"Education & Training 2010" The success of the Lisbon strategy hinges on urgent reforms — Joint interim report of the Council and the Commission on the implementation of the detailed work programme on the follow-up of the objectives of education and training systems in Europe
Date: 2004-04-30
Institutions: Council of the European Union, European Commission
Subjects: EU programme, continuing vocational training, cooperation policy, education policy, vocational training

30.4.2004

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(Information)

COUNCIL

‘EDUCATION & TRAINING 2010’

THE SUCCESS OF THE LISBON STRATEGY HINGES ON URGENT REFORMS

Joint interim report of the Council and the Commission on the implementation of the detailed
work programme on the follow-up of the objectives of education and training systems in Europe

(2004/C 104/01)

EDUCATION & TRAINING 2010: KEY MESSAGES FROM THE
COUNCIL AND THE COMMISSION TO THE EUROPEAN
COUNCIL

for

1. Human resources are the European Union's main asset.
to the creation and transmission of
They are central
in each society's
knowledge and a determining factor
in education and
potential
Investment
innovation.
training is a key factor of
the Union's competitiveness,
sustainable growth, and employment and therefore a
prerequisite for achieving the economic, social and environ-
mental goals set in Lisbon for the European Union. Equally,
it is essential to strengthen synergies and complementarity
between education and other policy areas,
such as
employment, research and innovation, and macroeconomic
policy.

Make lifelong learning a concrete reality

There is a need for coherent and comprehensive national
lifelong learning strategies. In this context, it is necessary to
promote more effective partnerships between key actors
including business, the social partners and education insti-
tutions at all levels. These strategies should include the vali-
dation of prior
learning
environments that are open, attractive and accessible to
everyone, especially to disadvantaged groups. Common
European references and principles should be developed as
a matter of priority and implemented according to national
situations, and within Member States competences.

learning, and the creation of

2. The Council and the Commission re-state their deter-
mination to work at Member State and EU levels towards
reaching the agreed goal of making education and training
systems in Europe a world-wide quality reference by 2010.
The adoption at European-level of benchmarks in five key
areas is a further proof of Education Ministers' intentions. In
order to support
the
following three priority areas should be acted upon simul-
taneously and without delay:

the Member States,

the efforts of

reform and investment

Focus
knowledge-based society

on the

key

areas

for

the

Establish a Europe of Education and Training

There is a need to develop a European framework, based on
national frameworks, to stand as a common reference for
the recognition of qualifications and competences. The
recognition of diplomas and certificates everywhere in
to the development of a European
Europe is essential
labour market and of European citizenship. Member States
should also take the appropriate measures
to remove
obstacles to mobility and provide the necessary financial
support,
in the context of and beyond the Community
programmes.

to make

the European Union the

leading
In order
knowledge-based economy in the world,
there is an
urgent need to invest more, and more efficiently and
effectively in human resources. This involves a higher
level of public sector investment
in key areas for the
knowledge society and, where appropriate, a higher level
of private investment, particularly in higher education,
adult
training.
continuing
Community funding,
funds and
the education and training programmes, should have an
increasing role to play in supporting the development of
human capital.

including the structural

vocational

education

and

3. Progress has been achieved such as the adoption of the
‘Erasmus Mundus’ and ‘eLearning’ programmes and the
enhancement of European cooperation in the area of Voca-
tional Education and Training and Higher Education.
Although progress has also been achieved at national
there are deficits in important areas such as the
level,
limited participation in lifelong learning. The transition to
the knowledge-based society represents both a challenge
and an opportunity for the new Member States. Their
commitment
a
contribution to the progress of the EU as a whole.

and experience

in reforms

represent

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4. In the

the

above

light of

considerations and as a
contribution to the Lisbon objectives, the pace of reforms
of education and training systems should be accelerated.
Similarly,
‘Education and Training 2010’ should be duly
taken into account in the formulation of national policies.
In this overall context, the Council and the Commission
underline the importance they attach to the role of the
next generation of education and training programmes.
The Council and the Commission will report every two
in the
to the European Council on progress
years
implementation of the ‘Education & Training 2010’ work
programme.

INTRODUCTION: A DETERMINING ROLE IN THE LISBON
STRATEGY

At the Lisbon European Council held in March 2000, the
‘the
Heads of State and Government acknowledged that
European Union is confronted with a quantum shift resulting
from globalisation and the challenges of a new knowledge-
driven economy’ and set the EU a major strategic goal for
and dynamic
2010 ‘to become
knowledge-based economy in the world, capable of sustainable
economic growth with more and better jobs and greater social
cohesion’. It stressed that this would require not only a ‘radical
transformation of the European economy’, but also a ‘chall-
and
enging programme
education systems’.

for modernising social welfare

competitive

the most

culture and youth policy,

Education and training policies are central to the creation and
transmission of knowledge and are a determining factor in
each society's potential
for innovation. They are therefore
central
to this new dynamic situation, complementing and
acting in synergy with other areas of Community action,
inclusion, research and inno-
including employment, social
the
enterprise policy,
vation,
information society, economic policy and the internal market.
Education and training benefit
from developments in these
domains and in return contribute to strengthening their
impact. This implies a recognition of the role of education
and training systems, which goes hand in hand with greater
responsibility and an increasingly pressing need to modernise
and transform, particularly in view of the enlargement of the
EU.

Human resources are the Union's main asset and it is now
acknowledged that investment in this area is a determining
factor of growth and productivity,
in the same way as
investment in capital and equipment. It has been calculated
that raising the average educational attainment of the popu-

lation by one year represents a 5 % increase in growth in the
short term and a further 2,5 % in the long term (1). In addition,
the positive impact of education on employment (2), health,
social
inclusion and active citizenship has already been
extensively shown.

economy,

investing more

in education and training

For the Union to perform better than its competitors in the
knowledge-based
and more
is of paramount
effectively
importance. This observation is all the more relevant as the
new challenges stemming from the knowledge-based society
and economy are set to further intensify in the years ahead.
Confronted with a likely extension of the average length of
working life and ever more rapidly occurring economic and
technological changes, people will have to continue to update
their competences and qualifications increasingly often. The
promotion of employability and mobility within an open
to the single
European labour market, as a complement
market for goods and services, must be a priority, thereby
placing new demands on education and training.
In this
context, it is essential to build stronger relationships between
the education and training world and employers so that each
has a better understanding of the needs of the other. At the
same time, the knowledge-based society generates new needs in
social cohesion, active citizenship and personal
terms of
fulfilment
to which education and training can make a
significant contribution.

In March 2002,

Against this background, the Stockholm European Council of
March 2001 adopted three strategic goals for education and
(and 13 associated concrete objectives),
training systems
focusing on quality, access and openness
to the wider
world (3).
the Barcelona European Council
approved the programme of work to implement
these
goals (4), and called for closer co-operation in the fields of
higher
The work
vocational
programme constitutes the strategic reference framework for
the development of education and training policies at
the
Community level
in order to make education and training
systems in Europe ‘a world reference for quality by 2010’.

education

training.

and

(1) Commission Communication ‘Investing efficiently in education and
training: an imperative for Europe’. COM(2002) 779 of 10 January
2003 (doc. 5269/03).

(2) Unemployment rates decrease with higher levels of education. This
results in a reduction of the related economic and social costs.
Equally, the higher the levels of education, the higher employment
rates of the working population are.

(3) ‘Education’ Council

to the European Council on the
‘concrete future objectives of education and training systems’
(doc. 5980/01)
http://register.consilium.eu.int/pdf/en/01/st05/05980f1.pdf

report

(4) Detailed work programme on the follow-up of the objectives of
education and training systems in Europe (OJ C 142, 14.6.2002)
http://ue.eu.int/newsroom/related.asp?BID=75&GRP=4280&LANG=1

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This joint document from the Council and the Commission
responds to the Barcelona European Council's request for a
report on the implementation of the work programme on
the objectives in March 2004 (5). The report takes stock of
progress made to date, pinpoints the challenges to be faced
and proposes measures to be taken if the objectives set are
to be attained.

