On the way to 2020 : data for vocational education and training policies : country statistical overviews.
Date: 2013-09-25
Institutions: Cedefop
Subjects: EU employment policy, data collection, education policy, employment policy, employment statistics, labour market, professional qualifications, vocational training

European Centre for the Development 
of Vocational Training 

RESEARCH PAPER 

No 31 

On the way to 2020: 
data for vocational 
education and training 
policies 

Country statistical overviews 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020:  
data for vocational education 
and training policies 

Country statistical overviews 

Luxembourg: Publications Office of the European Union, 2013 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
A great deal of additional information on the European Union is available on the 
Internet.  
It can be accessed through the Europa server (http://europa.eu). 

Cataloguing data can be found at the end of this publication. 

Luxembourg: Publications Office of the European Union, 2013 

ISBN 978-92-896-1143-5 
ISSN 1831-5860 
doi: 10.2801/47144 

© European Centre for the Development of Vocational Training (Cedefop), 2013 
All rights reserved. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The European Centre for the Development  
of Vocational Training (Cedefop) is the European Union’s  
reference centre for vocational education and training.  
We provide information on and analyses of vocational education and 
training systems, policies, research and practice. 
Cedefop was established in 1975  
by Council Regulation (EEC) No 337/75. 

Europe 123, 570 01 Thessaloniki (Pylea), GREECE 
PO Box 22427, 551 02 Thessaloniki, GREECE 
Tel. +30 2310490111, Fax +30 2310490020 
E-mail: info@cedefop.europa.eu 
www.cedefop.europa.eu 

Christian F. Lettmayr, Acting Director 
Laurence Martin, Chair of the Governing Board 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Foreword 

In  many  ways  statistics  are  like  photographs:  they  provide  a  snapshot  of  a 
particular  moment  in  time.  Statistical  data  over  time  show  trends,  just  as 
photographs  can  provide  a  record  of  people,  places  and  events  changing  over 
time.  

This  report  provides  a  statistical  overview  of  vocational  education  and 
training (VET) and lifelong learning in European countries. Data are presented in 
the  form  of  statistical  snapshots  –  one  for  each  country  –  for  the  27  European 
Union (EU) Member States and, where data are available, for Croatia, the former 
Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.  

Data  are  based  on  international  statistics  enabling  comparisons  of 
countries  and  statistical  averages  for  the  European  Union.  The  overviews 
comprise 31 selected indicators that separately and together provide meaningful 
information  about  the  position  of  each  country  in  relation  to  the  priorities  of 
European VET and lifelong learning policy, and in comparison to EU averages in 
the  form  of  indexes.  Indicators  are  supplemented  by  a  short  commentary 
highlighting particularly interesting points for each country.  

Statistical data are also like lamp posts. They shine light on a limited space 
but  leave  large  areas  in  the  dark.  That  is  why  they  need  to  be  interpreted 
carefully and supplemented by analyses relying also on qualitative information. 

This publication, in consequence, aims to be a valuable tool which can be 
used  in  various  ways  and  adds  user-friendly  evidence  for  many  purposes.  It 
should  help  policy-makers  and  researchers  and  ease  access  to  the  information 
available. 

This  report  is  a  first  result  of  a  continuing  process:  indicators  will  be 
improved as new and better data become available. We hope that readers/users 
will  find  the  data  useful  and  that  the  information  will  help  to  support  the  policy 
debate,  contribute  to  the  understanding  and  assessment  of  the  situation  in  the 
countries, and stimulate further analysis. 

Christian F. Lettmayr 
Acting Director 

1 

 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Acknowledgements 

throughout.  Cedefop 

This  report  is  the  result  of  a  team  effort,  with  contributions 
from  Cedefop  colleagues  under  the  supervision  of  Pascaline 
Descy (Head of Research and Policy Analysis). Marco Serafini 
coordinated  the  project. Alex Stimpson  and  Steve Bainbridge 
(who also prepared the final draft) provided valuable input and 
to  Arie 
suggestions 
Gelderblom  (SEOR,  Erasmus  University  Rotterdam),  Marion 
Collewet (SEOR), Lynn Gambin and Terence Hogarth (both at 
for  Employment  Research,  University  of 
the 
Warwick),  for  drafting  the  report,  and  providing  conceptual, 
methodological,  statistical  and  technical  contributions  to  the 
selection,  presentation  and  management  of  various  data. 
Assistance was also provided by Dan Dinu, Matthijs de Jong, 
Martina Korudova (all SEOR) Andrew Holden and Rob Wilson 
(IER).  

is  grateful 

Institute 

The work was carried out under Cedefop’s service contract  
No AO/RPA/MSERA-ALSTI/VET Statistical overview/009/11 

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On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Table of contents 

Foreword ................................................................................................................ 1 
Introduction ............................................................................................................ 4 

Part I Member States of the European Union .......................................................... 13 
1.  Belgium ......................................................................................................... 14 
2.  Bulgaria ......................................................................................................... 18 
3.  Czech Republic ............................................................................................. 22 
4.  Denmark ........................................................................................................ 26 
5.  Germany ........................................................................................................ 30 
6.  Estonia .......................................................................................................... 34 
7. 
Ireland ........................................................................................................... 38 
8.  Greece........................................................................................................... 42 
9.  Spain ............................................................................................................. 46 
10.  France ........................................................................................................... 50 
11.  Italy ................................................................................................................ 54 
12.  Cyprus ........................................................................................................... 58 
13.  Latvia ............................................................................................................. 62 
14.  Lithuania ........................................................................................................ 66 
15.  Luxembourg .................................................................................................. 70 
16.  Hungary ......................................................................................................... 74 
17.  Malta ............................................................................................................. 78 
18.  The Netherlands ............................................................................................ 82 
19.  Austria ........................................................................................................... 86 
20.  Poland ........................................................................................................... 90 
21.  Portugal ......................................................................................................... 94 
22.  Romania ........................................................................................................ 98 
23.  Slovenia ....................................................................................................... 102 
24.  Slovakia ....................................................................................................... 106 
25.  Finland......................................................................................................... 110 
26.  Sweden ....................................................................................................... 114 
27.  United Kingdom ........................................................................................... 118 

Part II Selected EFTA and  candidate countries .................................................... 123 
28.  Croatia ......................................................................................................... 124 
29.  Former Yugoslav Republic of Macedonia .................................................... 128 
30.  Iceland ......................................................................................................... 132 
31.  Norway ........................................................................................................ 136 
32.  Switzerland .................................................................................................. 140 
33.  Turkey ......................................................................................................... 144 
References ......................................................................................................... 148 
Annex ................................................................................................................. 149 

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On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Introduction 

Aim 

European policy-making and analysis in vocational education and training (VET) 
need  to  be  informed  and  supported  by  sound  qualitative  and  quantitative 
information. 

This report defines a concise set of 31 core statistical indicators quantifying 
key aspects of VET and lifelong learning to help describe, monitor and compare 
European  countries  and  their  progress.  The  indicators  are  selected  based  on 
their policy relevance, as well as on their importance for achieving the objectives 
of the Europe 2020 strategy. 

Taking  2010  as  the  baseline  year,  to  coincide  with  the  launch  of  the 
strategy and the revised European VET policy framework, 31 core indicators are 
published  for  each  country  –  the  27  European Union  (EU)  Member  States  and, 
where  data  are  available,  for  Croatia,  the  former  Yugoslav  Republic  of 
Macedonia, Iceland, Norway, Switzerland and Turkey – as ‘statistical overviews’. 
The  format  is  intended  to  be  easy  to  use  and  data  are  supplemented  with  a 
commentary highlighting interesting points for each country.  

The  core  indicators  do  not  claim  to  assess  national  systems  or  policies. 
Statistics  have  their  limitations.  They  can  oversimplify  complex  issues;  to  be 
properly  understood  they  must  be  read  in  context  and  there  are  inevitable  time 
lags.  The  core  indicators  are  headline  figures  for  summary  overviews.  Detailed 
monitoring  requires  much  more  data,  detailed  breakdowns  and  thorough 
analysis.  

Selecting and grouping core indicators 

When  developing  the  core  indicators,  the  key  questions  were  what  they  should 
show  and  which  data  sources  to  use.  European  VET  policy  priorities  and 
benchmarks  are  wide  ranging  (see  Box)  and context  issues  that  influence  VET, 
such  as  demographic  trends,  general  education  and  labour  market  and 
socioeconomic situations, are also important. 

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On the way to 2020: data for vocational education and training policies 
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Box:  European VET policy: quantitative benchmarks and qualitative priorities 

Needing to modernise education and training systems, the European Union (EU) 
launched the Copenhagen process in 2002 to strengthen cooperation in VET. To 
build on progress, in 2010, at Bruges, the European Commission, the Member States 
and social partners established a new framework for European VET policy for 2010-
20, which included qualitative priorities to support the Europe 2020 (a) strategy for 
smart, sustainable and inclusive growth. The European strategy also provides for a 
number of quantitative benchmarks. 

Quantitative benchmarks  
The quantitative benchmarks are EU averages to reach by 2020. They are not 
national targets. Member States consider how and to what extent they can contribute 
to the collective achievement of the European benchmarks. Based on this, Member 
States can also set their own national targets for 2020 (b). 

Europe 2020 benchmarks for employment, education and training are:  
  an employment rate of at least 75% for 20-64 year-olds; 
  early leavers from education and training should be less than 10%; 
  at least 40% of 30-34 year-olds should have tertiary level educational attainment. 

Quantitative benchmarks for education and training on the quantitative targets set in 
Education and training 2020 (Council of the European Union, 2009) are:  
  at least 15% of adults should participate in lifelong learning (c); 
  low-achieving 15 year-olds in reading, mathematics and science should be less 

than 15%;  

  at least 95% of children between the age of four and starting compulsory primary 

education should participate in early childhood education;  

  at least 40% of 30-34 year-olds should have tertiary level educational attainment 

(d); 

  early leavers from education and training (e) should be less than 10%.  

Other quantitative benchmarks agreed for 2020 (Council of the European Union, 
2011; 2012) are: 
  employed graduates (20-34 year-olds) leaving education and training no more than 

three years before the reference year should be at least 82%(f); 

  at least 20% of higher education graduates should have a period of related study 

or training (including work placements) abroad (g); 

  at least 6% of 18-34 year-olds with an initial VET qualification should have had a 

related study or training period (including work placements) (h). 

Qualitative priorities 
Europe 2020 and Education and training 2020 also set priority areas which Member 
States agreed to work on to improve. These were supplemented by the Bruges 
communiqué (Council of the European Union; European Commission; 2010), which 
set out 22 short-term deliverables, or intermediate objectives, contributing to 
European VET policy strategic goals for 2020. The qualitative priorities of European 
VET policy can be summarised as: 
  making initial VET an attractive learning option with high relevance to labour 

market needs and pathways to higher education; 

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On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

  easily accessible continuing VET for people in different life situations simplifying 

skill development and career changes; 

  widening accessibility to VET making it more inclusive; 
  flexible systems based on recognition of learning outcomes, including diplomas, 

and supporting individual learning pathways;  

  supporting permeability and making it easier to move between different parts of the 

education and training system; 

  cross-border mobility as an integral part of VET practice; 
  skill development; 
  language learning (l); 
  improving VET quality;  
  encouraging investment in VET;  
  technological innovation;  
  entrepreneurship.  

(a)  See Europe 2020: a strategy for smart, sustainable and inclusive growth. 
(b)  See http://ec.europa.eu/europe2020/pdf/targets_en.pdf.  
(c)  The percentage of the population aged 25-64 participating in education and training during the four 

weeks prior to the survey (Eurostat/labour force survey).  

(d)  Percentage of those aged 30-34 who successfully completed tertiary level education at ISCED levels 5 

and 6 (Eurostat/Unesco/OECD/Eurostat database).  

(e)  The share of the population aged 18-24 with only lower secondary education or less and no longer in 

education or training (Eurostat/labour force survey). 

(f)   Measured as the share of the employed population aged 20-34 who graduated up to three years before 

and who are not currently enrolled in any further education or training activity. 

(g)   The period of study or training should represent a minimum of 15 European credit transfer scheme 

credits or last a minimum of three months. 

(h)   The period of study or training should last a minimum of two weeks, or less if documented by Europass. 
(i)  Work continues to develop a language learning benchmark (Council of the Ministers responsible for 

higher education; 2009).  

Taking  these  priorities  and  context  issues,  and  using  the  European  and 
international  statistical  infrastructure,  (1)  more  than  140  ideal  qualitative  and 
quantitative  indicators  were  identified.  Ideal  indicators  include  those  that  would 
be  desirable  to  improve  monitoring  of  VET  and  lifelong  learning,  but  for  which 
data are not available.  

From  these  140,  31  core indicators  were  selected  based  on  three factors. 
First,  the  indicators  should  be  quantitative,  for  which  good  quality  data  are 
available.  Qualitative  progress,  for  example  legislative  or  other  policy  changes 
introduced by Member States to reform VET are important, but are best covered 

(1)  The  European  and  international  statistical  infrastructure  is  the  combined  data 
collections,  surveys  and  related  data  production  processes  carried  out  at  European 
and  international  levels  to  provide  statistical  information  on  VET  and/or  lifelong 
learning. 

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in policy reports rather than a restricted set of indicators. Second, the indicators 
should  focus  on  VET  and  its  contribution  to  European  VET  policy  and  Europe 
2020  employment,  education  and  training  benchmarks.  Third,  the  indicators 
should  be  complementary.  The  definition  of  each  and its  data source are  in the 
annex. 

The core indicators do not have a one-to-one relationship with the different 
policy themes. Such a link is not always helpful as some themes overlap. Others 
are too complex to be reduced to one or two indicators while, for other themes, 
data are unavailable or poor quality.  

Rather than each indicator being linked directly to a theme, to ensure their 
coherence and relevance to European VET policy as a whole, the core indicators 
have been grouped under the three broad headings discussed below. 

