The contents of the report are the sole responsibility of the ETF and do not necessarily reflect the views of the EU institutions. [...] As the monitoring targets are designed to track the performance of policies and systems in a wide range of areas of education and training, the validated changes in these targets reflect tangible shifts in how well the systems are functioning and delivering for learners. [...] The KIESE indicators which were selected for the purposes of this report include the share of young people who are not in education, employment or training (NEETs) and socio-economically disadvantaged young people, the share of adults with low or no education, and the share of first generation migrants in the student population. [...] Due to the representative nature of the PISA sample, the data provide a useful proxy for understanding the size and characteristics of this learner group in the 15-year-old school population in the ETF partner countries participating in PISA. [...] This gap in access to education is less likely to reflect learners’ choices and more likely to reflect the wider instability and difficult conditions in the country, which continue to hamper the functioning of the education system and limit the opportunities available to learners.
Authors
- Pages
- 60
- Published in
- Italy
Table of Contents
- ACKNOWLEDGEMENTS 3
- CONTENTS 4
- KEY TAKEAWAYS 5
- 1. INTRODUCTION 7
- 1.1 Overview 7
- 1.2 Coverage and sources of evidence 7
- 1.3 Evidence limitations 9
- Limitations due to methodological choices in 2024 9
- External limitations 10
- Report structure 12
- 2. A FOCUS ON LEARNERS 13
- 2.1 Who are the learners in focus of ETFs monitoring 13
- 2.2 Gauging demand for learning 14
- Demand for learning by age 15
- Demand for learning by disadvantage young people 16
- Demand for learning by disadvantage adults 19
- Demand for learning by country of origin first generation migrants 20
- 3. ACCESS AND PARTICIPATION 23
- 3.1 Access to learning a policy and systems perspective 23
- Overall results by country and age of learner 23
- Results for specific groups of learners by age and disadvantage 26
- 3.2 Access to learning a learners perspective 26
- How many learners choose secondary education 27
- How many learners choose tertiary education 28
- How many learners opt for vocational education and training VET 29
- Are adults participating in lifelong learning 31
- 3.3 Learners participation and graduation prospects 32
- System performance in support of progression and graduation in VET 33
- Early school leavers aged 18-24 35
- 4. QUALITY AND RELEVANCE 36
- 4.1 Quality Skills and competences of young people and adults 36
- Overall results by country and age of learners 36
- Outcomes for specific groups of learners based on age and disadvantage 39
- 4.2 Relevance employability of graduates 40
- Young people in the labour market 40
- Employment by ISCO-08 sectors 41
- Employment rate by educational attainment 42
- Jobseekers 43
- 5. SYSTEM ORGANISATION 48
- 5.1 Financial and human resources in VET and lifelong learning 48
- Financial resources how much is spent on education and training 48
- How well are financial resources used 49
- Human resources allocation use professional capacity 52
- 5.2 Performance in system steering and management 55
- REGIONAL AND COUNTRY ACRONYMS 58
- Country acronyms 58
- Acronyms regional aggregations 58
- Technical acronyms excluding indicators 58