June 2003 (13) place emphasis on the development of human
capital and lifelong learning. More recently, the report of the
Employment Taskforce chaired by Mr Wim Kok underlined
that the European Union is at risk of failing in its ambitious
goal set at Lisbon in 2010 and emphasised the necessity of
investing more and more efficiently in human capital.

Given the need to integrate education and training policies
contributing to the Lisbon objectives, this joint report also
deals with the implementation of the Recommendation and
the Action Plan on mobility (6), the Council Resolution on
lifelong learning (7) and the Copenhagen Ministerial Declaration
on ‘enhanced European co-operation in vocational education
and training’ (8).
It is also informed by the follow-up of a
number of Commission Communications, particularly those
relating to the urgent need to invest more and more effectively
in human resources (9),
the universities in the
the role of
Europe of knowledge (10), the necessity to raise the profile of
the
comparison of
performance in education across the Union with the rest of
the world.

in Europe (11),

researcher

and the

SECTION I: FURTHER ACTION REQUIRED AS TIME IS RUNNING
OUT

the development of human capital

As highlighted recently by the Brussels European Council in
October 2003 (12),
is a
prerequisite for the promotion of growth in the EU, notably
through increased investment in education and a better inte-
the
gration with social policies and employment. Similarly,
in
employment guidelines adopted by the European Council

(5) Point 43 of the conclusions of the Barcelona European Council
held on 15 and 16 March 2002 (doc. SN 100/1/02 REV 1).
(6) Recommendation of 10 July 2001 of the European Parliament and
of the Council ‘on the mobility within the Community of students,
people in training, volunteers, teachers and trainers’ (OJ L 215,
9.8.2001)
and the Action plan for mobility (OJ C 371,
23.12.2000).

(7) Council Resolution of 27 June 2003 on lifelong learning (OJ C

163, 9.7.2002.
(8) Declaration of

the Ministers with responsibility for vocational
the Commission meeting in
education and training and of
Copenhagen
concerning
on 29-30 November 2002 and
enhanced European co-operation in the area of vocational
(http://europa.eu.int/comm/education/
education
and
copenhagen/index_en.html).
It is based on a Resolution of the
(Education) Council of 19 December 2002 on the same subject
(OJ C 13, 18.1.2003).

training

(9) Commission Communication ‘Investing efficiently in education and
training: an imperative for Europe’. COM(2002) 779 of 10 January
2003 (doc. 5269/03).

(10) Commission Communication on ‘The role of the universities in
Europe of Knowledge’ COM(2003) 58 final of 5 February 2003
(doc. 5355/03).

(11) Commission Communication on ‘Researchers in the European
Research Area: one profession, multiple careers’. COM(2003)
436 of 18 July 2003 (doc. 12420/03).

(12) Point 19 of the conclusions of the Brussels European Council,

16-17 October 2003 (doc. SN 300/03).

Transforming education and training systems is a medium or
even a long-term process. The debates and the reforms already
launched in the (current and future) Member States of the
European Union show that those in charge of education and
training, including the social partners, are getting organised to
tackle the problems facing them. They have set about adjusting
the
their
to the
knowledge-based society and economy.
it
(current and future) Member
must be borne in mind that
States have different starting points and that
the reforms
undertaken reflect different national realities and priorities.

challenges of
In this context,

systems and provisions

to the same conclusion that

It is only two years since the work programme was adopted
and that is too short a period to measure exactly how much
progress has been made. On the other hand, it is possible and
very important at this stage to assess how much remains to be
done in order to reach the ambitious but realistic objectives
which were established jointly. The available reports and
indicators point
the
education and training objectives are to be attained, the pace
of reforms should be accelerated. There are still too many
shortcomings which restrict the potential for development in
the Union. This is all the more important as the impact of
reforms on education and training systems takes time to
filter through, and the target date of 2010 is not all that far
away. Furthermore, the future Member States have in many
cases a lot of progress to make in terms of developing a
knowledge-based economy and society. Their full participation
in the work programme is essential and they need to be
supported in this endeavour.

is,

if

1.1. Progress has been made in European co-operation

1.1.1. First steps in the implementation of the work programme

The work programme on the objectives of the education and
training systems sets up, in a way which is more structured
than hitherto, an area of co-operation between 31 European
countries (14) and involves the actors concerned (representatives
of civil society and European social partners) and international
organisations (such as the OECD, Unesco and the Council of
Europe).

(13) Council Decision of 22 July 2003 on the guidelines

for
employment policy in the Member States (OJ L 197, 5.8.2003).
(14) The 15 Member States, and, in the wake of the Bratislava minis-
terial declaration of June 2002, the 10 acceding countries, the
three candidate countries and three EFTA/EEA countries (Iceland,
Liechtenstein and Norway).

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It covers all systems and levels of education and training and
takes account of new policy initiatives, particularly the recently
eLearning (16)
adopted
programmes and the promotion of foreign language learning
and language diversity (17).

Erasmus Mundus (15)

and

the

Working groups have been set up in successive waves since the
second half of 2001 in order to support the implementation of
the common objectives. This was necessary in order to identify
the priority themes, make an inventory of existing experience,
define a preliminary list of indicators for monitoring progress
and to secure the consensus needed between all the interested
parties. On this basis, most of
the working groups have
collected and selected examples of good practice with regard
to policy and strategy implemented in the different countries.
These will be examined at a later stage with a view to ident-
ifying factors of
success. Such examples will be widely
disseminated and serve as a support tool for policy devel-
opment at national level.

Indicators and European reference levels (‘benchmarks’) are
among the instruments of the open method of co-ordination
which are important for the ‘Education & Training 2010’ work
programme (18). The Ministers of Education took a decisive step
in May 2003 by agreeing on five European benchmarks to be
attained by 2010, while stressing they do not define national
targets nor prescribe decisions
to be taken by national
governments (19). Some countries have translated these into
national objectives
the
European reference levels.

contribution to attaining

as

a

The Council and the Commission stress the need to step up
national action in the key areas of ‘Education & Training 2010’

(15) Decision of the European Parliament and Council of 5 December
2003 establishing a programme for the enhancement of quality in
higher education and the promotion of intercultural understanding
(Erasmus Mundus)
through co-operation with third countries
(2004-2008) (OJ L 345, 31.12.2003).

(16) Decision of the European Parliament and of the Council of 5
December 2003 adopting a multi-annual programme (2004-2006)
for the effective integration of information and communication
in education and training systems in Europe
technologies (ICT)
(eLearning programme) (OJ L 345, 31.12.2003).

(17) Promoting language learning and linguistic diversity. An action
plan 2004-2006. COM(2003) 449 of 24 July 2003 (doc.
11834/03).

(18) The March 2003 Brussels European Council stressed the relevance
of ‘benchmarks to identify best practice and to ensure efficient and
effective investment in human resources’.

(19) Council Conclusions of 5 May 2003 on reference levels of
training

in education and

European average performance
(benchmarks) (OJ C 134, 7.6.2003).

and for stronger Community action, and in particular through
the exchange of good practice, to support national efforts.

1.1.2. Higher education is central to the Europe of Knowledge

the higher education sector is situated at
research, education and innovation,

Given that
the
is a
crossroads of
central player in the knowledge economy and society and
key to the competitiveness of
the European Union. The
European Higher Education Sector should therefore pursue
excellence and become a world-wide quality reference to be
in a position to compete against the best in the world.

it

is

in preparation under

There are a number of key points on which substantial
progress has been made or
the
Bologna process. At their recent meeting in Berlin (20), the
Ministers from the participating countries identified a number
of short-term priorities in order to step up the momentum
towards
a European Higher
Education Area by 2010. First of all, Ministers from the partici-
pating countries:

the objective of

creating

— committed themselves to supporting further development
of quality assurance at institutional, national and European
level and stressed the need to develop mutually shared
criteria and methodologies in this field,

— committed themselves to having started the implementation
of the two-cycle degree structure by 2005. In this context,
they also undertook to elaborate an overarching framework
of qualifications for the European Higher Education Area,

— underlined the importance of the Lisbon Convention on the
recognition of qualifications (21) which should be ratified by
all countries participating in the Bologna process,

— set the objective that every student graduating as from
the Diploma Supplement auto-

2005 should receive
matically and free of charge.