Access, attractiveness and flexibility 
Core  indicators  in this  group  cover  participation  in initial  and  continuing  VET  by 
various  target  groups.  Participation  has  been  chosen  as  the  best  proxy  for  the 
attractiveness  of  VET  as  a  learning  option.  Unfortunately,  current  data  do  not 
capture  those  who  wish  to  participate  in  VET  but  are  unable  to,  or  the  esteem 
associated  with  participating  in  initial  VET.  Indicators  for  initial  VET  consider 
school and work-based learning (2). The core indicators for continuing VET cover 
employer-provided training, both courses and on-the-job training (3). Participation 
in  on-the-job  training  provides  some  insight  into  the  flexibility  of  employers’ 
training arrangements.  

Core 

indicators  under 

the  proportion  of 
this  heading  also 
enterprises  providing  training.  This  gives  a  clearer  picture  of  opportunities  and 
participation.  

include 

Participation by adults in lifelong learning is also a core indicator as it is a 
specific  European  policy  benchmark.  Core  indicators  also  consider  particular 
breakdowns  of  participation  rates  by  age,  labour  market  status  and  educational 
attainment  to  give  an  impression  of  how  inclusive  the  VET  system  is  and  to 

(2)  The  primary  source  of  these  data  is  the  annual  UOE  data  collection.  Alternative 
sources,  the  continuing  vocational  training  survey  (CVTS)  and  the  labour  cost 
survey,  which  also  provide  figures  on  apprenticeships,  were  considered,  but  these 
data are less frequent. CVTS3 data on initial VET were not regarded as of sufficient 
quality for a core indicator. 

(3)  Although  these  are  not  the  only  forms  of  employer-provided  training,  they  are  the 
most  important,  according  participation  levels  as  derived  from  the  third  continuing 
vocational training survey which is the main data source. 

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reflect  policy  priorities  for  adult  learners  (aged  25-64),  the  unemployed,  people 
with low levels of education and older workers (aged 50-64) (4). 

Skill developments and labour market relevance  
This  group  includes  core  indicators  on  VET  expenditure  because  the  level  of 
expenditure  can  be  related,  as  an  input,  to  the  importance  that  governments, 
employers and individuals attribute to VET as a means for developing skills. Such 
investment,  although important,  is  difficult  to measure accurately:  available  data 
do not give total public, private and individual expenditure on VET. For instance, 
public  expenditure  on  initial  VET  understates  the  contribution  of  employers, 
particularly in countries with dual-system initial VET such as Germany. The core 
indicators  public  expenditure  on  initial  VET  (5)  and  enterprise  expenditure  on 
continuing  VET  (training  courses)  (6)  are  the  best  available.  Specific  data  on 
individual  investment  in  VET  are  lacking,  especially  for  initial  VET.  Being  from 
different sources the figures cannot be properly aggregated. 

Other  core  indicators  under  this  heading  provide  insights  into  VET’s 
contribution  to  different  types  of  learning  and  educational  attainment.  The  skills 
covered by the core indicators are all of policy interest and relevance: studies of 
science,  technology,  engineering  and  maths  subjects,  language  learning  and 
technological  innovation  (7).  For  educational  attainment,  the  core  indicators  aim 
to reflect VET’s contribution to the Europe 2020 benchmark of the proportion of 
30-34  year-olds  having  tertiary  education.  This  is  done  using  ISCED  5b 
qualifications  (i.e.  practical,  technical,  professional  qualifications)  as  a  proxy  of 
VET at tertiary education level. 

In  considering  labour  market  relevance,  the  core  indicators  focus  on 
possible  labour  market  benefits  arising  for  those  participating  in  initial  and 
continuing VET.  

With regard to the benefit of IVET, the core indicators consider employment 
rates  of  20-34 years  old IVET graduates who  are  no  longer  in formal  education 
(8).  Compared  to  more  classical  unemployment  rates,  employment  rates  are 

(4)  All indicators on lifelong learning come from the European labour force survey. 
(5)  Data come from the UOE data collection on education systems. 
(6)  Data come from the continuing vocational training survey. 
(7)  Data  on  field  of  study  come  from  the  UOE  data  collection  and  data  on  the 

technological innovation come from the community innovation survey. 

(8)  Data come from the 2009 ad hoc module of the EU labour force survey, which for the 
first time in the EU context distinguished the orientation (general or vocational) of the 
highest level of education attained. 

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preferred, not only because, from a technical perspective, they reduce problems 
of sample sizes, but also because they are positive measures and are used for 
the  European  Commission’s  employability  benchmark  and  the  Europe  2020 
employment  benchmark.  The  selection  of  the  age  group  and  the  exclusion  of 
those in further education are also in line with the employability benchmark. Data 
for young people better suit the information needs related to the policy priority on 
transitions  from  school,  work-based  initial  VET  or  other  learning  to  work.  Focus 
on the young may also give earlier indications of the impact of initial VET reform.  
Core  indicators  compare  employment  rates  of  initial  VET  graduates  aged 
20-34 with two groups of the same age; first with the employment rate of general 
education  graduates  and  second  with  the  employment  rate  of  those  with  low 
levels  of  education.  All  the  indicators  exclude  individuals  in  further  formal 
education.  The  aim  is  to  examine  any  added  value  of  studying  initial  VET 
compared to general education or leaving school early.  

Core indicators under this heading also include continuing VET impact on a 
person’s  ability  to  perform  their  job,  providing  data  on  the  extent  to  which 
employees believe that continuing VET has enabled them to do their job better. 
This indicator is preferred to another interesting one on training impact on career 
prospects as other factors can affect them more than VET. The final indicator in 
this group looks at whether employees believe that they have the right skills for 
their job, to derive some idea about skill mismatch among workers (9). 

Overall transitions and employment trends 
Core  indicators  in  this  group  do  not  relate  strictly  to  VET,  but  more  broadly  to 
education,  training  and  the  labour  market.  They  provide  information  on  the 
context  in  which  the  VET  system  operates,  which  is  important  from  a  policy 
perspective.  

Core  indicators  here  include  other  Europe  2020  benchmarks  not  covered 
elsewhere,  such  as  early  leavers  from  education  and  training,  tertiary  level 
educational  attainment  for  30-34  year-olds  and  adult  employment  rates.  These 
are  complemented  with  indicators  on  other  policy  priorities  such  as  the 
unemployment  rate  for  the  young,  the  proportion  of  18-24  year-olds  not  in 
education training or employment, and the proportion of the adult population with 
low education levels (10). A particular version of the youth unemployment rate has 
been  adopted. Whereas  it  is  generally  calculated and presented for  those  aged 
15-24,  the  rate  selected  here  focuses  on  20-34  year-olds.  This  is  to  done  to 

(9)  Data are selected from the 2010 European working condition survey. 
(10)  All these indicators come from the European labour force survey. 

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extend the age group, also considering later entrances in the labour market due 
to increasingly longer staying in initial education and training, and to exclude the 
age group 15-19, where active labour market participation is relatively small (with 
many individuals being in education and training). The final indicator in this group 
is  the  projected  share  of  total  employment  which  will  be  accounted  for  by 
individuals with medium- or high-level qualifications in 2020 (11).  

Improving and complementing core indicators  

It  is  important  that  work  continues  to  improve  the  core  indicators,  either  by 
improving existing or developing new sources of data. 

While  acknowledging  the  importance  of  tertiary  level  initial  VET,  the  core 
indicators  on  IVET  particularly  focus  on  medium  level  education  (upper-
secondary  and/or  post-secondary  non  tertiary).  The  2011  version  of  the 
international  standard  classification  of  education  (ISCED  2011),  which  provides 
for  a  distinction  between  professional  and  academic  tertiary  education,  could 
offer the occasion for establishing a conceptual, methodological and operational 
basis for a better identification of VET at tertiary education level.  

ISCED 2011 has also given high prominence and visibility to orientation of 
education  at  the  medium  level  of  education.  An  appropriate  implementation  of 
ISCED  2011  in  household  surveys,  particularly  in  the  EU  labour  force  survey 
(LFS),  will  offer  possibilities  to  distinguish  initial  VET  background  and  make 
visible  the  link  between  initial  VET  and  other  aspects  of  interest,  such  as 
employment,  lifelong  learning  and  careers,  as  well  as  VET’s  contribution  to 
medium-level education attainment. The 2009 ad hoc module of the LFS proved 
that this can be reliably and usefully done. 

In  absence  of  panel  data,  which  could  allow  tracking  of  individual 
trajectories,  cross-sectional  variables  from  the  adult  education  survey  (AES) 
could  be  used  to  assess  usefulness  and  outcomes  of  adult  learning  based  on 
individual 
self-reported  assessment  by 
satisfaction  with  learning  activities  and  the  use  of  acquired  skills,  which  are 
important  dimensions  of  quality  of  VET,  are  also  included  in  the  AES 
questionnaire.  

interviewees.  Variables 

targeting 

Absence  of  longitudinal  and  more  objective  data  is  a  limitation.  Better 
exploitation of the survey on income and living conditions and/or of the EU LFS 
waves approach could be a way forward, especially for continuing VET. For initial 

(11)  Data from Cedefop’s skills forecast. 

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VET  the  possibilities  are  more  limited  as  long  as  study  orientation  (for  example 
general  or  vocational)  is  not  fully  distinguished  yet.  Even  if  initial  orientation  is 
introduced into surveys, it will take time for longitudinal data to become available.  
To  identify  better  VET’s  contribution  to  lifelong  learning there is  a need  to 
single out VET from other types of learning. Developments could include looking 
at  employer-provided  training  and  or  job-related  learning,  ideally  in  the  LFS  or, 
more pragmatically speaking, in AES. 

Improvements could be made to data on VET contribution to reducing early 
leaving  from  education  and  training.  These  may  include  measuring  how  many 
young  people  stay  in  education  because  of  VET,  as  well  as  early  leavers  who 
drop out  of  VET  streams.  Further,  data  could usefully  distinguish between early 
leavers who never started upper-secondary education and those who started but 
dropped out. These data are not collected in the EU LFS which is the source for 
the  indicator  on  early  leaving.  The  AES  started  collecting  such  data,  but 
improvements are needed, given current limitations: sample sizes, optional status 
of relevant variables, limited or optional coverage of 18-24 year old population, as 
well  as  degree  of  alignment  with  the  LFS  variables  for  18-24  year-olds  not  in 
education or training.  

Core  indicators  can  be  supplemented  by  other  readily  available  data.  For 
example, the core indicator gives the forecast for  the share of total employment 
individuals  with  medium-  or  high-level 
which  will  be  accounted 
qualifications, but there are data providing breakdowns by sector, occupation and 
educational 
include 
participation  in  tertiary  level  VET,  outflows  of  graduates  from  VET  and  annual 
expenditure on educational institutions.  

level.  Other  examples  of  supplementary 

information 

for  by 

Updates of the data and core indicators are planned for the future. 

Reading the country statistical overviews 

The  country  statistical  overviews  cover  the  EU  Member  States  and  selected 
EFTA and candidate countries (12).  

The core indicators are presented in the same format for each country in a 

statistical overview.  

(12)  The  selection  of  the  candidate  and  EFTA  countries  is  driven  by  data  availability. 
Countries were excluded when available data were scarce for drawing a reasonably 
complete  statistical  overview.  Of  the  countries  whose  ministers  signed  the  Bruges 
communiqué, only Liechtenstein is not covered. 

11 

                                                
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

A chart compares the situation of the country with that of the EU based, in 
most instances, on 2010 data, the reference year for baselines. Data in the chart 
are presented as an index  where the EU average equals 100. If the index for a 
selected  indicator  for  a  country  is  100,  then  its  performance  equals  the  EU 
average. If the index is 90, the country’s performance is 90% of (or 10% below) 
the EU average. If the index is 200, the country’s performance is twice (or 200%) 
the  EU  average.  For  some  indicators,  such  as  early  school  leavers  from 
education and training, a country is performing better if its index is below that of 
the EU average. 

Data  on  which  the  index  is  calculated  are  presented  in  a  country  table, 
which  also  shows  changes  over  time.  Comments  are  provided  to  help  read  the 
data and highlight key points. In addition to country data, comments also refer to 
EU averages and, in some instances, to EU benchmarks (i.e. targets set for the 
EU averages and to be met by 2020), as well as to 2020 national targets. This is 
done to contextualise country data and to offer a basis for comparisons. There is 
no intention to identify EU averages or EU benchmarks as concrete target values 
for the countries. Even national targets, which could be more naturally interpreted 
in this sense, should be read with caution because they are objectives to be met 
by 2020 and not at the present stage. A technical definition of each indicator is in 
the annex, which also includes the years used to calculate each indicator.  

The indicators are listed in the table. To provide some idea of trends, data 
from the baseline year of 2010 are compared with data from 2006. For both 2006 
and 2010, country data are shown alongside the EU average. In the next column 
the  percentage  point  increase  or  decrease  over  2006-10  is  shown  for  both  the 
country  and  the  EU.  Where  2011  country  and  EU  data  are  available,  they  are 
provided. Not all data or indicators are updated annually: some are provided from 
periodic surveys. In some cases comparisons are not possible owing to changes 
in data series. Where the break in series occurs in 2011, data for 2006 and 2010 
are not presented. If the break in series occurs between 2006 and 2010, neither 
data for 2006 nor the change over the period 2006-10 is shown. In some cases, 
EU  averages  were  not  directly  available  from  the  Eurostat  online  database  and 
have  been  estimated  as  weighted  averages  of  available  country  data  (see 
annex). In doing this, countries for which data were not available in all years have 
been excluded. 

12 

Part I 
Member States of 
the European Union 

 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

1.  Belgium 

VET indicators for Belgium in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

146 

1020 IVET work-based students in upper secondary IVET (%)

15 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

79 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

105 

101 

86 

79 

98 

121 

131 

165 

1120 Individuals who wanted to participate in training but did not (%)

124 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

67 

61 

108 

283 

136 

107 

199 

154 

97 

111 

84 

87 

93 

108 

99 

104 

133 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded. 

