0 Education and Training Education and Training Lars Bo Jakobsen Head of Unit Education and Youth Policy Analysis EACEA 21 May 2019 How Does Evidence Inform European Policy-making in the Educational Sphere?
0Education
and Training
Education
and Training
Lars Bo JakobsenHead of Unit
Education and Youth Policy Analysis
EACEA
21 May 2019
How Does Evidence Inform European Policy-making in the Educational Sphere?
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1
Structure
1. EU competence, governance and the role
of evidence
2. Monitoring and quantitative evidence
3. Structural indicators: Eurydice’s contribution
4. Conclusions
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Competences in the education field
Article: 165
Union shall contribute to the development of quality education by encouraging coope-
ration between Member States and, if necessary, by supporting and supplementing their
action, while fully respecting the responsibility of the Member States for the content of
teaching and the organisation of education systems and their cultural and linguistic
diversity.
– the Council, on a proposal from the Commission, shall adopt recommendations.
Lisbon strategy/ Europe 2020
Fixing guidelines, quantitative and qualitative indicators, benchmark, monitoring,
evaluation and per review. Guidance to Member States (CSRs)
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Evidence in a historic perspective
• 2000 Lisbon strategy - OMC
• 2001 Detailed work programme for Education&Training
• 2003 Benchmarks (reference levels of average performance)
• 2007 Knowledge-based policy in education and training
• 2009 ET2020
• 2010 Europe 2020
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Proposed by the Commission and agreed by the European Council in
March 2010: all Member States were invited to set national targets on this basis.
EMPLOYMENT
INNOVATION
CLIMATE /
ENERGY
EDUCATION
POVERTY
75% of the population aged 20-64 should be employed
3% of the EU's GDP should be invested in R&D
A reduction of greenhouse gas emissions by 20%
A share of renewable energies up to 20%
An increase in energy efficiency by 20%
The share of early school leavers should be under 10%
At least 40% of the younger generation should have a degree or diploma
Lifting at least 20 million people out of poverty
EU targets agreed for 2020
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ET 2020 - benchmarks
• 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-years 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%;
• the share of 30-34 year olds with tertiary educational attainment should be at least 40%;
• an average of at least 15 % of adults (age group 25-64) should participate in lifelong learning.
• The share of employed recent graduates should be at least 82%;
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EU governance in Education
Overall strategic frameworks Europe 2020 and ET 2020
underpinned by:
1. Research/Analytical evidence + Progress monitoring
2. Agreed policy frameworks
3. Working groups linked to ET 2020 priority areas
4. Peer learning + dissemination of good practices
5. Dialogue with and guidance to Member States
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Evidence, monitoring,
Stock taking : EURYDICE
Agreed EU objectives, policyframeworks and targets
EU 2020: Policy guidance through CSRs
Nationalimplementation
New knowledge and identified challenges
Policy Process in the Education field Europe 2020
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Key EU policy frameworks
The EU has agreed the most appropriate policy
response in a number of fields including:
• Early Childhood Education and Care
• Early leaving from Education and Training
• Key competences
• Modernisation of higher education
• Adult Education
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Structure
1. EU competence, governance and the role of
evidence
2. Monitoring and quantitative evidence
3. Structural indicators: Eurydice’s contribution
4. Conclusions
10Education
and Training
11Education
and Training
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Early leavers from
education andtraining
Tertiary education
attainment
Employment rate of
recent graduates
Adult participation in
learning
Early childhood
education and care
Underachievement in
reading
Underachievement in
maths
Underachievement in
science
Germany
EU target
EU average
A comparative
country perspective
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Structure
1. EU competences, governance and the role of
evidence
2. Monitoring and quantitative evidence
3. Structural indicators: Eurydice’s contribution
4. Conclusions
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Eurydice
Network in 2016
38 COUNTRIES
42 NATIONAL UNITS(under Ministries’ responsibility)
14
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Eurydice background report to the
Education and Training Monitor
Additional information about the
indicators in the Monitor:
• definitions, national context and
country examples;
• detailed figures;
• policy changes and reforms
Coverage of 34 countries
1
5
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Eurydice Structural indicators in support of the Monitor
ECEC
Basic skills
ELET
Highereducation
Mobility
Graduateemployability
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Europe 2020 Headline target on tertiary attainment
Europe 2020 headline target: The share of 30-34 year olds withtertiary educational attainment should be at least 40%
Eurydice structural indicators:
Higher
Education
Targets for
widening
participation of
under-repre-
sented groups
Monitoring of
characteristics
of student
body
Recognition of
informal and
non-formal
learning
Completion
rate as a
requirement in
external
Quality
Assurance
Performance-
based funding
with focus on
social
dimension
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8
Table 2.2.2. Tertiary attainment: a selection of structural indicators
Recognition of
informal or non-formal learning
Quantitative
targets for under-represented
groups
Monitoring of
socio-economic background of
students
Completion rates
as a required criterion in
external QA
Performance-based funding
mechanisms with a social dimension
focus
BE fr
BE de
BE nl
BG
CZ
DK
DE :
EE
IE
EL
ES
FR
HR
IT
CY
LV
LT
Source: European Commission/EACEA/Eurydice (2015), Structural indicators to
monitor education and training systems: Eurydice background report
(http://eacea.ec.europa.eu/education/eurydice).
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Figure 3.1: Quantitative targets for widening participation in and/or completion of
higher education by under-represented groups, 2015/16
Source: Eurydice.
Quantitative targets for entry to and/or
participation in higher education
Quantitative targets for the completion of
higher education and/or finding employment
No quantitative targets
Not available
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Structure
1. EU competences, governance and the role of
evidence
2. Monitoring and quantitative evidence
3. Structural indicators: Eurydice’s contribution
4. Conclusions
Date: in 12 ptsEducation
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Education policy is a relatively new phenomenon at
European level
Evidence plays an important role in the dialogue with
Member States in relation to ET 2020/EU 2020:
• -The Commission needs quantitative and structural
evidence to legitimately enter into dialogue with MS
• -Instruments for highlighting, sharing, learning
Conclusions
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Thank you for your attention!
http://eacea.ec.europa.eu/
eurydice/index_en.php