Ministers also underlined the importance of strengthening
synergies between the European higher education area and
the European research area. Finally, they agreed to monitor
progress in all the participating countries.

(20) ‘Realising the European Higher Education Area’. Communiqué
for higher

from the Conference of Ministers
education in Berlin on 19 September 2003.

responsible

(21) Convention on the recognition of qualifications concerning higher

education in the European region.

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it should be borne in
Although this progress is significant,
mind that the role of higher education in the Lisbon strategy
goes beyond the programme of
reforms initiated by the
Bologna Declaration. The role of the universities (22) covers
areas as diverse and as vital as the training of teachers and
that of future researchers; their mobility within the European
Union; the place of culture, science and European values in the
world; an outward-looking approach to the business sector, the
regions and society in general; the incorporation of the social
and citizen-focused dimensions in courses. With its Communi-
cation on ‘The role of
the universities in the Europe of
knowledge’ (23), the Commission launched a consultation of
all the players in the university community on the key issues
of funding, the diversity of institutions in terms of functions
the
and priorities,
attractiveness of
and work in networks. The
Commission will communicate its conclusions and proposals
for higher education in Europe in the first half of 2004.

the setting up of centres of excellence,

careers,

1.1.3. First

concrete
results
Copenhagen declaration

from the

implementation of

the

Vocational education and training have a vital role to play in
reaching the Lisbon goals, in terms of providing people with
the competences and qualifications, which respond to the
rapidly evolving needs of
the modern labour market. The
diversity and specificity of vocational education and training
systems and provisions in Europe present particular challenges
in relation to transparency, quality and recognition of
competences
levels of
mobility in vocational education and training remain low in
relation to those in higher education.

and qualifications.

In particular,

The Copenhagen declaration, adopted by the Ministers of 31
European countries,
the European social partners and the
Commission,
in November 2002, gave a new impetus to
European co-operation in this field, in order to address these
issues within the perspective of lifelong learning. The first year
of
intensive co-operation has yielded concrete preliminary
results. A proposal for a single European framework for trans-
parency of qualifications and competences (the new ‘Europass’),
existing tools, was presented by the
which rationalises
Commission in December 2003 (24) and will be considered
by the Council and the European Parliament in the coming
months.

(22) ‘University’ means any type of higher education institution,
according to national legislation or practice, which offers qualifi-
cations or diplomas at that level, whatever such establishments
may be called in the Member States.

(23) Commission Communication:

in
Europe of knowledge’, COM(2003) 58 final of 5 February 2003
(doc. 5355/03).

the universities

‘The role of

(24) Proposal for a Decision of the European Parliament and of the
Council on a single framework for the transparency of qualifi-
cations and competences (Europass). COM(2003) 796 final of 17
December 2003 (doc. 5032/04).

A common quality assurance framework, including a common
core of quality criteria and a coherent set of indicators has also
been developed. The foundations of a European credit transfer
system for vocational education and training have been laid,
with a view to giving a boost to mobility. Lastly, a draft set of
common European principles for the validation of non-formal
and informal learning has also been developed.

Despite these important developments at European level, and
the significant efforts which have been made at national level
to improve the profile and status of the vocational route, the
quality of vocational education and training remains very
variable throughout Europe. At the same time, many sectors
are faced with a shortage of skilled and qualified employees. An
extra effort
is required to make vocational education and
training as attractive for young people as general education.
The momentum that has already been built up needs to be
sustained by actors at all levels, including the social partners,
who share the responsibility for reaching the Lisbon goals in
this field.

1.1.4. Need to increase the level and quality of mobility in education

and training

on mobility (25)

The national reports sent as part of the implementation of the
efforts
illustrate
Recommendation
undertaken by countries to promote mobility,
including the
removal of (administrative or legal) obstacles. However, only
certain Member States have clearly defined strategies
for
mobility or co-ordination structures. These should provide
examples of good practice for other Member States when
developing their mobility measures.

the

In spite of steady improvement within and outside Community
programmes, the number of persons participating in mobility
continues to be very limited. According to figures covering
Community programmes only,
in
Erasmus amount to 120 000 per year (which represents less
than 1 % of the student population).

students participating

is proportionally even more inadequate:

The level of participation in VET and among teaching and
in
training staff
2002, only about 40 000 people took part
in a mobility
scheme financed by the Leonardo da Vinci programme and
about 55 000 teachers — all
levels included — benefited
from Comenius mobility grants.

(25) Report from the Commission on the follow-up to the Recommen-
dation of the European Parliament and the Council of 10 July
2001 on mobility within the Community of students, persons
undergoing
and trainers
(COM(2004) 21 of 23 January 2004) (doc. 5780/04).

and teachers

volunteers

training,

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The causes for such inadequacy include the persistence — in
spite of recent progress — of a number of legal and adminis-
trative barriers,
social protection,
in particular as regards
taxation, and recognition of study periods, diplomas and
purposes.
qualifications
Furthermore, the lack of funding and an inadequate organisa-
tional framework continue to obstruct the mobility of students
and even more so that of young people in training and of
teaching and training staff.

professional

academic

for

or

1.2. The European Union must catch up with its main

competitors

investment (27)

According to recent analyses (26), the European Union as a
whole lags behind the United States and Japan as regards the
level of
in the knowledge-based economy,
although certain Member States have
levels which are
comparable or better than those two countries. As regards
performance (28)
the EU
also lags behind the US but is ahead of Japan. Things did
improve in the second half of the 1990s, but the EU needs
to step up its efforts to be in position to close the gap with the
US by 2010.

in the knowledge-based economy,

1.2.1. A lack of investment in human resources

The Lisbon European Council called upon the Member States
to bring about ‘a substantial annual increase in the per capita
investment in human resources’. In 2000, total public expen-
diture on education measured as a proportion of GDP was
4,9 % in the European Union, a figure comparable to that of
the United States (5,0 %) and higher than that of Japan (3,6 %).

education.

The EU is suffering from under-investment from the private
sector, particularly in higher education and continuing training,
which partly reflects differences in structures of the financing
of
the private
In comparison with the EU,
investment in educational institutions is four times higher in
the United States (2,2 % of GDP compared with 0,6 %) and
twice higher in Japan (1,2 %).
the expenditure
per student in the United States is higher than that of the
levels of the education
vast majority of EU countries at all
the
system. The biggest difference is in higher education:

In addition,

(26) Towards a European Research Area, Key Figures 2003-2004.

European Commission, Directorate General for Research.

(27) The composite indicator of
includes sub-indicators
relating to investment
researchers and
science and technology, PhDs per capita, investment in education,
participation in lifelong learning, e.governement and gross fixed
capital formation.

investment
in R&D, number of

(28) The composite indicator of performance includes the following
elements: overall labour productivity, scientific and technological
performance, e.commerce and educational attainment levels.

United States spends between two and five times more per
student than EU countries.

1.2.2. Not enough higher education graduates

the EU is

If
to be competitive in the knowledge-based
economy, it also needs a sufficiently high number of higher
education graduates with qualifications suitably adapted to the
needs of the research Community and the labour market. The
fact that secondary education is lagging behind has a knock-on
effect at the higher education level. On average in the EU, 23 %
of males and 20 % of females in the 25 to 64 age range hold a
higher education qualification, a figure well below that for
Japan (36 % of males and 32 % of females) and the United
States (37 % for the overall population).

1.2.3. The EU attracts less talent than its competitors

The Ministers of Education set the objective of turning the EU
into the ‘the most-favoured destination of students, scholars
and researchers from other world regions’ (29). Even if
the
EU, together with the United States, is the only region of the
world to be a net beneficiary in terms of mobility, most Asian
and South American students prefer to go to the United States.
Up to recently, there were twice as many European students in
the United States as American students coming to Europe for
their studies. The former are generally seeking a full qualifi-
cation at the host university, usually at advanced levels or in
scientific and technological areas. The latter come to Europe
generally for a short period as part of the course of their
university of origin, usually at an early stage of their syllabus
and more often than not for human or social sciences.