14 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Belgium’s performance on  a  range of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Belgium  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Belgium  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Belgium’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index scores have been calculated are presented in the 
table,  which  also  shows  changes  over  time.  A  definition  of  each  indicator  is 
provided  in  the  annex  which  also  includes  the  years  used  to  calculate  each 
indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In Belgium, the percentage of all upper-secondary students participating in IVET 
(73.0%)  is  higher  than  the  corresponding  EU  average  (49.9%);  this  share 
increased between 2006 and 2010. Only 4.3% of upper-secondary IVET students 
are in combined work- and school-based programmes compared with 28.0% for 
the EU as a whole. Belgium has proportionally fewer people involved in lifelong 
learning  (6.2%)  than  the  EU  as  a  whole  (9.1%).  Employee  involvement  in  CVT 
(2005 CVTS data) is higher in Belgium (40%) than in the EU (33%). The share of 
enterprises  providing  training  is  also  higher,  but  the  difference  compared  to  the 
EU average is small (63% for Belgium; 60% for the EU as a whole).  

Skill development and labour market relevance 
The  main  differences  between  Belgium  and  the  EU  on  skill  development  and 
labour market relevance, are set out below.  

Students  in  IVET  are  less  likely  to  graduate  in  STEM  subjects  (19.1%  of 
IVET  upper-secondary  graduations  are in STEM  subjects  compared  with 31.2% 
in  the  EU).  In  contrast,  the  percentage  of  30-34  year-olds  who  have  attained 
tertiary  level  VET  (ISCED  5b)  is  relatively  high  (20.7%,  compared  with  7.3%  in 
the  EU  in  2010).  The  percentage  of  enterprises  providing  training  to  support 

15 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

innovation  (63.3%  of  innovative  enterprises)  is  also  significantly  higher  than  the 
EU average (46.4%) (based on data for 2008). 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(85.0%)  is  higher  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
the  general  education  stream  at  same  ISCED  level  and  graduates  at  lower 
ISCED level (i.e. 2 or below). A positive figure indicates that IVET graduates are 
more likely to be in employment and a negative figure that they are less likely to 
be so.  

In  Belgium,  IVET  graduates  enjoy  a  positive  premium  on  both  measures. 
They  have  an  employment  rate  11.2  percentage  points  higher  than  their 
counterparts from the general education stream (above the EU average premium 
of  5.6  percentage  points)  and  26.9  percentage  points  higher  than  those  with 
lower  level  qualifications  (also  above  the  EU  average  premium  of  17.4 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education.  

Overall transitions and employment trends 
In  Belgium,  the  share  of  early  leavers  from  education  and  training  (11.9%)  is 
lower than the EU average (14.1%). However, in 2011 this rate slightly increased 
(12.3%),  remaining  above  the  national  target (9.5%)  and the  average  target  set 
by the Europe 2020 strategy (10%). 

In 2010, 44.4% of the 30-34 year-olds have tertiary level education. In the 
EU they are 33.5%. Belgium is above the Europe 2020 average target (40%), but 
has not yet surpassed the national target (47%).  

The  percentage  of  adults  with  a  low  level  education  is  higher  in  Belgium 
than in the EU (respectively 29.5% and 27.3%). The unemployment rate for 20-
34  year-olds  (12.2%)  and  NEET  rate  (14.3%)  are  lower  than  the  scores  for  the 
EU as a whole (13.1 for the unemployment rate and 16.5 for the NEET rate).  

16 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Belgium and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

BE 

EU 

BE 

EU 

Change 
2006-10 
EU 
BE 

2011 
updates 
EU 
BE 

69.5 

51.7 

73.0 

49.9 

3.5 

-1.8 

1020  IVET work-based students as a % of upper-

5.0 

27.8 

4.3 

28.0 

-0.7 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

40 
21 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

7.5 
63 
68.3 

9.5 
60 
46.3 

6.2 

9.1 

-1.3 

-0.4 

7.1 

8.9 

72.9 

44.2 

4.6 

-2.1 

1080  Young VET graduates in further education and 

31.0 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

4.5 
3.0 
10.4 
16.4 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.6 

0.67 
6 985 
0.9 

total labour cost 

4.6 
3.1 
9.0 

5.3 
3.9 
9.2 

0.1 
0.1 
-1.4 

0.2 
0.2 
1.5 

4.5 
3.1 
8.9 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.3 

1.2 

1.3 

1.2 

0.0 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

23.5 

34.6 

19.1 

31.2 

-4.4 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

22.0 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

20.7 
63.3 

7.3 
46.4 

85.0 

79.1 

2090  Employment premium for IVET graduates (over 

11.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

26.9 

17.4 

-1.3 

0.0 

20.5 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

87.0 

89.7 

61.2 

55.3 

12.6 
41.4 
14.6 
11.5 
33.1 

15.5 
28.9 
15.1 
10.6 
30.1 

11.9 
44.4 
14.3 
12.2 
29.5 

14.1 
33.5 
16.5 
13.1 
27.3 

-0.7 
3.0 
-0.3 
0.7 
-3.6 

-1.4 
4.6 
1.4 
2.5 
-2.8 

12.3 
42.6 
14.8 
10.6 
28.7 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

66.5 

69.0 

67.6 
85.1 

68.6 
82.2 

1.1 

-0.4 

67.3 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional.  

17 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

2.  Bulgaria 

VET indicators for Bulgaria in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

105 

0

20

40

60

80

100

120

140

160

180

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

13 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

45 

48 

75 

97 

79 

1120 Individuals who wanted to participate in training but did not (%)

41 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

37 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

82 

78 

2060 30-34 year-olds with tertiary VET attainment (%)

21 

2070 Innovative enterprises with supportive training practices (%)

50 

2080 Employment rate for IVET graduates (20-34 year-olds)

102 

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

117 

154 

141 

144 

2120 Workers with skills matched to their duties (%)

116 

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

------------------------------------------------------------------------

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

75 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

99 

83 

103 

95 

105 

168 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

18 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Bulgaria’s  performance on  a range of  indicators  selected to monitor  progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Bulgaria  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Bulgaria  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Bulgaria’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  illustrates  the  differences  in  IVET  and  CVET  participation  between 
Bulgaria and the EU as a whole. Upper-secondary level students in Bulgaria are 
slightly more likely to participate in IVET than those in the EU generally: 52.2% of 
upper-secondary students were enrolled in IVET compared with 49.9% in the EU. 
A  more  remarkable  difference  is  found  in  the  adult  participation  rate  in  lifelong 
learning, 1.2%, which is  much lower than the EU average of 9.1%. Since 2006, 
the percentage of adults participating in lifelong learning has not increased much 
in  Bulgaria  and  remains  much  below  the  average  target  (15%)  set  by  the 
strategic framework ‘education and training 2020’. Data from the 2005 CVTS give 
an indication of the extent to which employers provide training to their employees. 
Data indicate that relatively few enterprises provide training (29%) compared with 
the  EU  average  (60%).  Consistent  with  this  finding,  the  survey  reports  that 
relatively  few  employees  undertake  CVT  courses  (15%  in Bulgaria;  33% across 
the  EU).  In addition,  participation  by  young  IVET graduates in further  education 
and training (24.3%) is lower than in the EU (30.7%) (data for 2009). 

Skill development and labour market relevance 
The  following  main  points  can  be  highlighted  in  the  indicators  related  to  skill 
development and labour market relevance. Data from 2009 on public expenditure 
on IVET (ISCED 3-4) per student show that this was significantly lower than the 
average  of  the  EU  Member  States  (EUR  2 988  in  Bulgaria  and  an  average  of 

19 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

EUR 8 098 in the EU), but expenditure as a percentage of GDP is closer to the 
EU (0.60% in Bulgaria, 0.73% in the EU).  
The  percentage  graduating 

from  upper-secondary  VET  with  STEM 
qualifications  is  higher  in  Bulgaria  (48.0%)  than  the  EU  average  (31.2%).  In 
contrast,  the  percentage  of  30-34  year-olds  who  have  attained  a  tertiary  level 
VET  (ISCED  5b)  is,  at  1.6%,  considerably  lower  than  the  EU  average  of  7.3%. 
The  percentage  of  enterprises  providing  training  to  support  the  innovation 
process  is  much  below  the  EU  average  (23.4%  of  innovative  enterprises  in 
Bulgaria;  46.4%  in  the  EU  in  2008).  The  percentage  of  workers  with  skills 
matched  to their  duties is  relatively  high  at  64.3%  compared  with 55.3%  across 
the EU.  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(80.9%) is slightly higher than the EU average (79.1%). Whether these graduates 
are more or less likely to be employed than other young people in the same age 
group is also of interest. Data presented here compare them with graduates from 
the  general  education  stream  at  same  ISCED  level  and  graduates  at  lower 
ISCED level (i.e. 2 or below). A positive figure indicates that IVET graduates are 
more likely to be in employment and a negative figure that they are less likely to 
be so.  

In  Bulgaria,  IVET  graduates  enjoy  a  positive  premium  on  both  measures. 
They  have  an  employment  rate  7.9  percentage  points  higher  than  their 
counterparts  from  the  general  education  stream  (above  the  corresponding  EU 
average  premium  of  5.6  percentage  points);  and  25.1  percentage  points  higher 
than those with lower level qualifications (also above the EU average premium of 
17.4 percentage points). All these employment figures relate to 2009 and exclude 
the young in further education.  

Overall transitions and employment trends 
The indicators entitled overall transitions and labour market trends reveal a mixed 
picture. Early leaving from education and training is approximately in line with the 
EU  average  (13.9%  and  14.1%  respectively).  Although  early  leaving  has  fallen 
over  recent  years  (with  a  further  drop  in  2011  by  one  percentage  point),  it 
remains above the Europe 2020 average target of 10% and the national target of 
11%.  The  percentage  of  30-34  year-olds  who  have  attained  tertiary  level 
education  (27.7%)  is  relatively  low  compared  with  the  EU  average  (33.6%).  At 
27.7%  this  indicator  remains  below  the  national  target  (36%)  and  below  the 
Europe 2020 average target (40%). In Bulgaria, the percentage of adults with low 
educational  attainment  (20.6%)  is  below  the  average  found  across  the  EU 
(27.3%). The NEET rate for 18-24 year-olds is much higher in Bulgaria at 27.8% 
than the EU average of 16.5%, and the unemployment rate for 20-34 year-olds is 
more or less the same as in the EU (at 13%). 

20 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Bulgaria and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

BG 

EU  BG 

EU  BG 

EU  BG 

2011 
updates 
EU 

54.0 

51.7 

52.2 

49.9 

-1.8 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

15 
12 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1.3 
29 
43.0 

9.5 
60 
46.3 

1.2 

9.1 

-0.1 

-0.4 

1.2 

8.9 

42.9 

44.2 

-0.1 

-2.1 

1080  Young VET graduates in further education and 

24.3 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

5.4 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

5.3 
3.9 
9.2 

0.2 
0.2 
1.5 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.7 

0.9 

0.67 

0.58 

0.06 
2 101  6 985  2 988  8 098  887  1 113 

0.02 

0.60 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

1.2 

1.2 

1.4 

1.2 

0.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

51.8 

34.6 

48.0 

31.2 

-3.8 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

3.6 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

1.6 
23.4 

7.3 
46.4 

80.9 

79.1 

2090  Employment premium for IVET graduates (over 

7.9 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

25.1 

17.4 

-2.0 

0.0 

1.5 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

89.7 

64.3 

55.3 

17.3 
25.3 
28.0 
10.9 
24.5 

15.5 
28.9 
15.1 
10.6 
30.1 

13.9 
27.7 
27.8 
13.5 
20.6 

14.1 
33.5 
16.5 
13.1 
27.3 

-3.4 
2.4 
-0.2 
2.6 
-3.9 

-1.4 
4.6 
1.4 
2.5 
-2.8 

12.8 
27.3 
27.9 
15.6 
19.8 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

65.1 

69.0 

65.4 
86.0 

68.6 
82.2 

0.3 

-0.4 

63.9 

68.6 

of total) 

NB:   b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional.  

21 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

3.  Czech Republic  

VET indicators for the Czech Republic in 2010 or the most recent year available 
before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

S

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

63 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

146 

156 

179 

200 

120 

152 

100 

96 

114 

100 

108 

112 

105 

100 

97 

111 

190 

203 

3010 Early leavers from education and training (%)

35 

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

61 

69 

71 

3050 Adults with lower level of educational attainment (%)

30 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

103 

116 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

22 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  Czech  Republic’s  performance  on  a  range  of  VET  indicators  selected  to 
monitor progress in VET and lifelong learning across the European Union (EU) is 
summarised below. The chart compares the situation in the Czech Republic with 
that  of  the  EU  based  on,  in  most  instances,  2010  data.  Data  in  the  chart  are 
presented  as  an  index  where  the  EU  average  equals  100.  If  the  index  for  a 
selected indicator for the Czech Republic is 100, then its performance equals the 
EU average. If the index is 90, its performance is 90% of (or 10% below) the EU 
average. If the index is 200, the Czech Republic’s performance is twice (or 200%) 
the EU average. For some indicators, such as early leavers from education and 
training, a country is performing better if its score is below that of the EU average. 
Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  illustrates  frequent  participation  in  IVET:  the  percentage  of  all  upper-
secondary  students  participating  in  IVET  is  73.1%,  much  higher  than  the  EU 
average  of  49.9%. The share of  IVET  students  involved  in combined  work-  and 
school- based programmes (43.7%) is also higher than the EU average (28.0%). 
For  adult  participation  in  lifelong  learning,  2010  data  are  not  appropriate  for 
defining  a  workable  baseline  for  the  country.  Based  on  2011  data,  which 
incorporate  a  new  methodology  and  which  have  partly  modified  the  traditional 
picture  for  the  country,  overall  adult  participation  in  education  and  training  and 
participation  of  older  adults  are  above  the  EU  average.  This  is  also  more 
consistent  with  other  evidence.  Enterprise  provision  of  training  and  employee 
participation in CVT courses – derived from 2005 CVTS data – are both higher in 
the  Czech  Republic  than  on  average  in  the  EU.  Based  on  2005  data,  for 
example, 38% of employees participated in CVT courses compared to 33% in the 
EU,  and  72%  of  employers  report  providing  training  compared  with  the  EU 
average  of  60%. The  differences are even  more  pronounced  for  participation in 
on-the-job training (32% for the Czech Republic; 16% for the EU as a whole).  

Skill development and labour market relevance 
The Czech Republic presents particularly high values for several indicators in this 
group.  

