important policy lever for achieving the Europe 2020 objectives.
Positive returns from IVET are of crucial importance.
To contextualise the labour market outcomes of IVET graduates better, the following indicator compares their employment rate with that for graduates from the general stream.
To consider the benefit of IVET further, the indicator here compares the employment rates of VET graduates (20-34 year-olds with a vocational qualification at ISCED 3-4 as their highest level of education attainment) with the employment rate of those with a lower level of education; that is, those with at most lower secondary qualifications (ISCED 0-2).
A key aim of EU policy is for governments, individuals, and employers to invest in skill development to strengthen social inclusion, and improve economic growth and competitiveness.
Of central importance to EU policy is to develop and upgrade skills matched to labour demand and anticipate future skill needs.
Reducing the EU average share of early leavers from education and training to below 10% of young people (18-24 year-olds) is one of the specific objectives of the Europe 2020 strategy.
Increasing the share of 30-34 year-olds with tertiary level education attainment is one of the specific objectives of the Europe 2020 strategy.
EU policy considers that after finishing secondary school, young people should either obtain a job or enter further education and training: if not, they should receive appropriate support through active labour market or social measures.
An important EU policy today is bringing about successful transition between school and work for young people.
By 2020 the share of employed graduates (20 to 34 year-olds) having left education and training no more than three years before the reference year should be at least 82% (OJ C 169, 15.6.2012).
Education attainment, measured by qualifications obtained, is an important factor determining, amongst other things, both the chances of being in employment and wage levels.
VET can equip people with labour market relevant skills.
Low education attainment tends to diminish a person’s chances of being in employment.
To make informed judgments about where to make investments in their education and training, people need indicators on how the demand for qualifications is likely to develop in the future.