The EU ‘produces’ more university qualified persons and
doctors in sciences and technology than the USA or Japan
(25,7 % of the total number of higher education graduates
for the EU compared with 21,9 % and 17,2 % respectively
for Japan and the USA). At the same time, the percentage of
researchers in the active population is much lower in the EU
(5,4 researchers per 1 000 in 1999) than in the USA (8,7) or
Japan (9,7), and particularly in private companies. This is due
to researchers deciding to change profession (30) (which is the
case for as much as 40 % new PhD holders). Furthermore, the
European labour market is much more limited for researchers
who leave the EU to pursue their careers elsewhere, mainly in
the USA, where they have better career opportunities and
working conditions.

(29) Detailed work programme on the follow-up of the objectives of
Education and training systems in Europe (OJ C 142, 14.6.2002).
(30) Commission Communication to the Council and the European
Parliament
in the European research area: one
profession, multiple careers’. COM(2003) 436 of 18 July 2003
(doc. 12420/03).

‘Researchers

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1.3. Many warning lights are still on

1.3.4. Nearly 20 % of young people fail to acquire key competences

Although the EU as a whole has made good progress in a
the situation highlights
number of areas, an analysis of
the
deficits in other areas which have to be addressed if
common objectives are to be attained (31):

1.3.1. Rates of early school leavers are still too high

The EU has made tackling the problem of early school leavers
one of its priorities. In 2002, almost 20 % of young people
aged 18 to 24 in the EU had prematurely dropped out of
school and were on the fringes of the knowledge society (the
corresponding figure for acceding countries amounted to
8,4 %). The Ministers of Education have agreed on a target to
bring this rate down to 10 % by 2010. Although good progress
has already taken place and there is ground for optimism, the
majority of Member States need to maintain their efforts to
reach the target in this area.

1.3.2. Too few women in scientific and technological fields

The March 2001 Stockholm European Council pointed to the
need to encourage young people, particularly young women, to
become interested in scientific and technological
fields and
careers. A substantial part of the EU research and innovation
capacity depends on this. The Council has set two objectives:
to bring about a 15 % increase by 2010 in the number of
students in these fields and redress the imbalance between
women and men. While the first objective is more likely to
be attained, the second will require considerable effort: in the
EU countries there are currently 2 to 4 times more men than
women in the scientific and technological disciplines.

1.3.3. Completion of upper secondary education

is

education

upper
just

secondary
for

increasingly
Completing
important not
successful entry into the labour
market, but also to allow students access to the learning and
training opportunities offered by higher and further education.
Member States therefore agreed that by 2010, at least 85 % of
22 year olds in the European Union should have completed
upper secondary education.

The current level of completion of upper secondary education
in the EU reached 76 % in 2002.
Inclusion of acceding
countries, which have a completion rate of 90 %, slightly
improves the EU average to 78,8 %. If present trends can be
sustained, Member States should be on track to reach the
objective in 2010.

(31) Based on the latest data available (2000, 2001, 2002). See the
Statistical Annex
the
for more
Commission staff services paper doc. 5648/04 (SEC(2004) 73).

comprehensive data,

and,

to

achieve

fulfilment

learn, work

Everyone needs to acquire a minimum set of competences in
order
a
and
knowledge-based society and economy. However, in the funda-
mental domain of reading, the OECD calculated (32) that in
2000 17,2 % of young people under 15 in the current EU
Member States only achieved the lowest level of proficiency.
The EU has still a long way to go to be able to reach the
objective set by the Member States of reducing this percentage
by 20 % by 2010.

in

A slight increase has been observed in the number of foreign
languages learned per pupil in general secondary education, the
figure having risen from 1,2 foreign languages per pupil at the
start of the 1990s to an average of 1,5 in 2000. Much remains
to be done to reach the objective of guaranteeing that all
pupils/students learn at least two foreign languages, as set by
the Barcelona European Council
in March 2002. This figure
does however not provide indication as to the actual quality of
the
language teaching and learning. To fill
is in the
Commission,
process of developing a linguistic competence indicator, as
required by the Barcelona European Council.

in co-operation with Member States,

in this gap,

1.3.5. Too few adults participating in lifelong learning

the widest possible range of

In a knowledge-based society, people must continue to update
and improve their competences and qualifications, and make
use of
learning settings. An
analysis of the national contributions received in follow-up to
the Council Resolution on lifelong learning (33) corroborates
the progress and the shortcomings already observed in the
context of
for
employment (34) and in the recent report of the Employment
Task force.
In many countries, certain links in the lifelong
learning chain are insufficiently developed (35).

the national action plans

the analysis of

The shortcomings to be addressed frequently stem from a
vision overly concerned with the requirements of employability
or an over-exclusive emphasis on rescuing those who slipped
through the net of initial education. This is perfectly justifiable,
but does not on its own constitute a lifelong learning strategy
which is genuinely integrated, coherent and accessible to
everyone.

are national

reports on the

(32) Results from the PISA survey (OECD, 2000).
(33) These

implementation of

the
Resolution on lifelong learning. A summary is available at the
following address
http://europa.eu.int/comm/education/policies/2010/et_2010_en.html
(34) Communication from the Commission to the Council ‘Draft Joint
Employment Report 2003/2004’ (COM(2004) 24 of 21 January
2004) (doc. 5620/04).

(35) This is the case in particular of: co-ordination between all the
parties concerned; the development of flexible learning pathways
and
learning
frameworks; a permanent culture of learning from the earliest
possible age; public-private partnerships; and learning at
the
place of work.

between the

different

systems

bridges

and

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The objective of achieving a 12,5 % rate of adult participation
in further education and training calls for special attention in
most (current and future) Member States. The rate of partici-
pation in 2002 has been estimated at 8,5 % in the EU, i.e. a
mere 0,1 % higher than in 2001 and at only 5,0 % in the
acceding countries. What
figure, which had
is more,
been steadily rising since the mid-1990s, has been stable
over the last years.

that

1.3.6. A shortage of qualified teachers and trainers is looming

On average, 27 % of primary school teachers and 34 % of
secondary school teachers in the EU are over 50. By 2015, it
is estimated that over a million primary and secondary school
teachers will have to be recruited and therefore trained. This
massive regeneration of teaching staff levels in a majority of
countries is simultaneously a considerable challenge and an
opportunity.

— establish at last a Europe of education and training.

2.1. Focus reform and investment on the key areas

In the Council Conclusions on the development of human
capital (37), Member States agreed to ‘strengthen structured
co-operation in support of the development of human capital
and ensure a regular monitoring process as part of the work
programme on the objectives of education and training
systems’. The resources needed in education and training and
their effectiveness should be a matter of priority in discussions
between ministers at the Community level in the context of the
implementation of the work programme on the objectives of
education and training systems. Member States and the
Commission should reflect upon the most urgent areas for
co-operation.

But people are not queuing up to join the profession and some
countries could well be faced with a major shortage of qualified
teachers and trainers, as was recently stressed by the OECD (36).
This situation prompts questions as regards the ability to
attract and retain the best talent through supportive career
structures and the need for high quality continuing training
to prepare teachers for their changing roles.

The action taken under the project ‘Economics of education’
launched by the Commission will help to sustain this reflection,
particularly as regards the identification of the areas and groups
where investment will be most fruitful. There is also a useful
body of studies and analyses from international organisations
(such as the OECD) that should be fully exploited to enable the
EU to draw inspiration from international best practice.