23 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Public expenditure on IVET (ISCED 3-4) as a percentage of GDP (0.87%), 
is higher than the EU average (0.67%) (based on 2009 data). However, in 2009 
the amount spent per student, EUR 5 114, is below the EU average, EUR 8 098. 
The share of STEM graduates from upper-secondary VET is higher than the EU 
average (35.0% and 31.2% respectively).  

The employment rate for IVET graduates (aged 20-34) at ISCED 3-4 (79%) 
is  in  line  with  the  EU  average  (79.1%).  It  could  be  further  compared  with  the 
employment  rate  for  graduates  from  general  education  at  same  ISCED  level 
graduates at lower ISCED level (i.e. 2 or below). A positive figure indicates that 
IVET  graduates  are  more  likely  to  be  in  employment  and  a  negative  figure  that 
they  are  less  likely  to  be  so.  Czech  Republic  IVET  graduates  enjoy  a  positive 
premium  on  both  measures.  Their  employment  rate  is  10.6  percentage  points 
higher than the employment rate of their counterparts from the general education 
stream (this is above the corresponding EU average premium of 5.6 percentage 
points) and 35.2 percentage points higher than the employment rate of those with 
lower level qualifications (also above the corresponding EU average premium of 
17.4 percentage points). All these employment figures relate to 2009 and exclude 
the young in further education.  

Overall transitions and employment trends 
The  percentage  of  early  leavers  in  the  Czech  Republic  is  lower  than  the  EU 
average  (4.9%  in  comparison  to  14.1%).  This  score  is  below  both  the  Europe 
2020  average  target  (10%)  and  the  national  target  (5.5%).  The  unemployment 
rate  for  20-34  year-olds  at  9.4%  is  below  the  EU  average  of  13.1%,  and  has 
since fallen even further to 8.6% in 2011. Fewer adults have low level education 
than in the EU (8.1% compared with 27.3%). Although the share of 30-34 year-
olds with tertiary level education is lower than the EU average (20.4% and 33.5% 
respectively  in  2010),  the  percentage  has  increased  to  23.8%  in  2011.  It  is  still 
well below the Europe 2020 average target (40%) and below the national target 
(32%).  Though  a  general  trend  across  the  EU  from  2006-10,  in  the  Czech 
Republic, the increase in the share of young people with tertiary level education 
has been particularly high (a 7.3 percentage point change compared with 4.6 in 
the EU).  

24 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in the Czech Republic and in the EU, 2006, 2010 and 2011 (if 
available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

CZ 

EU 

CZ 

EU 

Change 
2006-10 
EU 
CZ 

2011 
updates 
EU 
CZ 

79.3 

51.7 

73.1 

49.9 

-6.2 

-1.8 

1020  IVET work-based students as a % of upper-

43.9 

27.8 

43.7 

28.0 

-0.2 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

59 
32 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

9.5 
60 
46.3 

72 
74.7 

9.1 

-0.4  11.4(b) 

8.9 

67.3 

44.2 

-7.4 

-2.1 

1080  Young VET graduates in further education and 

30.7 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

12.7 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

5.3 
3.9 
9.2 

0.2 
0.2 
1.5 

6.3(b) 
2.8(b) 
7.5(b) 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.9 

0.9 

0.67 

0.87 
-0.04  0.06 
4 729  6 985  5 114  8 098  385  1 113 

0.73 

0.83 

total labour cost 

2040  Average number of foreign languages learned 

1.3 

1.2 

1.3 

1.2 

0.0 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

36.5 

34.6 

35.0 

31.2 

-1.5 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.3 
46.4 

48.8 

0.0 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

78.7 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

10.6 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

35.2 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

86.9 

89.7 

61.4 

55.3 

5.1 
13.1 
12.3 
8.5 
9.7 

15.5 
28.9 
15.1 
10.6 
30.1 

4.9 
20.4 
11.4 
9.4 
8.1 

14.1 
33.5 
16.5 
13.1 
27.3 

-0.2 
7.3 
-0.9 
0.9 
-1.6 

-1.4 
4.6 
1.4 
2.5 
-2.8 

4.9 
23.8 
10.6 
8.6 
7.7 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

71.2 

69.0 

70.4 
95.0 

68.6 
82.2 

-0.8 

-0.4 

70.9 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

25 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

4.  Denmark 

VET indicators for Denmark in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

100

200

300

400

500

600

700

348 

357 

364 

502 

603 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

93 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

106 

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

156 

142 

1070 Female IVET students of all female upper secondary students (%)

90 

1080 Young VET graduates in further education and training (%)

190 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

189 

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

75 

66 

2060 30-34 year-olds with tertiary VET attainment (%)

101 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

112 

108 

84 

100 

108 

3010 Early leavers from education and training (%)

78 

3020 30-34 year-olds with tertiary attainment (%)

123 

3030 NEET rate for 18-24 year-olds (%)

50 

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

74 

89 

110 

83 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

26 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Denmark’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Denmark  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average equals 100. If the  index for  a  selected  indicator for  Denmark  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Denmark’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  percentage  of  upper-secondary  students  in  the  IVET  stream  (46.5%)  is 
approximately  in  line  with  the  EU  average  (49.9%).  But  nearly  all  students  in 
IVET  are  engaged  in  combined  work-  and  school-  based  programmes  (97.4% 
compared with 28.0% in the EU).  

Adult participation in lifelong learning is nearly three times the EU average 
(32.5%  compared  to  9.1%  in  2010),  and  twice  the  average  target  (15%)  set  by 
the  strategic  framework  ‘education  and  training  2020’.  Older  adults,  adults  with 
low  level  education,  and  unemployed  adults,  are  all  much  more  likely  to 
participate  in  lifelong  learning  than  their  counterparts  across  the  EU  and  the 
percentage point increases in participation rates recorded by these groups have 
grown  more  in  Denmark  than  in  the  EU  generally  from  2006  to  2010.  The 
percentage  of  individuals  who  wanted  to  train,  but  did  not,  is  low  (3.8%  in 
Denmark compared to 13.2% for the EU as a whole).  

Skill development and labour market relevance  
In relation to skill development and labour market relevance, the main differences 
between Denmark and the EU are set out below. 

The  average  number  of  foreign  languages  learned  by  students  in  upper-
secondary IVET is slightly below the EU average (0.9 in Denmark and 1.2 in the 

27 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

EU),  as  is the  share of IVET graduations  in  STEM  subjects (20.6%  in Denmark 
and 31.2% in the EU). 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(85.5%)  is  higher  than  the  EU  average  (79.1%).  Data  presented  here  also 
compare this employment rate with that for graduates from general education at 
the  same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or  below).  A 
positive figure indicates that IVET graduates are more likely to be in employment 
and  a  negative  figure  that  they  are  less  likely  to  be  so.  In  Denmark,  IVET 
graduates enjoy a positive premium on both measures. Their employment rate is 
6.0  percentage  points  higher  than  for  graduates  from  general  education 
(approximately  in  line  with  the  EU  average  premium  of  5.6  percentage  points). 
Their employment rate  is also 14.6 percentage points higher than for graduates 
with  lower  level  qualifications  (though  this  is  below  the  EU  average  premium  of 
17.4 percentage points). All these employment figures relate to 2009 and exclude 
young in further education.  

Overall transitions and employment trends 
In 2010 the early leaver rate from education and training, 11.0%, was lower than 
the EU-average, 14.1%: in 2011, this fell further to 9.6%. Denmark met both the 
average  target  set  by  the  Europe  2020  strategy  and  its  national  target  of  10%. 
The percentage of 30-34 year-olds with tertiary level education (41.2%) is higher 
than the EU average (33.5%). At this level Denmark surpassed the Europe 2020 
average  target  and  the  national  target,  both  of  which  are  set  at  40%.  The 
percentage  of  adults  with  low  level  education  in  Denmark  is  lower  than  the  EU 
average (24.4% compared with 27.3% in the EU). 

The  employment  rate  for  20-64  year-olds  (72.8%)  is  higher  than  the  EU-
average (68.6%). The unemployment rate for 20-34 year-olds is 8.6%, nearly half 
the EU average (16.5%), but the percentage point increase in this unemployment 
rate has been higher than that observed in the EU from 2006-10. The NEET rate 
is  also lower  than in the  EU  (9.7%  compared  with 13.1%  in the  EU)  but,  again, 
the percentage point increase from 2006-10 has been greater in Denmark than in 
the  EU  as  a  whole.  In  2011,  unemployment  of  20-34  year-olds  fell  to  10.4% 
(13.3% in the EU). 

28 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Denmark and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

DK 

EU  DK 

EU 

Change 
2006-10 
DK 

2011 
updates 
EU 

EU  DK 

47.8 

51.7 

46.5 

49.9 

-1.3 

-1.8 

1020  IVET work-based students as a % of upper-

99.7 

27.8 

97.4 

28.0 

-2.3 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

35 
25 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

29.2 
85 
40.7 

9.5 
60 
46.3 

32.5 

9.1 

3.3 

-0.4 

32.3 

8.9 

40.0 

44.2 

-0.7 

-2.1 

1080  Young VET graduates in further education and 

58.2 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

23.3 
18.4 
31.7 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.7 

0.67 
6 985 
0.9 

total labour cost 

26.7 
23.5 
33.5 

5.3 
3.9 
9.2 

3.4 
5.1 
1.8 

0.2 
0.2 
1.5 

25.7 
23.4 
35.1 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

0.9 

1.2 

0.9 

1.2 

0.0 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

19.9 

34.6 

20.6 

31.2 

0.7 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.4 

7.3 
46.4 

(b) 

0.0 

5.8 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

88.5 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

6.0 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

14.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

89.5 

89.7 

59.6 

55.3 

15.5 
28.9 
15.1 
10.6 
30.1 

11.0 
41.2 
8.3 
9.7 
24.4 

14.1 
33.5 
16.5 
13.1 
27.3 

(b) 
(b) 
(b) 
5.1 
(b) 

-1.4 
4.6 
1.4 
2.5 
-2.8 

9.6 
41.2 
8.4 
10.4 
23.1 

13.5 
34.6 
16.7 
13.3 
26.6 

4.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high qualified employment in 2020 (% 

79.4 

69.0 

75.8 
68.2 

68.6 
82.2 

-3.6 

-0.4 

75.7 

68.6 

of total) 

NB  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

29 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

5.  Germany 

VET indicators for Germany in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

103 

1020 IVET work-based students in upper secondary IVET (%)

316 

0

50

100

150

200

250

300

350

400

450

500

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

33 

163 

91 

85 

115 

98 

53 

70 

74 

61 

85 

89 

67 

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

95 

109 

118 

106 

2090 Employment premium for  IVET graduates (over general stream)

469 

2100 Employment premium for IVET graduates (over low-educated)

171 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

99 

92 

84 

89 

69 

64 

52 

109 

105 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

30 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Germany’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Germany  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the EU average equals 100. If the index for a selected indicator for Germany is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Germany’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
While the share of IVET students in upper-secondary education (51.5%) is close 
to the EU average (49.9%), the percentage of IVET students in combined work- 
and school- based programmes is higher in Germany (88.4%) than in the EU as 
a whole (28.0%). In 2009 the percentage of young VET graduates who went on 
to  further  education  was  lower  in  Germany  (16.4%)  than  in  the  EU  on  average 
(30.7%). The percentage of adults engaged in lifelong learning (7.7%) is slightly 
lower than the EU average (9.1%), and is below the average target (15%) set by 
the  strategic framework  ‘education  and training 2020’. The  percentage  of  adults 
in lifelong learning has increased between 2010 and 2011 while there has been a 
decrease  in  the  EU  average.  The  percentage  of  older  people,  unemployed 
people,  and  people  with  relatively  low  qualifications  participating  in  lifelong 
learning are all lower in Germany than for the EU as a whole. 

Skill development and labour market relevance 
For many indicators of skill development and the labour market relevance of VET, 
figures for Germany are similar to the EU average, however some differences are 
noted here. In 2009, public expenditure on IVET (ISCED 3-4) as a % of GDP was 
slightly lower in Germany (0.62%) than in the EU generally (0.73%) Expenditure 
per student was also lower (EUR 7 175 compared to EUR 8 098). German upper-
secondary IVET students learn 0.4 foreign languages, on average, while the EU 

31 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

average  is  1.2  languages.  Innovative  enterprises  in  Germany  are  more  likely  to 
provide training which supports innovation (54.9% compared to 46.4% in the EU) 
(based on 2008 data).  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(83.9%) is above the EU average (79.1%). Whether these graduates are more or 
less likely to be employed than other young people in the same age group is also 
of  interest.  Data  presented  here  compare  them  with  graduates  from  general 
education at the same ISCED level and graduates at lower ISCED level (i.e. 2 or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment and a negative figure that they are less likely to be so. In Germany, 
IVET graduates  enjoy  a positive  employment  premium  on  both measures.  They 
have an  employment  rate  26.2 percentage points  higher than their  counterparts 
from  general  education  (well  above  the  corresponding  EU  average  premium  of 
5.6  percentage  points).  Their  employment  rate  is  also  29.7  percentage  points 
higher  than  that  for  graduates  with  lower  level  qualifications  (also  above  the 
corresponding  EU  average  premium  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude the young in further education. 

Overall transitions and employment trends 

In Germany the share of early leavers from education and training is 11.9% 

while the EU-average rate is 14.1%.  

The  employment  rate  for  20-64  year-olds,  74.9%,  is  higher  than  the  EU 
average  (68.6%).  It  rose  to  76.3%  in  2011  but  remained  unchanged  in  the  EU. 
The unemployment rate for the 20-34 year-olds is lower in Germany than in the 
EU.  So  is  the  NEET  rate  for  18-24  year-olds  (11.4%  in  Germany;  16.5%  in  the 
EU) which, from 2006 to 2010, has been falling in Germany but rising across the 
EU. Similarly, unemployment of 20-34 year-olds is lower in Germany than the EU 
average (8.4% and 13.1%) and in Germany the rate fell from 2006 to 2010 while 
it  rose  across  the  EU.  A  relatively  small  share  of  people  have  only  low  level 
education  (14.2%  versus  27.3%  in  the  EU).  At  29.8%  the  share  of  30-34  year-
olds  who  have  attained  tertiary  level  education  is  slightly  lower  than  the  EU 
average  of  33.5%  and  lower  than  the  Europe  2020  average  target  of  40%  and 
the national target of 42%.  