SECTION II: THE THREE LEVERS OF SUCCESS

The foregoing observations emphasise the urgent need for
reforms and to carry forward the Lisbon strategy much more
resolutely. The objectives set for education and training in the
detailed work programme adopted in 2002 remain fully valid
for the years ahead. They must naturally be flexible enough to
adapt to changing needs. It is the responsibility of Member
States to identify the areas most in need of action according
to their national situations, and in view of
the common
in order to support the efforts of the
objectives. However,
the following three levers should be acted
Member States,
upon simultaneously and without delay:

— concentrate reforms and investment on the key areas,

— make lifelong learning a concrete reality,

(36) ‘Education at a glance: OECD indicators’ (2003 edition).

2.1.1. Mobilise the necessary resources effectively

In the current economic and budgetary climate, the case for a
‘substantial increase’ in investment in human resources sought
by the Lisbon European Council remains stronger than ever,
particularly as it conditions future growth as well as social
cohesion.
In compliance with the Broad Economic Policy
Guidelines for the period 2003 to 2005 (38) and the Guidelines
for Employment Policies, active measures should be taken to
promote investment in knowledge, including by improving the
quality and efficiency of education and training systems.
Furthermore,
should not be
considered as a cost but as an investment. The necessary
increase in resources should come from both the public and
the private sector and the roles and responsibilities between the
various actors should be clearly defined taking account of the
national systems and situations. The necessary increase should
be combined with a more efficient use of resources, inter alia
through focusing investment on areas which result in higher
quality and relevance, better
educational outcomes, and
through targeting investment based on the needs of individuals.

spending on human capital

(37) Council Conclusions of 25 November 2003 on the ‘Development
of human capital for social cohesion and competitiveness in the
knowledge society’ (OJ C 295, 5.12.2003).

(38) Council Recommendation of 26 June 2003 on the broad
guidelines of the economic policies of the Member States and
the Community (for the 2003-2005 period) (OJ L 195, 1.8.2003).

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At national level

targeted increases

— A higher level of public sector investment in certain key
in public investment can be
areas:
this
achieved within the current budgetary constraints;
can be done by reducing pockets of inefficiency and by
relevant
towards
education and training.

rechannelling of

resources

existing

— A bigger contribution from the private sector, particularly
in higher education, adult education and continuing voca-
tional training. In these areas where public authorities must
role, particularly in terms of ensuring
preserve their
equitable access to quality education and training,
the
private sector contribution should be encouraged, given
the demands of the knowledge society and the constraints
of public
In
particular, enhanced private investment should reflect the
shared responsibility between employers and employees for
the development of competences.

through incentive measures.

budgets,

At Community level

Community funding,
including the Structural Funds and the
European Investment Bank (39), also has to play an increasing
part in supporting the development of human capital. Member
States should make greater use of them for investments in
education and training, taking due account of the objectives
set by the Lisbon strategy.

2.1.2. Make the profession of teacher/trainer more attractive

the

to make

The success of the reforms undertaken hinges directly on the
motivation and the quality of education and training staff.
Member States should therefore, where necessary, and in
accordance with national legislation and practices, implement
teacher/trainer profession more
measures
attractive. This includes steps to attract the best talents to the
profession and to retain them,
including through attractive
working conditions and adequate career structure and devel-
opment. They must also be prepared for their changing roles in
the knowledge-based society and in transforming the education
In particular, Member States should,
and training systems.
according
further
consolidate continuing training for educational staff to enable
them to meet these challenges.

legislation and practices,

to national

2.2. Make lifelong learning a concrete reality

2.2.1 Put in place comprehensive, coherent and concerted strategies

As stressed in the Council Resolution of June 2002 (40), lifelong
learning is the guiding principle of education and training

policies. The new requirements of lifelong learning call for
radical reform and the implementation of truly comprehensive,
coherent and concerted national strategies, taking the European
context into account.

In particular, efforts should focus on the following areas:

Equipping all citizens with the key competences they need

Individuals' personal development and fulfilment, their social
and professional
integration and any subsequent learning is
largely dependent on the acquisition of a package of key
end of obligatory schooling. This
competences by the
package,
for which Member States are responsible, could
include communication in the mother tongue and in foreign
languages, mathematical
literacy and basic competences in
science and technology, ICT skills, learning-to-learn skills, inter-
personal and civic competences, entrepreneurship and cultural
awareness. In this context, Member States should in particular:

— develop coherent

including relevant
language policies,
teacher training. Young people, their families, as well as
private and public bodies, should also be made more
aware of the advantages of learning several languages and
preserving linguistic diversity; in this context, the Council
recently invited Member States ‘to take the measures they
deem appropriate to offer pupils, as far as possible, the
opportunity to learn two, or where appropriate, more
languages in addition to their mother tongue’ (41);

culture:

this needs

— further encourage the development of a scientific and
carried forward
technical
through reforms in teaching methods and practices.
In
particular, action should be taken to motivate young
people, particularly girls,
and
technical studies and careers;

to undertake

scientific

to be

— further promote entrepreneurship skills: this should result
in the development of creativity and sense of initiative and
be based on a cross-curricular approach. Schools should
also be empowered to run activities promoting entrepre-
neurial attitudes and skills.

context,

should further be
In this
developed, making fuller use of their potential
in teaching
methods and organisation and involving learners more closely.

ICT-related services

(39) The EIB's ‘Innovation 2010’ initiative.
(40) Council Resolution of 27 June 2002 on lifelong learning (OJ C

163, 9.7.2002).

(41) Council Resolution of 14 February 2002 on the promotion of
linguistic diversity and language learning in the framework of
the implementation of the objectives of the European Year of
Languages 2001 (OJ C 50, 23.2.2002).

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Creating learning environments which are open, attractive and
accessible to everyone

learning. They are aware of the advantages of updating their
competences and are therefore more motivated.

— Teachers and trainers should be encouraged to adapt their
learning and teaching methods to take account of their
changing roles. In this context, the integration of ICT can
play a useful role in terms of developing innovative and
effective pedagogies adapted to the individual needs of
learners.

— Flexible

and

open

qualifications

competences
frameworks should be developed. Such approaches should
encourage lifelong learning and arrangements whereby
people can have their competences acquired in non-formal
and informal settings recognised.

and

— The role, quality and co-ordination of

information and
guidance services should be strengthened so that
they
support learning at all ages and in a range of settings,
empower citizens to manage their learning and work,
them to access and
particularly making it easier
progress
and
career pathways. Due account should be taken of individual
requirements and needs of the different target groups.

learning opportunities

through diverse

for

— Partnerships at all

regional,

levels (national,

sectoral) should be strengthened in order to achieve,
the context of shared responsibility,
all partners
teachers,
civil
education and training
effective and open to their environment.

local and
in
involvement of
learners,
in the development of
flexible,

(institutional,
society,

systems which are

the social partners,

etc.)

full

towards developing

In line with the Guidelines for Employment and as agreed in
the Council Resolution on Lifelong Learning, Member States
should step up their
and
efforts
implementing coherent and comprehensive lifelong learning
strategies.
It would be desirable if such strategies were in
place by 2006. This should cover all the levels and dimensions
(be they formal or non-formal) of the systems and be done
with the involvement of all the actors concerned, including the
social partners.
and the
context,
Commission look forward to the European social partners'
annual report on the implementation of their ‘Framework of
actions for
the lifelong development of competences and
qualifications’ (42).

the Council

In this

Conversely, disadvantaged groups, such as people with low
levels of
literacy or qualifications, older workers, groups
living in disadvantaged areas or outlying regions, and people
with learning difficulties or with disabilities,
are often
comparatively unacquainted with the opportunities that exist
through education and training. They consider institutions and
programmes of low relevance in relation to their needs. Given
the Lisbon objectives of competitiveness and social cohesion, it
is important
to pursue the contribution of education and
training to social inclusion policies.