32 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Germany and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

DE 

EU 

DE 

EU 

Change 
2006-10 
EU 
DE 

2011 
updates 
EU 
DE 

59.4 

51.7 

51.5 

49.9 

-7.9 

-1.8 

1020  IVET work-based students as a % of upper-

74.4 

27.8 

88.4 

28.0 

14.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

30 
26 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

7.5 
69 
53.2 

9.5 
60 
46.3 

7.7 

9.1 

0.2 

-0.4 

7.8 

8.9 

43.1 

44.2 

-10.1 

-2.1 

1080  Young VET graduates in further education and 

16.4 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

3.3 
2.6 
4.4 
3.8 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

3.7 
2.9 
5.6 

5.3 
3.9 
9.2 

0.4 
0.3 
1.2 

0.2 
0.2 
1.5 

3.6 
3.1 
5.1 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.6 

0.9 

0.67 

0.58 
0.06 
6 457  6 985  7 175  8 098  718  1 113 

0.73 

0.04 

0.62 

total labour cost 

2040  Average number of foreign languages learned 

0.5 

1.2 

0.4 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

29.6 

34.6 

29.6 

31.2 

0.0 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.8 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

8.0 
54.9 

7.3 
46.4 

83.9 

79.1 

2090  Employment premium for IVET graduates (over 

26.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

29.7 

17.4 

0.2 

0.0 

10.0 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

88.7 

89.7 

50.7 

55.3 

13.7 
25.8 
13.8 
11.4 
16.8 

15.5 
28.9 
15.1 
10.6 
30.1 

11.9 
29.8 
11.4 
8.4 
14.2 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.8 
4.0 
-2.4 
-3.0 
-2.6 

-1.4 
4.6 
1.4 
2.5 
-2.8 

11.5 
30.7 
10.2 
7.0 
13.7 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

71.1 

69.0 

74.9 
86.5 

68.6 
82.2 

3.8 

-0.4 

76.3 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

33 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

6.  Estonia 

VET indicators for Estonia in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

3 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

69 

73 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

100 

120 

112 

1070 Female IVET students of all female upper secondary students (%)

54 

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

111 

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

71 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

negative  

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

95 

101 

122 

114 

191 

99 

85 

79 

101 

95 

3010 Early leavers from education and training (%)

82 

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

39 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

119 

116 

97 

107 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

34 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Estonia’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Estonia with that of the EU based on, in most 
instances, 2010 data.  
Data in the chart are presented as an index where the EU average equals 100. If 
the index for a selected indicator for Estonia is 100, then its performance equals 
the EU average. If the index is 90, its performance is 90% of (or 10% below) the 
EU average. If the index is 200, Estonia’s performance is twice (or 200%) the EU 
average. For some indicators, such as early leavers from education and training, 
a country is performing better if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Compared to the EU average (49%), IVET students in Estonia comprise a lower 
share of the overall student population at upper-secondary level (34.2%). Only a 
small proportion of these IVET students are in combined work- and school-based 
programmes (0.8%compared  to  28.0%  in  the  EU).  Adult  participation  in  lifelong 
learning  (10.9%),  on  the  other  hand,  is  slightly  above  the  EU  average  (9.1%). 
This  rate  has  increased  markedly  between  2006  and  2010,  but  is  below  the 
average  target  (15%)  set  by  the  strategic  framework  ‘education  and  training 
2020’. 

Data from  the  2005  CVTS  show  that  67%  of  enterprises provided training 
compared to 60% in the EU, but participation of employees in CVT courses was 
less favourable (24% in Estonia, 33% in the EU). 

Skill development and labour market relevance 
For  one  indicator  Estonia’s  records  score  much  higher  than  the  EU  average: 
14.0% of 30-34 year-olds have attained tertiary level VET (ISCED 5b) compared 
to the EU average of 7.3%. This may reflect that IVET is relatively more important 
in the promotion of tertiary level education in Estonia than across the EU.  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(67.3%)  is  lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 

35 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

group is also of interest. Data presented here compare them with graduates from 
general education at the same ISCED level and graduates at lower ISCED level 
(i.e. 2 or below). A positive figure indicates that IVET graduates are more likely to 
be  in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Estonia,  the  employment  rate  of IVET graduates  is  3.5  percentage  points  lower 
than that for graduates from general education (the opposite occurs in most EU 
Member States). It is higher than that for graduates with lower level qualifications: 
compared  to  the  latter,  they  enjoy  a  considerable  employment  premium  of  13.7 
percentage  points,  lower  than  the  corresponding  EU  average  premium  of  17.4 
points. These figures should be interpreted with some caution due to sample size 
issues.  All  these  employment  figures  relate  to  2009  and  exclude  the  young  in 
further education. 

Overall transitions and employment trends 
With  regard  to  the  set  of  indicators  relating  to  overall  transitions  and  labour 
market  trends  there  is  a  mixed  pattern  of  results.  Levels  of  early  leaving  from 
education  and  training  in  Estonia  are  below  the  EU  average  (11.6%  of  18-24 
year-olds  in  Estonia,  14.1%  in  the  EU  as  whole).  In  2011,  this  indicator  fell  to 
10.9%  in  Estonia,  closer  to  the  Europe  2020  average  target  of  10%  and  the 
national target of 9.5%. The share of 30-34 year-olds with tertiary level education 
is higher than in the EU (40.0% compared to 33.6%). The 2011 data indicate that 
Estonia is above the Europe 2020 average target and has met its national target.  
Estonia  has  a  relatively  small  percentage  of  adults  with  lower  level 
educational attainment (10.8% compared to the EU average of 27.3%). However, 
the NEET rate is higher than across the EU on  average (19.1% versus 16.5%). 
The  employment  rate  for  20-64  year-olds  decreased  between  2006  and  2010, 
though it has since increased to 70.4% in 2011 compared to 68.6% in the EU.  

36 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Estonia and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

EE 

EU 

EE 

EU 

Change 
2006-10 
EU 
EE 

2011 
updates 
EU 
EE 

30.9 

51.7  34.2 

49.9 

3.3 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

0.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

24 
16 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1080  Young VET graduates in further education and 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

12.5 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

6.5 
67 
20.4 

10.9 

9.5 
60 
46.3  24.0 

9.1 

4.4 

-0.4  12.0 

8.9 

44.2 

3.6 

-2.1 

17.6(u)  30.7 

5.9 

5.3 
3.9 
7.1(u)  9.2 

0.2 
0.2 
1.5 

5.7 

5.1 
3.9 
8.5(u)  9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.1 

0.9 

0.58 

0.67 

0.06 
4 442  6 985  5 720  8 098  1 278  1 113 

0.15 

0.73 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

1.8 

1.2 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

49.3 

34.6 

35.6 

31.2 

-13.7 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

8.7 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

14.0 
46.0 

7.3 
46.4 

67.3 

79.1 

2090  Employment premium for IVET graduates (over 

-3.5 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

13.7 

17.4 

5.3 

0.0 

12.7 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

13.5 
32.5 
11.4 

11.5 

75.8 

90.7 

89.7 

52.6 

55.3 

14.1 
15.5  11.6 
33.5 
28.9  40.0 
15.1  19.1 
16.5 
10.6  19.6(u)  13.1 
27.3 
30.1  10.8 

-1.9 
7.5 
7.7 

-0.7 

13.5 
-1.4  10.9 
34.6 
40.3 
4.6 
14.7 
1.4 
16.7 
14.7(u)  13.3 
2.5 
26.6 
-2.8  11.1 

69.0  66.7 
88.0 

68.6 
82.2 

-9.1 

-0.4  70.4 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

37 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

7. 

Ireland 

VET indicators for Ireland in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

48 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

53 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

148 

75 

74 

112 

88 

72 

69 

77 

2020 IVET public expenditure (EUR per student)

110 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

167 

2040 Average number of foreign languages learned in IVET

83 

2050 STEM graduates from upper secondary IVET (% of total)

10 

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

91 

2090 Employment premium for  IVET graduates (over general stream)

33 

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

81 

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

120 

106 

100 

149 

145 

131 

100 

95 

105 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

273 

38 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Ireland’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Ireland with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Ireland is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of  (or  10%  below)  the  EU  average.  If the  index  is  200,  Ireland’s  performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Ireland  reports  relatively  low  levels  of  participation  in  both  IVET  and  lifelong 
learning compared to the EU. The share of upper-secondary students enrolled in 
vocational programmes is lower in Ireland (37.5%) than the EU average (49.9%), 
even though this share increased in Ireland between 2006 and 2010.  

The percentage of adults participating in lifelong learning in Ireland (6.7%) 
is lower than the EU average (9.1%) and below the average target (15%) set by 
the  strategic  framework  ‘education  and  training  2020’.  Participation  rates  in 
lifelong  learning  for  older  adults,  adults  with  low  level  qualifications,  and 
unemployed adults are also lower than in the EU. The percentage of young VET 
graduates who undertake further education and training (16.3%) is also markedly 
lower than the EU average (30.7% in 2009). 

Skill development and labour market relevance 
In  this  group  of  indicators,  one  of  the  notable  features  in  Ireland  is  that  public 
expenditure  on  IVET  (ISCED  3-4)  per  student  is  higher  than  the  EU  average 
(EUR 8 943 per student compared to EUR 8 098 in the EU in 2009). The share of 
30-34  year-olds  who  have  attained  a  tertiary  level  of  VET  (ISCED  5b)  is  also 
higher (20.0%) than the EU average (7.3%), which demonstrates that VET plays 
an  important  role  in  determining  the  level  of  tertiary  attainment  for  30-34  year-
olds.  

39 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(71.6%)  is  lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at the same ISCED level and graduates at lower ISCED level 
(i.e. 2 or below). A positive figure indicates that IVET graduates are more likely to 
be  in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Ireland,  IVET  graduates  enjoy  a  positive  premium  on  both  measures.  The 
employment rate of IVET graduates is 1.8 percentage points higher than  that of 
their  counterparts  from  general  education  (there  is  a  positive  employment 
premium, even though it is lower than the EU average premium of 5.6 percentage 
points);  the  employment  rate  of  IVET  graduates  is  also  20.9  percentage  points 
higher  than  that  of  those  with  lower  level  qualifications  (this  premium  is  instead 
both  positive  and  above  the  EU  average  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude the young in further education. 

Overall transitions and employment trends 
In Ireland, the NEET rate for 18-24 year-olds and the unemployment rate for 20-
34  year-olds  are  higher (24.0%  and 17.2%,  respectively)  than  the  EU  averages 
(16.5% and 13.1%, respectively). The employment rate for the 20-64 year-olds is 
65% in Ireland and 68.6 across the EU. The percentage point decrease between 
2006  and  2010  was  greater  than  that  observed  in  the  EU.  In  2011,  the 
employment rate fell to 64.1% while it remained unchanged for the EU.  

The share of 30-34 year-olds with tertiary level education is higher than the 
EU (49.9% versus 33.5%). The share of early leavers from education and training 
is lower than across the EU (11.4% versus 14.1%). In 2011, the early leaver rate 
for Ireland fell to 10.6%. 

40 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Ireland and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

2011 
updates 

IE 

EU 

IE 

EU 

IE 

EU 

IE 

EU 

33.4 

51.7 

37.5 

49.9 

4.1 

-1.8 

1020  IVET work-based students as a % of upper-

7.3 

27.8 

13.4 

28.0 

6.1 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

49 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

7.3 
67 
35.2 

9.5 
60 
46.3 

6.7 

9.1 

-0.6 

-0.4 

6.8 

8.9 

39.0 

44.2 

3.8 

-2.1 

1080  Young VET graduates in further education and 

16.3 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

4.3 
2.7 
6.9 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

3.8 
2.7 
7.1 

5.3 
3.9 
9.2 

-0.5 
0.0 
0.2 

0.2 
0.2 
1.5 

3.7 
2.8 
6.4 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.5 

0.9 

0.67 

0.35 
0.06 
5 339  6 985  8 943  8 098  3 604  1 113 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

0.9 

1.2 

1.0 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

3.1 

31.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

14.0 

7.3 

20.0 

7.3 
46.4 

6.0 

0.0 

17.7 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

71.6 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

1.8 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

20.9 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

94.9 

89.7 

55.3 

55.3 

12.1 
41.3 
11.8 
5.3 
33.7 

15.5 
28.9 
15.1 
10.6 
30.1 

11.4 
49.9 
24.0 
17.2 
27.3 

14.1 
33.5 
16.5 
13.1 
27.3 

-0.7 
8.6 
12.2 
11.9 
-6.4 

-1.4 
4.6 
1.4 
2.5 
-2.8 

10.6 
49.4 
23.9 
18.6 
26.6 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

73.4 

69.0 

65.0 
86.2 

68.6 
82.2 

-8.4 

-0.4 

64.1 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional.  

41 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

8.  Greece 

VET indicators for Greece in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

20

40

60

80

100

120

140

160

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

62 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

42 

1040 Employees participating in on-the-job training (%)

25 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

33 

35 

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

51 

54 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

15 

13 

1110 Unemployed adults in lifelong learning (%)

37 

1120 Individuals who wanted to participate in training but did not (%)

124 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

33 

2040 Average number of foreign languages learned in IVET

58 

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

121 

2080 Employment rate for IVET graduates (20-34 year-olds)

100 

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

34 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

83 

81 

97 

85 

93 

92 

125 

148 

137 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

42 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Greece’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Greece with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Greece is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200, Greece’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The chart illustrates that Greece records relatively low figures compared with the 
EU  average  on  many  indicators  of  this  group.  The  share  of  upper-secondary 
education  students  enrolled  in  IVET  is  low  (30.7%  compared  to  49.9%  for  the 
EU).  For  female  enrolment,  this  difference  is  even  more  apparent;  22.7%  of 
females in upper-secondary education are enrolled in IVET compared to 44.2% in 
the EU. The percentage of adults involved in lifelong learning is also lower (3.0%) 
than the EU average (9.1%). This figure is far below the average target (15%) set 
by the strategic framework ‘education and training 2020’. Participation in lifelong 
learning by adults with low level education, unemployed adults and older adults is 
lower in Greece than the EU. 

Based on 2005 CVTS data, the various indicators of employee participation 
in  CVT  and  on-the-job  training  suggest  that  employer-provided  training  is  less 
frequent  than  in  the  EU  generally.  The  percentage  of  young  VET  graduates 
participating  in  further  education  and  training  is  lower  than  the  EU  average 
(16.6%  in  Greece  and  30.7%  for  the  EU  in  2009).  The  proportion  of  individuals 
who  wanted  to train  but did not (16.4%)  is  higher  than  the  EU  average (13.2%) 
(based on 2007 data). 

43 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Skill development and labour market relevance 
There are missing  data for  several  indicators  of this  this group. Where  data  are 
available,  the  situation  in  Greece  compared  to  the  EU  varies.  The  average 
number of foreign languages learned in upper-secondary IVET is lower in Greece 
(0.7)  than  in  the  EU  (1.2).  A  slightly  higher  percentage of  30-34  year-olds have 
attained tertiary level VET (ISCED 5b) in Greece (8.9%) than in the EU (7.3%).  

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(78.7%) differs little from the EU average (79.1%). Whether these graduates are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at same ISCED level and graduates at lower ISCED level (i.e. 
2 or below). A positive figure indicates that IVET graduates are more likely to be 
in employment and a negative figure that they are less likely to be so.  

In  Greece,  IVET  graduates  enjoy  a  positive  premium  on  both  measures. 
Their  employment  rate  is  4.6  percentage  points  higher  than  that  of  their 
counterparts  from  the  general  education  stream  (this  is  a  positive  employment 
premium, even though it is lower than the EU average of 5.6 percentage points); 
the employment rate of IVET graduates is also 5.9 percentage points higher than 
those with lower level qualifications (this is also a positive employment premium, 
but  it  is  much  lower  than  the  EU  average  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude the young in further education. 

Overall transitions and employment trends 
The  NEET  rate  in  Greece  (20.6%)  and  the  unemployment  rate  for  20-34  year-
olds in the country (19.4%) are higher than the corresponding EU averages (16.5 
and 13.1%, respectively). The  employment  rate for  the  20-64  year-olds is  lower 
(64.0%) in Greece than in the EU as a whole (68.6%).  

In Greece, the share of 30-34 year-olds who have attained a tertiary  level 
education (28.4%) is less than the EU average (33.6%). This figure increased to 
28.9% in 2011 yet it remains lower than the Europe 2020 average target (40%) 
and the national target (32%). The share of adults with lower level of education is 
also markedly higher (37.5%) than in the EU (27.3%). 

The country performs better than the EU average in terms of early leavers 
from  training  and  education  (13.7%  compared  to  14.1%  in  the  EU).  While  this 
percentage  fell  to  13.1%  in  2011  it  remains  above  the  Europe  2020  average 
target (10%) and the national target (9.7%). 

44 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Greece and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

EL 

EU 

EL 

EU 

Change 
2006-10 
EU 
EL 

2011 
updates 
EU 
EL 

33.9 

51.7 

30.7 

49.9 

-3.2 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

14 
4 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1.9 
21 
26.1 

9.5 
60 
46.3 

3.0 

9.1 

1.1 

-0.4 

2.4 

8.9 

22.7 

44.2 

-3.4 

-2.1 

1080  Young VET graduates in further education and 

16.6 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

0.3(u) 
0.3 
2.2 
16.4 

5.1 
3.7 
7.7 
13.2 

0.8 
0.5 
3.4 

5.3 
3.9 
9.2 

0.5 
0.2 
1.2 

0.2 
0.2 
1.5 

0.6 
0.4 
2.7 

5.1 
3.9 
9.1 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.3 

total labour cost 

0.67 
6 985 
0.9 

0.0 

0.73 
8 098 
0.0 

-0.3 

0.06 
1 113 
-0.9 

2040  Average number of foreign languages learned 

0.8 

1.2 

0.7 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.8 

7.3 

8.9 

-3.4 

1.1 

0.0 

8.9 

8.5 

31.2 

7.3 
46.4 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

78.7 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

4.6 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

5.9 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

89.7 

44.6 

55.3 

15.5 
26.7 
16.1 
14.2 
41.0 

15.5 
28.9 
15.1 
10.6 
30.1 

13.7 
28.4 
20.6 
19.4 
37.5 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.8 
1.7 
4.5 
5.2 
-3.5 

-1.4 
4.6 
1.4 
2.5 
-2.8 

13.1 
28.9 
24.4 
27.7 
35.5 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

65.7 

69.0 

64.0 
75.4 

68.6 
82.2 

-1.7 

-0.4 

59.9 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

45 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

9.  Spain 

VET indicators for Spain in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

18 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

89 

100 

119 

119 

78 

93 

93 

108 

126 

142 

1120 Individuals who wanted to participate in training but did not (%)

64 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

67 

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

22 

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

59 

60 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

175 

121 

136 

201 

193 

173 

92 

91 

106 

96 

91 

91 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

46 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Spain’s performance on a range of indicators selected to monitor progress in VET 
and lifelong learning across the  European Union (EU) is summarised below. The 
chart  compares  the  situation  in  Spain  with  that  of  the  EU  based  on,  in  most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Spain is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or 10% below) the EU average. If the index is 200, Spain’s performance is twice 
(or  200%)  the  EU  average.  For  some  indicators,  such  as  early  leavers  from 
education  and training, a country  is  performing better  if  its  score is  below  that  of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  and  the  table  show  that  Spain  has  levels  of  participation  in  IVET  and 
CVET  which are  close to the respective  averages for  the  EU. The  percentage of 
students  in  upper-secondary  education  participating  in  IVET  (44.6%)  is  slightly 
below the EU average (49.9%). Only a small share of IVET students are involved 
in combined work- and school-based training (5.0% compared to the EU average 
of 28.0%). Spain has proportionally more adults involved  in lifelong learning  than 
the EU as a whole (respectively 10.8% and 9.1%). Although this percentage has 
increased  since  2006  –  and  stood  at  10.8%  in  2011  –  it  is  below  the  average 
target  (15%)  set  by  the  strategic  framework  ‘education  and  training  2020’.  The 
percentage  of  older  people,  unemployed  people,  and  people  with  relatively  low 
qualifications participating in lifelong learning are all higher than the corresponding 
EU  averages.  Based  on  2005  CVTS  data,  employers  report  less  provision  of 
training:  47%  in  Spain,  60%  across  the  EU.  However,  the  percentage  of 
employees to whom employers provide CVT is the same as in the EU (33%). The 
share  of  individuals  who  wanted  to  participate  in  training  but  did  not  is  lower  at 
8.4% than across the EU (13.8%) (data for 2007). 

47 

 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Skill development and labour market relevance 
In  Spain  12.8%  of  30-34  year-olds  have  attained  tertiary  level  VET  (ISCED  5b), 
which  is  relatively  high  compared  to  7.3%  in  the  EU.  So,  VET  contributes 
significantly  to  attainment  of  tertiary  level  education  among  young  people.  In 
contrast,  training  to  support  innovation  is  provided  by  10.4%  of  innovative 
enterprises,  which is  much  lower  than the  EU  average of  46.4% (data for  2008). 
The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4  (72.2%)  is 
lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are  more  or  less 
likely  to  be  employed  than  other  young  people  in  the  same  age group  is  also  of 
interest. Data presented here compare these graduates to graduates from general 
education at the same ISCED level and graduates at lower ISCED level (i.e. 2 or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment and a negative figure that they are less likely to be so. In Spain, IVET 
graduates enjoy a positive premium on both measures. Their employment rate is 
3.3 percentage points higher than that of their counterparts from general education 
(even though this is lower than the EU average premium of 5.6 percentage points); 
their  employment  rate  is  10.4  percentage  points  higher  than  for  graduates  with 
lower level qualifications (again a positive premium but lower than the EU average 
premium of 17.4 percentage points). All these employment figures relate to 2009 
and exclude the young in further education.  

Overall transitions and employment trends 
The  share  of  early  leavers  from  the  education  and  training  is  significantly  higher 
than the EU average (28.4% compared to 14.1%). This score is much higher than 
both  the  Europe  2020  average  target  (10%)  and  the  national  target  (15%).  The 
percentage of early leavers has fallen over recent years to stand at 26.5% in 2011 
but is still far from the targets. The employment rate for 20-64 year-olds (62.5%) is 
lower  than  the  EU  (68.6%)  and  the  NEET  rate  for  18-24  year-olds  (22.4%),  is 
higher (16.5%). But this rate has been increasing far faster in Spain than in the EU 
as  a  whole.  The  same  can  be  said  about  the  unemployment  rates  of  the  20-34 
year-olds  (25.3%)  which  is  much  higher  than  the  EU  average  (13.1%).  The 
percentage  of  adults  with  low  level  education  (47.4%)  is  higher  than  the  EU 
average  (27.3%).  More  favourably,  the  percentage  of  30-34  year-olds  at  tertiary 
level  education  is  40.6%,  higher  than  the  EU  average  of  33.6%.  Accordingly, 
Spain is above the Europe 2020 average target (40%) and is close to its national 
target (44%). 

48 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Spain and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

ES 

EU 

ES 

EU 

Change 
2006-10 
EU 
ES 

2011 
updates 
EU 
ES 

42.5 

51.7 

44.6 

49.9 

2.1 

-1.8 

1020  IVET work-based students as a % of upper-

5.1 

27.8 

5.0 

28.0 

-0.1 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
19 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

10.4 
47 
40.2 

9.5 
60 
46.3 

10.8 

9.1 

0.4 

-0.4 

10.8 

8.9 

41.2 

44.2 

1.0 

-2.1 

1080  Young VET graduates in further education and 

28.7 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

5.3 
4.3 
15.2 
8.4 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.6 

0.67 
6 985 
0.9 

total labour cost 

5.7 
4.9 
13.1 

5.3 
3.9 
9.2 

0.4 
0.6 
-2.1 

0.2 
0.2 
1.5 

5.7 
4.6 
13.2 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.0 

1.2 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

28.9 

34.6 

28.9 

31.2 

0.0 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

12.6 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year olds) 

12.8 
10.4 

7.3 
46.4 

72.2 

79.1 

2090  Employment premium for IVET graduates (over 

3.3 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

10.4 

17.4 

0.2 

0.0 

13.4 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

95.0 

89.7 

53.1 

55.3 

30.5 
38.1 
13.6 
10.4 
50.6 

15.5 
28.9 
15.1 
10.6 
30.1 

28.4 
40.6 
22.4 
25.3 
47.4 

14.1 
33.5 
16.5 
13.1 
27.3 

-2.1 
2.5 
8.8 
14.9 
-3.2 

-1.4 
4.6 
1.4 
2.5 
-2.8 

26.5 
40.6 
23.1 
27.9 
46.2 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

68.7 

69.0 

62.5 
74.9 

68.6 
82.2 

-6.2 

-0.4 

61.6 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

49 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

10.  France 

VET indicators for France in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

89 

99 

1030 Employees participating in CVT courses (%)

139 

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

123 

89 

44 

55 

49 

59 

53 

1120 Individuals who wanted to participate in training but did not (%)

76 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

179 

156 

100 

83 

248 

2070 Innovative enterprises with supportive training practices (%)

117 

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

11 

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

97 

97 

95 

2120 Workers with skills matched to their duties (%)

108 

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

89 

3020 30-34 year-olds with tertiary attainment (%)

130 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

99 

102 

107 

101 

101 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

50 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

France’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in France with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for  France is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200,  France’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In  France,  the  share  of  upper-secondary  students  in  vocational  programmes 
(44.3%)  is  slightly  below  the  EU  average  (49.9%).  At  upper-secondary  level, 
participation  in  combined  work-  and  school-  based  vocational  programmes  is  in 
line  with  the  EU  average  (approximately  28%).  The  share  of  adults  who 
participate  in  lifelong  learning  is  lower  (5.0%)  than  the  EU  as  whole  (9.1%).  In 
2011, data show some increase, but are still below the average target (15%) set 
by  the  strategic  framework  ‘education  and  training  2020’.  The  percentages  of 
older,  low-educated  and  unemployed  adults  participating  in  lifelong  learning  are 
all lower than the corresponding EU averages.  

Skill development and labour market relevance 
Data for 2009 show that public expenditure on IVET per student is relatively high 
in  France  (EUR  14 461  per  student)  compared  to  the  EU  as  a  whole  (EUR 
8 098).  The  percentage  of  upper-secondary  IVET  graduates  in  STEM  subjects 
(26.0%) is slightly below the EU average (31.2%). The share of enterprises which 
provide  training  to  support  innovation  (54.5%  of  innovative  enterprises  ) 
exceeded the EU average share in 2008 (46.4%).  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(76.6%)  is  almost  on  a  par  with  the  EU  average  (79.1%).  Whether  these 
graduates are more or less likely to be employed than other young people in the 

51 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

same  age  group  is  also  of  interest.  Data  presented  here  compare  these 
graduates  to  graduates  from  general  education  at  the  same  ISCED  level  and 
graduates at lower ISCED level (i.e. 2 or below). A positive figure indicates that 
IVET  graduates  are  more  likely  to  be  in  employment  and  a  negative  figure  that 
they  are  less  likely  to  be  so.  In  France,  IVET  graduates  enjoy  a  positive 
employment  premium  on  both  measures.  Their  employment  rate 
is  0.6 
percentage  points  higher  than  that  of  their  counterparts  from  general  education 
(the employment premium is positive, but small  and lower than the EU  average 
premium  of  5.6  percentage points);  but  the  employment  rate  of IVET  graduates 
is,  more  markedly,  16.9  percentage  points  higher  than  the  employment  rate  of 
graduates with lower level qualifications (almost in line with EU average premium 
of  17.4  percentage  points).  All  these  employment  figures  relate  to  2009  and 
exclude the young in further education. 