As mentioned in the Council Resolution on ‘early school
leaving and school disaffection’ (43), the prime task of school
is to work, through education, to provide successful training
for every young person, by supporting their aspirations and
making the most of their abilities. Furthermore, it is essential to
increase the awareness of
the disadvantaged groups of the
advantages of education and training and to make the
systems more attractive, more accessible and tailored more
In this context, emphasis should be
closely to their needs.
placed
individual
early
follow-up of those at risk. The Community follow-up to the
implementation of national lifelong learning strategies will pay
particular attention to this aspect.

prevention,

detection

and

on

2.2.3. Apply common European references and principles

The development of common European references and prin-
ciples can usefully support national policies. Although such
common references and principles do not create obligations
for Member States,
they contribute to developing mutual
trust between the key players and encouraging reform. These
common references and principles are being developed with
regard to a number of major aspects of lifelong learning as
part of the implementation of the work programme of the
objectives of education and training systems and of
the
Copenhagen Declaration.

They relate to:

— the key competences everyone should be able to acquire
and on which the successful outcome of any further
learning depends;

— the competences and qualifications needed by teachers and

trainers in order to fulfil their changing roles;

2.2.2. Target efforts at the disadvantaged groups

Young adults, highly qualified people and those in active
are better placed with regard to lifelong
employment

— good quality mobility;

(42) Framework

of Actions

of
competences and qualifications signed by ETUC, UNICE/UEAPME
and CEEP of 28 February 2002.

development

lifelong

the

for

(43) Council Resolution of 25 November 2003 on ‘Making school an
open learning environment to prevent and combat early school
leaving and disaffection among young people and to encourage
their social inclusion’ (OJ C 295, 5.12.2003).

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— the validation and recognition of non-formal and informal

2.3.2. Increase mobility through removing obstacles and active

learning;

promotion

— the provision of guidance services;

— quality assurance for vocational education and training;

— and a European Credit Transfer System for vocational

education and training.

These European common references and principles should be
developed as a matter of priority and implemented at national
taking account of national situations and respecting
level,
Member States' competences.

2.3. Establish a Europe of education and training

2.3.1. The need for a European qualifications framework

The European labour market cannot function effectively and
smoothly without a European framework to stand as a
common reference for the recognition of qualifications. It is
a matter which has also significant
implications for every
member of society and society itself: equal opportunities on
the European labour market and the development of European
citizenship also depend on the extent to which the EU citizens
will really be able to have their diplomas and certificates
recognised everywhere in Europe. Given the diversity across
Europe in structures and organisation, learning outcomes and
competences acquired through the programmes or training
periods are important reference levels for the description of
qualifications.

and

A framework of this kind in Europe should naturally be based
frameworks which themselves must be
on the national
coherent
vocational
education and training. The necessary mutual trust can only
stem from quality assurance instruments which are appro-
priately compatible and credible so that they can be mutually
validated.

education

higher

cover

and

In this connection, the common quality assurance framework
for the vocational education and training (as part of
the
follow-up to the Copenhagen Declaration) and the ‘devel-
standards, procedures and
opment of an agreed set of
guidelines for quality assurance’ (44) (in conjunction with the
Bologna process and as part of the work programme on the
objectives of education and training systems (45)) should be top
priorities for Europe.

(44) ‘Realising the European Higher Education Area’. Communiqué
for higher

from the Conference of Ministers
education in Berlin on 19 September 2003.

responsible

(45) Objective 3.5: Strengthening European co-operation.

in particular

sections will
Several actions mentioned in the previous
the devel-
contribute to facilitating mobility,
opment of a European qualifications framework. Also in the
context of the Bologna process, Ministers recently committed
themselves to promoting mobility, in particular through steps
enabling the portability of national loans and grants. However,
in
administrative and legal obstacles
particular in relation to the recognition of competences and
qualifications.

to mobility persist,

should take the appropriate measures

Member States
to
eliminate such obstacles. Furthermore, Member States should
also provide the necessary financial support, in the context of
and beyond the Community programmes, set an adequate
organisational framework to improve the quality of mobility,
and develop virtual mobility particularly in primary and
secondary schools. Mobility for learning or teaching purposes
the
should be increased at all
Community education and training programmes. Particular
attention should be paid to mobility of teachers and trainers
as part of their career development and of people in vocational
education and training.

levels, notably as part of

2.3.3. Consolidate the European dimension of education

Fifty years after its launch, the European project still has not
succeeded in attracting the appropriate level of interest and the
support of EU citizens. Progress has been made,
full
particularly thanks to the impact of Community actions and
programmes in the areas of education, training and youth, but
despite that surveys regularly bring confirmation that there is
an urgent need to strengthen the people-focused dimension of
the European Union (46).

This aspect was a focal point of the work of the Convention on
the future of Europe, one of the central ambitions of which
was to get the people of Europe more firmly behind the idea of
European integration. School has a fundamental role to play
allowing everyone to be informed and understand the meaning
of European integration.

All education systems should ensure that their pupils have by
the end of
their secondary education the knowledge and
competences they need to prepare them for their role as a
future citizen in Europe. This entails amongst other things
stepping up language teaching at all levels and strengthening
the European dimension in the training of teachers and in the
primary and secondary level curriculum.

(46) ‘Public Opinion in the European Union’. Eurobarometer 59 (June
2003). European Commission, DG Press and Communication.

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SECTION III — RAISE THE PROFILE OF ‘EDUCATION & TRAINING
2010’

3.1. Increase

the visibility of

the European work

programme

‘Education & Training 2010’ will succeed at the national and
Community levels only if it is given its rightful place in the
overall Lisbon strategy. The experience of the first two years of
its implementation shows the need to raise the profile and
status of
If
the European work programme at all
education and training are to be a driving force for the
Lisbon strategy,
‘Education & Training 2010’ should be duly
taken into account in the formulation of national policies.

levels.

In the future, countries should better harness energies and
overcome the current deficit as regards the involvement of
all the stakeholders and civil society in general,
in order to
increase at the national level the visibility and impact of the
European work programme. Ongoing campaigns to provide
information and to make optimum use of it will be needed
at both national and Community levels.

3.2. Implement the process more effectively

It is essential to make the best use of the open method of
co-ordination adapted to the fields of education and training
in order to maximise its effectiveness.
‘Education & Training
2010’ is a complex programme for which considerable human
and financial
resources have been assembled, making it
possible to pave the way for co-operation. For the period
ahead, steps will be taken to better define the mandates of
the working
and enhance
synergy. Appropriate forms of peer review could also be
developed and applied in order to allow small groups of
countries to work together on issues of common interest.

rationalise methods

groups,

The impact and the visibility of the overall activity also depend
on the consistency between the different initiatives taken in
education and training. By 2006, the incorporation of actions
at European level relating to vocational education and training
(priorities and follow-up of
the Copenhagen Declaration),
lifelong learning (follow-up to the Council Resolution) and
mobility (implementation of
the Mobility Recommendation
and Action Plan) should be a reality.

For the 31 countries involved in ‘Education & Training 2010’,
there should also be closer co-ordination with the Bologna
the case for non integrated
process. Generally speaking,
parallel action will be increasingly weaker in the future, be it
in higher education or in vocational
is
manifestly more ambitious and more effective.

training, unless it

The work carried out to date has pinpointed the key areas for
which there is a lack of relevant and comparable data for
monitoring progress in relation to the objectives set. The
quality and comparability of the existing indicators need to
be improved, particularly in the field of lifelong learning, and
regularly reviewed. Priorities should be established for the
development of a restricted number of new indicators, taking
due account of the work carried out by other bodies active in
this area. The Standing Group on Indicators and all
the
working groups in place are invited to propose by the end
of 2004 a limited list of new indicators and their modalities
of development. On that basis, the Commission will submit a
list of new indicators for consideration to the Council. The
following areas should come in for particular attention: key
investment
competences, and particularly learning to learn;
efficiency; ICT; mobility; and adult education and vocational
education and training.

3.3. Strengthen co-operation and monitoring of progress

In order to maintain the momentum, which has been built, the
Council and the Commission consider that it is essential to
establish a regular follow-up of progress made towards the
common objectives of education and training systems. This
represents an important step forward in terms of increasing
the impact and efficiency of the open method of co-ordination
in the field of education and training. At the same time, such a
follow-up mechanism should avoid creating
too much
bureaucracy.