Overall transitions and employment trends 
Results  for  France  are  in  line  with  the  respective  EU  averages  for  nearly  all 
indicators  on  overall  transitions  and  employment  trends.  A  few  points  can  be 
highlighted. The percentage of early leavers from education and training (12.6%) 
is lower than the EU average (14.1%). France is still below Europe 2020 average 
target  (10%)  and  the  national  target  (9.5%).  In  2011,  the  percentage  of  early 
leavers fell slightly to 12.0% (13.5% in the EU).  

The percentage of 30-34 year-olds with tertiary level education is relatively 
high  (43.5%  compared  to  33.5%  in  the  EU),  and  has  been  rising  from  2006  to 
2010. France has surpassed the Europe 2020 average target of 40%, but is still 
short  of  its  national  target  of  50%.  The  share  of  adults  with  lower  levels  of 
educational  attainment  (29.2%)  is  marginally  higher  than  in  the  EU  as  a  whole 
(27.3%).  

The employment rate for 20-64 year-olds, the unemployment rate for 20-34 
year-olds, and the NEET rate (for 18-24 year-olds) differ very little from those of 
the EU as a whole. 

52 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in France and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

FR 

EU 

FR 

EU 

Change 
2006-10 
EU 
FR 

2011 
updates 
EU 
FR 

43.1 

51.7 

44.3 

49.9 

1.2 

-1.8 

1020  IVET work-based students as a % of upper-

26.9 

27.8 

27.6 

28.0 

0.7 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

46 
7 

6.4 
74 
37.3 

33 
16 

9.5 
60 
46.3 

5.0 

9.1 

-1.4 

-0.4 

5.5 

8.9 

39.2 

44.2 

1.9 

-2.1 

1080  Young VET graduates in further education and 

32.9 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

3.0 
2.7 
6.7 
10.0 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

2.6 
2.3 
4.9 

5.3 
3.9 
9.2 

-0.4 
-0.4 
-1.8 

0.2 
0.2 
1.5 

3.0 
2.5 
5.2 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.4 

0.9 

0.06 
12 734  6 985  14 461 8 098  1 727  1 113 

0.73 

0.67 

total labour cost 

2040  Average number of foreign languages learned 

1.1 

1.2 

1.2 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

30.9 

34.6 

26.0 

31.2 

-4.9 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

16.5 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

18.1 
54.5 

7.3 
46.4 

76.6 

79.1 

2090  Employment premium for IVET graduates (over 

0.6 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

12.4 
39.7 
14.7 
12.1 
32.7 

15.5 
28.9 
15.1 
10.6 
30.1 

69.3 

69.0 

16.9 

17.4 

85.5 

89.7 

59.9 

55.3 

12.6 
43.5 
16.3 
13.3 
29.2 

14.1 
33.5 
16.5 
13.1 
27.3 

69.1 
83.0 

68.6 
82.2 

1.6 

0.0 

16.7 

8.5 

0.2 
3.8 
1.6 
1.2 
-3.5 

-1.4 
4.6 
1.4 
2.5 
-2.8 

12.0 
43.4 
15.9 
13.2 
28.4 

13.5 
34.6 
16.7 
13.3 
26.6 

-0.2 

-0.4 

69.1 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional.

53 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

11.  Italy 

VET indicators for Italy in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

20

40

60

80

100

120

140

160

180

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

88 

1040 Employees participating in on-the-job training (%)

44 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

33 

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

68 

53 

57 

67 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

67 

120 

111 

105 

145 

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

4 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

117 

97 

94 

2090 Employment premium for  IVET graduates (over general stream)

139 

2100 Employment premium for IVET graduates (over low-educated)

78 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

59 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

103 

112 

133 

147 

111 

164 

89 

87 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

54 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Italy’s performance on a range of indicators selected to monitor progress in VET 
and lifelong learning across the European Union (EU) is summarised below. The 
chart  compares  the  situation  in  Italy  with  that  of  the  EU  based  on,  in  most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Italy is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or 10% below) the EU average. If the index is 200,  Italy’s performance is twice 
(or  200%)  the  EU  average.  For  some  indicators,  such  as  early  leavers  from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  illustrates  that  Italy  scores  relatively  highly  compared  with  the  EU 
average  regarding  participation  in  IVET.  The  share  of  IVET  students  as  a 
percentage  all  upper-secondary  students  is  higher  in  Italy  (60.0%)  compared  to 
the  EU  average  (49.9%).  In  contrast,  Italy  has  proportionately  fewer  adults 
involved  in  lifelong  learning  (6.2%)  than  the  EU  as  a  whole  (9.1%).  Those  with 
low level education and older people are generally less likely to engage in lifelong 
learning.  From  2006  to  2010,  the  overall  lifelong  learning  indicator  has  been 
relatively  stable,  but  the  latest  data  for  2011  reveal  that  the  rate  has  slightly 
fallen.  To  date,  Italy  is  below  the  average  target  (15%)  set  by  the  strategic 
framework ‘education and training 2020’. Employee and company involvement in 
CVT  –  derived  from  the 2005  CVTS  data  –  are also  both lower  than in  the  EU. 
For example, in 2005, 29% of employees participated in CVT courses compared 
to  33%  in  the  EU,  and  only  32%  of  employers  reported  providing  training 
compared with the EU average of 60%. For employee participation in on-the-job 
training, the differences are even more pronounced: 7% for Italy, 16% for the EU 
as  a  whole.  The  percentage  of  individuals  who  wanted  to  train,  but  did  not  is 
relatively  large  in  Italy  (19.2%)  compared  to  the  figure  for  the  EU  as  a  whole 
(13.2%).  

55 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Skill development and labour market relevance 
Within this group of indicators, values for Italy tend to be aligned to the averages 
or have small differences with the EU, though the percentage of 30-34 year-olds 
who  have  attained  tertiary  level  VET  (as  proxied  by  ISCED  5b  qualifications)  is 
low (0.3% in Italy compared to 7.3% in the EU).  

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(74.6%) is slightly lower than the EU average (79.1%). Whether these graduates 
are more or less likely to be employed than other young people in the same age 
group  is  also  of  interest.  Data  presented  here  compare  these  graduates  to 
graduates from general  education  at  same ISCED  level  and  graduates  at  lower 
ISCED level (i.e. 2 or below). A positive figure indicates that IVET graduates are 
more likely to be in employment and a negative figure that they are less likely to 
be so. In Italy, IVET graduates enjoy a positive premium on both measures. Their 
employment  rate  is  7.8  percentage  points  higher  than  the  one  of  their 
counterparts from general education (they enjoy a positive employment premium 
and  this  is  above  the  corresponding  EU  average  premium  of  5.6  percentage 
points); their employment rate is also, 14.6 percentage points higher than that of 
graduates  with  lower  level  qualifications.  All  these  employment  figures  relate  to 
2009 and exclude the young in further education.  

Overall transitions and employment trends 
Indicators for early leavers from education and training (18.8% in Italy and 14.1% 
in the EU), the unemployment rate for 20-34 year-olds (14.5 in Italy and 13.1% in 
the  EU),  and  the  NEET  rate  for  18-24  year-olds  (24.2  in Italy  and  16.5%  in  the 
EU)  are  all  relatively  high  in  Italy  compared  with  the  EU  average  scores.  The 
percentage of early leavers (18.8%) is higher than both the Europe 2020 average 
target  (10%)  and  the  national  target  (15.5%)  Additionally,  the  percentage  of  30-
34  year-olds  who  have  tertiary  level  education  is  lower  than  the  EU  average 
(19.8%  in  Italy  and  33.6%  in  the  EU).  At  19.8%,  this  is  lower  than  both  the 
national  target  (26-27%)  and  the  Europe  2020  average  target  (40%).  Between 
2006  and  2010,  the  percentage  of  people  who  attained  tertiary  level  education 
increased but at a lower rate than that observed in the EU over the same period. 

56 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Italy and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

IT 

EU 

IT 

EU 

Change 
2006-10 
EU 
IT 

2011 
updates 
EU 
IT 

60.5 

51.7 

60.0 

49.9 

-0.5 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

29 
7 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

6.1 
32 
49.4 

9.5 
60 
46.3 

6.2 

9.1 

0.1 

-0.4 

5.7 

8.9 

49.1 

44.2 

-0.3 

-2.1 

1080  Young VET graduates in further education and 

32.2 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

2.4 
1.1 
6.7 
19.2 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.6 

0.67 
6 985 
0.9 

total labour cost 

3.0 
1.3 
6.2 

5.3 
3.9 
9.2 

0.6 
0.2 
-0.5 

0.2 
0.2 
1.5 

2.8 
1.2 
5.5 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.4 

1.2 

1.4 

1.2 

0.0 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

31.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

0.7 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

0.3 
45.1 

7.3 
46.4 

74.6 

79.1 

2090  Employment premium for IVET graduates (over 

7.8 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

13.6 

17.4 

-0.4 

0.0 

0.3 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

92.2 

89.7 

62.1 

55.3 

20.6 
17.7 
20.6 
11.2 
48.7 

15.5 
28.9 
15.1 
10.6 
30.1 

18.8 
19.8 
24.2 
14.5 
44.8 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.8 
2.1 
3.6 
3.3 
-3.9 

-1.4 
4.6 
1.4 
2.5 
-2.8 

18.2 
20.3 
25.2 
14.6 
44.0 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

62.5 

69.0 

61.1 
71.2 

68.6 
82.2 

-1.4 

-0.4 

61.2 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

57 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

12.  Cyprus 

VET indicators for Cyprus in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

248 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

26 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

38 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

91 

85 

85 

1070 Female IVET students of all female upper secondary students (%)

10 

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

73 

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

46 

2020 IVET public expenditure (EUR per student)

180 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

89 

92 

185 

190 

211 

2080 Employment rate for IVET graduates (20-34 year-olds)

111 

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

75 

76 

107 

85 

3010 Early leavers from education and training (%)

89 

3020 30-34 year-olds with tertiary attainment (%)

135 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

66 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

101 

95 

110 

101 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

58 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The performance of Cyprus on a range of indicators selected to monitor progress 
in  VET  and  lifelong  learning  across  the  European  Union  (EU)  is  summarised 
below. The chart compares the situation of Cyprus with that of the EU based on, 
in most instances, 2010 data. Data in the chart are presented as an index where 
the EU average equals 100. If the index for a selected indicator for Cyprus is 100, 
then its performance equals the EU average. If the index is 90, its performance is 
90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200,  the  Cyprus 
performance  is  twice  (or  200%)  the  EU  average.  For  some  indicators,  such  as 
early  leavers  from  education  and  training,  a  country  is  performing  better  if  its 
score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  illustrates  that  in  Cyprus  participation  in  IVET  and  CVET  is  relatively 
low  compared to the  EU  average. The  percentage of  upper-secondary  students 
enrolled in IVET programmes (13.2%) is significantly lower than the EU average 
(49.9%). For women the difference is even greater (4.4% for Cyprus; 44.2% for 
the EU). The percentage of adults participating in lifelong learning (7.7%) is lower 
than the EU average (9.1%), even though this share increased slightly from 2006 
to 2010. 

Data  from  2005  CVTS  suggest  that  the  share  of  enterprises  providing 
training  in  Cyprus  is  lower  than  the  EU  average  (51%  Cyprus,  60%  the  EU), 
employees  are  less  likely  to  participate  in  on-the-job  training  (6%  Cyprus,  16% 
the EU in 2005), but the proportion of individuals who wanted to train but did not 
is substantially higher (32.8% Cyprus, 13.2% the EU in 2007).  

Skill development and labour market relevance 
For several indicators in this group, figures for Cyprus are particularly high. The 
percentage of 30-34 year-olds who have attained tertiary level VET (ISCED 5b) is 
substantially  higher  than  the  EU  average  (13.9%  compared  to  7.3%,  in  2010). 
Similarly,  the  percentage  of  innovative  enterprises  providing  supportive  training 
(97.8%) is much higher than the EU average (46.4%) (based on 2008 data).  

59 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(88.1%)  is  also  above  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at same ISCED level and graduates at lower ISCED level (i.e. 
2 or below). A positive figure indicates that IVET graduates are more likely to be 
in employment and a negative figure that they are less likely to be so. In Cyprus, 
IVET graduates enjoy a positive premium on both measures. Their employment 
rate is 4.2 percentage points higher than  that of their counterparts from general 
education (even though this is slightly lower than the EU average premium of 5.6 
percentage  points),  and  the  employment  rate  of  IVET  graduates  is  13.3 
percentage points higher than that of graduates with lower level qualifications. All 
these  employment  figures  relate  to  2009  and  exclude  the  young  in  further 
education. 

Public  expenditure  on  IVET  as  a  percentage  of  GDP  in  2009  (0.33%)  is 
below  the  EU  average  (0.73%)  but  expenditure  per  student  is  higher  (EUR 
14 575 in Cyprus and EUR 8 098 in the EU). 

Overall transitions and employment trends 
In Cyprus,  tertiary  level  education  among  the  30-34  year-olds  (45.1%)  is  higher 
than the EU average (33.5%), the unemployment rate for 20-34 year-olds is lower 
(8.7%  Cyprus,  13.1%  the  EU),  and  the  employment  rate  for  20-64  year-olds  is 
higher  (75.4%  versus  68.6%).  The  share  of  30-34  year-olds  with  tertiary  level 
education  already  exceeds  the  Europe  2020  average  target  (40%).  Latest  data 
for  2011  indicate  that,  at  45.8%,  this  share  is  very  close  to  the  national  target 
(46%). 