The Council and the Commission will submit every two years a
joint report to the Spring European Council on the implemen-
tation of the work programme (‘Education & Training 2010’)
in
on the objectives of education and training systems (i.e.
2006, 2008 and 2010). In this context, Member States will
provide the Commission with the necessary information on
towards
actions taken and progress made at national
should be
the common objectives. Where possible,
the European
articulated with the
employment and social inclusion policies.

reporting process of

level

this

the
Such information from Member States should reflect
priorities guiding reforms and actions at national
level
depending on the situation specific to each country. This
would replace the specific reports currently asked for as part
of the implementation of the Mobility Action Plan and of the
follow-up to the Council Resolution on Lifelong Learning.
Under the integrated approach, this information would also
cover the implementation of the Copenhagen Declaration and
could cover aspects related to the Bologna process.

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STATISTICAL ANNEX

EARLY SCHOOL LEAVERS

Share of the population aged 18-24 with only lower secondary education and not in education or training
(2002)

Data source: Eurostat, Labour force survey.

Total

Females

Males

Total

Females

Males

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

12,4 15,4 12,5 16,1 29,0 13,4 14,7 24,3 17,0 15,0

9,5 45,5

9,9 10,0 17,7

9,9 17,0 12,5 12,3 22,3 11,9 10,8 20,7 19,6 14,3 10,3 38,1

7,3

8,9 16,6

14,9 13,8 12,5 20,1 35,4 14,9 18,4 27,9 14,4 15,7

8,8 52,9 12,6 11,0 18,8

EU

ACC

EU + ACC

CY

CZ

EE

HU

LT

LV

PL

SI

SK

18,5

16,1

8,4

6,9

20,9 10,0

16,5

14,2

18,7

14,0

5,4

12,6 12,3 14,3 19,5

7,6

10,2

5,5

9,6 12,1 13,4 12,2

5,6

18,8

5,2

15,6 12,5 15,1 26,7

9,5

4,8

3,3

6,2

5,6

4,6

6,7

Data source: Eurostat, Labour Force Survey.
Note: Data for UK only provisional. Malta: Data not available.

leavers is 18,5 %. In acceding countries, only around 8,4 % of the
The current EU average rate of early school
population aged 18-24 leaves school with only lower secondary education. These countries thus perform better than
EU-countries when it comes to the percentage of early school leavers. In a number of countries the percentage of early
school leavers has been decreasing steadily since the early 1990's. This is the case for instance in Greece, France and
Luxembourg. In Denmark and Portugal, however, a downward trend in the beginning of the 1990's has been reversed
from the mid 1990's, so the rate of early school leavers is close to the level of the beginning of the 1990's.

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30.4.2004

GRADUATES IN MATHEMATICS, SCIENCE AND TECHNOLOGY

Total number of tertiary (ISCED 5A, 5B and 6) graduates from mathematic, science and technology fields
(2001)

Data source: Eurostat, UOE.

Students enrolled in mathematics, science and technology as a proportion of all students in tertiary education
(ISCED 5A, 5B and 6) (2001)

EU

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

Total

Females

Males

(:)

(:)

(:)

IS

Total

18,7

Females 10,7

Males

32,2

LI

(:)

(:)

(:)

21,2 20,8 29,1

9,7 10,9 15,1

34,1 33,6 42,4

(:)

(:)

(:)

29,5

17,3

43,1

(:)

(:)

(:)

35,5 24,0 16,8 16,5

22,1 14,5

51,6 36,2

(:)

(:)

5,2

28,0

(:)

(:)

(:)

27,5 36,8 30,0 27,9

16,2 17,2 17,9 16,0

42,6 59,6 47,5 42,3

NO

BG

CY

CZ

EE

HU

LT

LV

MT

PL

RO

SI

SK

JP

US

19,8 26,2 17,7 31,3 21,3 20,4 26,6 16,3 11,0 19,9 26,9 22,5 28,3 21,9

10,1 18,8

8,7 15,8 11,5

8,5 14,5

8,0

5,4 10,3 16,9 10,5 15,7

6,4

33,8 35,9 30,1 46,6 36,1 34,7 44,5 29,7 17,8 32,6 38,1 37,9 41,7 34,3

(:)

(:)

(:)

Data source: Eurostat, UOE.
Additional notes: DK, FR, IT, L, FI, UK and CY: Data refer to 2000. Greece: Data not available. Data for UK only provisional.

The available data (1) indicate that EU-15 would need to increase the number of graduates in mathematics, science and
technology by nearly 90 000 per year by 2010. Following the next enlargement of the Union, in 2004, the European
benchmark is naturally higher and EU-25 will need to increase the total number of graduates in the fields by more than
100 000 per year.

(1) Data on graduates, including by gender, presently suffer from a lack of comparability, linked to the double counting of graduates in

some countries.

30.4.2004

EN

Official Journal of the European Union

C 104/15

When studying enrolment rates in mathematics, science and technology at tertiary level, it is clear, as underlined in the
Council Conclusions on European Benchmarks, that the gender imbalance is a highly relevant issue. In fact, Ireland is
the only country where more than 20 % of the females are enrolled in these fields. By contrast, the Netherlands and
Belgium have less than 10 %. The situation is similar in a number of acceding countries (Cyprus, Hungary, Latvia and
Malta). Improving the gender balance of students in the area of mathematics, science and technology will contribute to
the aim of increasing the overall number of graduates in these fields.

When analysing the proportion of males enrolled, it appears clearly that these fields of study are most popular among
males in Ireland and Finland (more than 50 % of male students are enrolled). These differences in enrolment rates result
in variations from one country to another in terms of the proportion of mathematics, science and technology graduates
as a percentage of all graduates.

COMPLETION OF UPPER SECONDARY EDUCATION

Percentage of those aged 22 who have successfully completed at least upper secondary education (ISCED 3),
2002 (1)

Data source: Eurostat, Labour force survey.

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

82,6

(–)

77,4

82,1

66,6

82,9

85,6

72,9

74,2

73,9

86,5

44,9

87,3

89,3

78,7

EU

76,0

ACC

90,1

EU + ACC

CY

CZ

EE

HU

LT

LV

PL

SI

SK

78,8

86,9

93,4

89,2

87,2

83,5

71,2

91,0

88,1

94,6

Source: Eurostat, Labour force survey, 2002.
— Notes: (1) comparable data for Denmark on the completion rate of 22 year olds not available. However, the structural
indicator on educational attainment shows that, in Denmark, 79,6 % of the 20 to 24 year olds had at least
completed upper secondary education (2002),

(2) data for UK only provisional. Malta: data not available.

(1) The indicator presented here was chosen in accordance with the benchmark adopted by the Council which refers to 22-year olds.
This indicator is however considered of limited validity by Eurostat due to the relative small sample on which it is based as part of the
Labour Force Survey. In monitoring this benchmark, this indicator will be used jointly with the structural indicator on educational
attainment based on the % of the population aged 20 to 24 having completed at least upper secondary education.

C 104/16

EN

Official Journal of the European Union

30.4.2004

The current average level in the European Union is 76 %. It should be kept in mind that while several countries have
only increased these figures slightly in recent years, others have made significant progress, like, for instance, Portugal.
On average, in the EU and the acceding countries, almost 79 % of 22-year-olds have successfully completed at least
upper secondary education. Several EU countries are at present achieving completion rates beyond 80 % such as
Belgium, France, Greece, Ireland, Austria, Finland and Sweden. Conversely, Portugal has the lowest percentage (45 %),
a level that should however be seen in the context of its rapid growth during recent years. The average level of
completion of upper secondary level education in the acceding countries is 90,1 %. In all the acceding countries, the
completion rate for upper secondary education lies around the EU average figure or above. The cases of Slovakia
(94,6 %), the Czech Republic (93,4 %) and Poland (91,0 %) are especially noteworthy.

Percentage of pupils with reading literacy proficiency level 1 and lower (on the PISA reading literacy scale),
2000

KEY COMPETENCIES

Data source: OECD, PISA 2000 database (1).

Explanatory note:
By 2010, the percentage of low-achieving 15 year olds in reading literacy in the European
Union should have decreased by at least 20 % compared to the year 2000. In 2000, the
percentage of 15 year olds in level 1 or below in the European Union (15) is equal to 17,2.
Therefore, the benchmark has been fixed at 13,7.

EU

17,2

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

19,0 17,9 22,6 24,4 16,3 15,2 11,0 18,9 35,1

9,5

14,6 26,3

7,0

12,6 12,8

IS

LI

NO

BG

CY

CZ

14,5 22,1 17,5

40,3

(:)

17,5

EE

(:)

HU

22,7

LT

(:)

LV

MT

PL

RO

30,1

(:)

23,2 41,3

SI

(:)

SK

JP

US

(:)

10,1 17,9

Data source: OECD, Pisa 2000 database.

(1) The results from the Netherlands have been published only partially in the OECD PISA report because the Netherlands did not meet

the required response rate of 80 %.

30.4.2004

EN

Official Journal of the European Union

C 104/17

The table shows that, in average, 17,2 % of the 15 year-olds are low performers in the member countries. According to
the European benchmark adopted by the Council, this proportion should decrease by 20 % and reach 13,7 % in 2010.
Finland, the Netherlands, Ireland, Austria, Sweden and UK all have less than 15 % of their 15 year olds that are
low-performers according to the definition of the PISA reading literacy survey. But other countries of the Union
experience higher proportions of pupils in this category. In Germany, Greece, Luxembourg and Portugal, more than
20 % are low performers according to the survey. This figure exceeds 40 % in Bulgaria and Romania.

PARTICIPATION IN LIFELONG LEARNING

Percentage of population aged 25-64 participating in education and training in 4 weeks prior to the survey
(2002)

Data source: Eurostat, Labour force survey.

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

Total

6,5

18,4

5,9

Females

6,3

20,7

5,6

Males

6,8

16,1

6,2

1,2

1,1

1,2

5,0

5,4

4,5

2,7

3,0

2,4

7,7

8,8

6,5

4,6

4,7

4,5

7,8

16,4

7,5

2,9

18,9 18,4 22,9

6,6

15,9

7,4

3,3

21,4 21,2 26,8

9,1

16,9

7,6

2,4

16,5 15,6 19,3

EU

ACC

EU + ACC

CY

CZ

EE

HU

LT

LV

PL

SI

SK

Total

Females

Males

8,5

9,2

7,9

5,0

5,4

4,5

7,9

8,5

7,3

3,7

6,0

5,2

3,3

3,3

8,2

4,3

8,8

9,0

3,8

3,6

5,8

6,2

6,7

3,6

3,7

2,9

4,2 10,9

2,3

5,2

4,7

3,9

9,2

8,4

9,4

8,7

Data source: Eurostat, Labour Force Survey.
Note: FR: Information on education and training is collected if these are under way on the date of the survey, instead of the
4 weeks preceding the survey as in the other countries. Additional note: Malta: Data not available.

C 104/18

EN

Official Journal of the European Union

30.4.2004

The average EU-15 percentage is 8,5 %, meaning that, for any period of a month, 8-9 out of 100 people will have
participated in education and training activities (1). The average trend across EU-15 has been steady for the last four
years. It will, however, be lowered with the enlargement, as the estimated average for the acceding countries for 2002 is
5,0. There is a very high variation between countries. The four best performing countries are the UK, Sweden, Finland
and Denmark, followed closely by the Netherlands. The average level of the best performing countries is above 20 %
while much lower levels are registered in a number of Member States and of acceding countries.

1. Public expenditure on education as a percentage of GDP, 2000

INVESTMENT IN HUMAN RESOURCES

EU-15 EU + ACC BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

4,94

4,94

5,21 8,38 4,53 3,79 4,43 5,83 4,36 4,58

(:)

4,87 5,75 5,74 5,99 7,39 4,41

IS

6,04

LI

(:)

NO

6,84

Data source: Eurostat, UOE.

ACC

BG

CY

CZ

EE

HU

LT

LV

MT

PL

RO

4,86 4,41 5,60 4,38 6,66 4,54 5,78 5,86 4,91 5,06 2,89

SI

(:)

SK

4,15

In Denmark and Sweden,

The data shows clearly that public expenditure on education and training as a % of GDP differs greatly between
individual countries.
In a number of countries
(Belgium, France, Austria, Portugal, and Finland), expenditure on education accounts for between 5-6 % of GDP. In
Germany, Greece, Spain, Italy, Ireland, the Netherlands and in the UK, this percentage is lower than 5 %. Education is
also an important spending item in the acceding countries. In Estonia, public expenditure on education represents more
than 6 % of GDP. It represents between 5 and 6 % in Cyprus, Latvia, Lithuania and Poland.

it represents more than 7 % of GDP.

Between 1995 and 2000, public expenditure as a proportion of GDP tended to fall slightly, rising in only four countries.
Only Greece recorded substantial increases; while Ireland, Finland and the UK saw significant reductions (2). This must of
course be seen in the context of demographic development, since the bulk of public expenditure on education is aimed
at young people, and the share of the population aged under 25 in the EU declined by more than 1,5 percentage points
between 1995 and 2000. At the same time, data show that the proportion of young people in education and the
qualifications they achieve continued to grow.

(1) The Commission is currently preparing an Adult Education Survey (AES). The final proposal for the survey will be made by the end
of 2004 and it will be based on the recommendations of the Task Force which is currently developing the related methodology. The
AES is expected to yield a more comprehensive measure of participation in lifelong learning.

(2) This observation has to be qualified in the case of Ireland and Finland, because of fast growth in GDP. In Ireland, for example, total
spending on education doubled between 1993 and 2000 while GDP grew by 140 % (both in nominal terms). The result is that the
ratio fell notwithstanding the fast growth in absolute spending.

30.4.2004

EN

Official Journal of the European Union

C 104/19

2. Total expenditure on educational institutions per pupil/student by level of education relative to GDP per

capita (2000)

The indicator shows that the acceding countries, in terms of the total expenditure per pupil/student relative to GDP per
capita, are performing at almost the same level as the current Member States. In Belgium, Denmark, Germany, the
Netherlands and Sweden, total expenditure per pupil/student compared to GDP per capita accounts in tertiary education
for more than 40 %. The same can be observed in Cyprus, Hungary, Latvia, Malta and Slovakia. France and Portugal
(with 30 %) have the highest total expenditure per pupil/student compared to GDP per capita in secondary education.
The same can be observed in Cyprus. The total expenditure per pupil/student compared to GDP per capita in primary
education amount to more than 20 % in Denmark, Greece, Italy, Austria, Portugal, Sweden, Latvia and Poland.

EU

36,1

26,3

18,0

IS

27,9

24,3

21,6

LI

(:)

(:)

(:)

BE

DK

DE

EL

ES

FR

IE

IT

LU

NL

AT

PT

FI

SE

UK

40,8

45,3

41,7 34,7 33,0 33,3 38,1 32,2

26,1

29,5

26,8 23,2 25,7 30,3 16,4 29,2

16,3

24,2

16,1 20,9 19,5 17,8 12,1 24,2

(:)

(:)

(:)

42,8 38,3 29,3 32,6 57,8 38,0

20,3 27,1 31,7 24,0 24,2 21,0

14,8 23,1 21,9 17,1 24,2 15,2

NO EU + ACC ACC

BG

CY

CZ

EE

HU

LT

LV MT

PL

RO

34,2

36,6

35,4

24,3

26,1

20,1

19,5

17,4

18,3

(:)

(:)

(:)

49,9 39,4

35,5 23,1

19,0 13,2

(:)

(:)

(:)

44,1 30,6 43,6 45,0 30,8 29,7

18,5 20,9 26,2 26,4 18,1 16,2

17,4 18,7 22,0 16,4 20,6

9,9

SI

(:)

(:)

(:)

SK

42,7

16,6

11,3

Data source: Eurostat, UOE.