60 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Cyprus and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

CY 

EU 

CY 

EU 

Change 
2006-10 
EU 
CY 

2011 
updates 
EU 
CY 

13.3  51.7 

13.2 

49.9 

-0.1 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

30 
6 

7.1 
51 
4.5 

33 
16 

9.5 
60 
46.3 

7.7 

9.1 

0.6 

-0.4 

7.5 

8.9 

4.4 

44.2 

-0.1 

-2.1 

1080  Young VET graduates in further education and 

16.5(u)  30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

5.1 
3.7 
3.7 
1.2 
5.2(u)  7.7 
13.2 
32.8 

but did not (%) 

3.9 
5.3 
1.1(u)  3.9 
5.4(u)  9.2 

0.2 
-0.1 
0.2 

0.2 
0.2 
1.5 

4.4 
5.1 
1.3(u)  3.9 
9.1 
6.9 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.8 

0.9 

0.34 

0.73 
13 168  6 985  14 575  8 098 

0.67 

0.33 

-0.01 
0.06 
1 407  1 113 

total labour cost 

2040  Average number of foreign languages learned 

1.2 

1.2 

1.1 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

52.7 

34.6 

57.7 

31.2 

5.0 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

20.3 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

13.9 
97.8 

7.3 
46.4 

88.1 

79.1 

2090  Employment premium for IVET graduates (over 

4.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

13.3 

17.4 

-6.4 

0.0 

13.2 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

95.9 

89.7 

46.8 

55.3 

14.9 
46.1 
14.5 
6.0 
30.5 

15.5 
28.9 
15.1 
10.6 
30.1 

12.6 
45.1 
16.7 
8.7 
25.9 

14.1 
33.5 
16.5 
13.1 
27.3 

-2.3 
-1.0 
2.2 
2.7 
-4.6 

-1.4 
4.6 
1.4 
2.5 
-2.8 

11.2 
45.8 
20.7 
11.4 
25.0 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

75.8 

69.0 

75.4 
82.8 

68.6 
82.2 

-0.4 

-0.4 

73.8 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

61 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

13.  Latvia 

VET indicators for Latvia in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

72 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

45 

44 

55 

60 

65 

1090 Older adults in lifelong learning (%)

44 

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

60 

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

42 

44 

2060 30-34 year-olds with tertiary VET attainment (%)

15 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

42 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

71 

91 

100 

116 

77 

92 

106 

85 

94 

96 

95 

101 

193 

158 

136 

163 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

62 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Latvia’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Latvia with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Latvia is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or 10% below) the EU average. If the index is 200, Latvia’s performance is twice 
(or  200%)  the  EU  average.  For  some  indicators,  such  as  early  leavers  from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In Latvia, the percentage of  upper-secondary students enrolled in IVET (36.0%) 
is lower than the EU average (49.9%). The share of adults participating in lifelong 
learning  (5.0%)  is  also  lower  than  the  EU  average  (9.1%).  From  2006  to  2010, 
this  share  has  been  falling.  Latvia  is  far  below  the  average  target  (15%)  set  by 
the strategic framework ‘education and training 2020’. Similarly, lifelong learning 
participation  rates  for  particular  subgroups  of  adults  (older  and  unemployed 
people)  are  relatively  low  when  compared  with  the  EU.  The  percentage  of 
enterprises providing training (36%) is just over half the EU average (60%) (data 
for 2005). 

Skill development and labour market relevance 
Indicators  on  skill  development  and  labour  market  relevance  show  a  mixed 
picture. At 0.44%, IVET expenditure as a share of overall GDP is below the EU 
average  of  0.73%.  This  is  also  reflected  in  the  lower  spend  per  student  (EUR 
3 407  compared  to  the  EU  average  EUR  8 098)  (data  on  expenditure  refer  to 
2009 and to IVET at ISCED 3-4). The percentage of graduates in STEM subjects 
from  upper-secondary  level  IVET  is  slightly  higher  than  on  average  in  the  EU 
(36.3% and 31.2% respectively). The share of 30-34 year-olds who have attained 
tertiary  level  IVET  (1.1%)  is  lower  than  the  corresponding  EU  average  (7.3%). 

63 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Data  from  2008  reveal  that  innovative  enterprises  are  less  likely  to  provide 
training to support innovation (35.8% compared to 46.4% in the EU). 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(73.0%)  is  lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at the same ISCED level and graduates at lower ISCED level 
(i.e. 2 or below). A positive figure indicates that IVET graduates are more likely to 
be  in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Latvia,  IVET  graduates  enjoy  a  positive  premium  on  both  measures.  Their 
employment rate is 10.8 percentage points higher than that of their counterparts 
from general education (well above the EU average premium of 5.6 percentage 
points); their employment rate is also 27.5 percentage points higher than that of 
graduates  with  lower  level  qualifications  (also  above  the  EU  average  of  17.4 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education. 

Overall transitions and employment trends 
The percentage of early leavers from education and training (13.3%) is close to 
the EU average (14.1%). It stays above the Europe 2020 average target (10%), 
but  below  the  national  target  (13.4%).  The  percentage  of  30-34  year-olds  with 
tertiary  level  education  is  close  to  the  EU  average  (32.3%  and  33.5% 
respectively)  and the  percentage  of  people  with  low  level  education  is  relatively 
low (11.5% compared to 27.3% in the EU). By 2011, the participation of the 30-34 
year-olds  in  tertiary  level  education  (35.7%)  had  surpassed  the  national  target 
(35%) but is still below the Europe 2020 average target (40%). The employment 
rate for the  20-64  year-olds  (65.0%)  is  not far  off the  EU  average  (68.5%). The 
NEET rate (22.5%) is higher (16.5% in the EU) and the unemployment rate of 20-
34 year-olds (21.4%) is much higher (13.1% in the EU). By 2011, the NEET rate 
and  youth  unemployment  rate  for  the  20-34  year-olds  had  improved  to  19.3% 
and  17.9%  respectively.  These  are  still  much  higher  than  the  respective  EU 
averages. 

64 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Latvia and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

LV 

EU 

LV 

EU 

Change 
2006-10 
EU 
LV 

2011 
updates 
EU 
LV 

34.3 

51.7 

36.0 

49.9 

1.7 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

15 
7 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1080  Young VET graduates in further education and 

training (%) 

6.9 
36 
27.0 

9.5 
60 
46.3 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

2.6 

12.0 

5.1 
3.7 
7.7 
13.2 

2.3 

6.5 

but did not (%) 

5.0 

9.1 

-1.9 

-0.4 

5.0 

8.9 

28.9 

44.2 

1.9 

-2.1 

30.7 

5.3 
3.9 
9.2 

-0.3 

0.2 
0.2 
1.5 

2.5 

5.1 
3.9 
4.0(u)  9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.4 

0.9 

0.67 

0.42 
0.06 
3 104  6 985  3 407  8 098  303  1 113 

0.73 

0.02 

0.44 

total labour cost 

2040  Average number of foreign languages learned 

0.0 

1.2 

1.2 

1.2 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

41.7 

34.6 

36.3 

31.2 

-5.4 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

1.8 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

1.1 
35.8 

7.3 
46.4 

73.0 

79.1 

2090  Employment premium for IVET graduates (over 

10.8 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

27.5 

17.4 

-0.7 

0.0 

1.7 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

94.8 

89.7 

47.2 

55.3 

14.8 
19.2 
14.1 
7.4 
15.5 

15.5 
28.9 
15.1 
10.6 
30.1 

13.3 
32.3 
22.5 
21.4 
11.5 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.5 
13.1 
8.4 
14.0 
-4.0 

-1.4 
4.6 
1.4 
2.5 
-2.8 

11.8 
35.7 
19.3 
17.9 
12.3 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

73.5 

69.0 

65.0 
83.2 

68.6 
82.2 

-8.5 

-0.4 

67.2 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

65 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

14.  Lithuania  

VET indicators for Lithuania in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

56 

0

50

100

150

200

250

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

45 

44 

45 

69 

77 

1120 Individuals who wanted to participate in training but did not (%)

80 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

46 

44 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

78 

92 

104 

103 

91 

109 

106 

109 

162 

225 

3010 Early leavers from education and training (%)

57 

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

131 

110 

167 

3050 Adults with lower level of educational attainment (%)

29 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

94 

112 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

66 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Lithuania’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Lithuania  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average equals 100. If  the  index for  a  selected  indicator for  Lithuania  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Lithuania’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
IVET  students  comprise  a  relatively  low  share  of  the  overall  upper-secondary 
level  student  population  (27.7%  compared  with  49.9%  in  the  EU).  The 
percentage of adults participating in lifelong learning  (4.0%) is less than half the 
EU  average  (9.1%)  and  is  below  the  average  target  (15%)  set  by  the  strategic 
framework  ‘education  and  training  2020’.  Based  on  2005  CVTS  data,  the 
percentage of employers which provide training (46%) is also lower than the EU 
average (60%)). 

Skill development and labour market relevance 
Data from  2009 show  that  public  expenditure  on  IVET  as  a percentage of  GDP 
(0.33%)  is  less  than  half  the  EU  average  (0.73%).  This  is  also  reflected  in  the 
relatively low spend per student (EUR 3 578 compared to EUR 8 089 in the EU). 
These  expenditure  data  refer  to  2009  and  to  IVET  at  ISCED  3-4.  The  average 
number of foreign languages learned by upper-secondary IVET students (1.1) is 
in  line  with  the  EU  average  (1.2).  The  percentage  of  graduations  in  STEM 
subjects from upper-secondary IVET (32.5%) is more or less the same as in the 
EU (31.2%). The percentage of 30-34 year-olds who have attained tertiary level 
VET  (ISCED  5b)  (11.9%)  is  relatively  high  (compared  with  the  EU  average 
(7.3%). Accordingly, it is apparent that VET is an important determinant of tertiary 
level attainment for young people.  

67 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(71.9%) is below the EU average (79.1%). Whether these graduates are more or 
less likely to be employed than other young people in the same age group is also 
of  interest.  Data  presented  here  compare  them  with  graduates  from  general 
education at the same ISCED level and graduates at lower ISCED level (i.e. 2 or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment and a negative figure that they are less likely to be so. In Lithuania, 
IVET graduates enjoy a positive premium on both measures. Their employment 
rate is 12.6 percentage points higher than that of their counterparts from general 
education  (this  is  above  the  corresponding  EU  average  premium  of  5.6 
percentage points); their employment rate is 19.0 percentage points higher than 
the  one  of  graduates  with  lower  level  qualifications  (this  is  also  an  employment 
premium  higher  than  the  EU  average  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude the young in further education. 

Overall transitions and employment trends 
The percentage of early leavers from education and training (8.1%) is lower than 
the  EU  average  (14.1%)  and  meets  the  national  target  (9.0%)  and  the  Europe 
2020 average target (10%). Educational attainment is relatively high in Lithuania: 
the  percentage  of  30-34  year-olds  who  have  attained  tertiary  level  education 
(43.8%)  is  above  the  EU  average  (33.5%).  The  percentage  of  people  with  only 
lower  level  educational  attainment  is relatively  low  (8.0%  compared to 27.3%  in 
the EU). In 2011, the percentage of 30-34 year-olds with tertiary level education 
had  risen  further  to  45.4%,  above  the  Europe  2020  average  target  and  the 
national target both set at 40%. 

In  2010,  64.4%  of  the  20-64  year-olds  are  employed,  less  than  the  EU 
average  (68.6%):  in  2011  the  figure  rose  to  67.2%.  The  NEET  rate  is  relatively 
high at 18.2% (16.5% in the EU) as is the unemployment rate of 20-34 year-olds 
at 21.9% (13.1% in the EU). From 2006 to 2010, these rates have risen more in 
Lithuania  than  in  the  EU.  In  2011,  the  NEET  rate  fell  back  to  16.8%  (16.7%% 
across the EU), and the unemployment rate of 20-34 year-olds to 19.1% (13.3% 
across the EU). 

68 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Lithuania and in the EU, 2006, 2010 and 2011 (where 
available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

LT 

EU 

LT 

EU 

Change 
2006-10 
EU 
LT 

2011 
updates 
EU 
LT 

25.7 

51.7 

27.7 

49.9 

2.0 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

15 
11 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

4.9 

46 
19.5 

9.5 
60 
46.3 

4.0 

9.1 

-0.9 

-0.4 

5.9 

8.9 

20.0 

44.2 

0.5 

-2.1 

1080  Young VET graduates in further education and 

30.7 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

1.7(u)  5.1 
3.7 
7.7 
13.2 

10.6 

but did not (%) 

-0.5 

1.2(u)  5.3 
3.9 
3.2(u)  9.2 

0.2 
0.2 
1.5 

2.5(u)  5.1 
3.9 
3.5(u)  9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.7 

0.9 

0.67 

0.27 

0.06 
2 958  6 985  3 578  8 098  620  1 113 

0.06 

0.33 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

0.9 

1.2 

1.1 

1.2 

0.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

43.8 

34.6 

32.5 

31.2 

-11.3 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%)  18.9 
2070  Innovative enterprises with supportive training 

7.3 

11.9 
47.9 

7.3 
46.4 

-7.0 

0.0 

12.6 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

71.9 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

12.6 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

19.0 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

95.3 

89.7 

60.5 

55.3 

8.2 
15.5 
39.4 
28.9 
11.4 
15.1 
5.8(u)  10.6 
30.1 
11.7 

8.1 
43.8 
18.2 
21.9 
8.0 

14.1 
33.5 
16.5 
13.1 
27.3 

-0.1 
4.4 
6.8 
16.1 
-3.7 

-1.4 
4.6 
1.4 
2.5 
-2.8 

7.9 
45.4 
16.8 
19.1 
7.1 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

71.6 

69.0 

64.4 
92.4 

68.6 
82.2 

-7.2 

-0.4 

67.2 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

69 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

15.  Luxembourg 

VET indicators for Luxembourg in 2010 or the most recent year available before 
2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

123 

1020 IVET work-based students in upper secondary IVET (%)

84 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

148 

144 

147 

120 

133 

110 

140 

84 

89 

81 

210 

167 

182 

114 

152 

90 

100 

98 

138 

3050 Adults with lower level of educational attainment (%)

82 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

103 

103 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

70 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Luxembourg’s performance on a range of indicators selected to monitor progress 
in  VET  and  lifelong  learning  across  the  European  Union  (EU)  is  summarised 
below. The chart compares the situation in Luxembourg with that of the EU based 
on,  in  most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index 
where  the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for 
Luxembourg is 100, then its performance equals the EU average. If the index is 
90, its performance is 90% of (or 10% below) the EU average. If the index is 200, 
Luxembourg’s  performance  is  twice  (or  200%)  the  EU  average.  For  some 
indicators,  such  as  early  leavers  from  education  and  training,  a  country  is 
performing better if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The chart illustrates that in Luxembourg participation in IVET and CVET is quite 
high. The indicators, derived from the 2005 CVTS data, relating to the percentage 
of  employees  receiving  CVT  training  courses,  as  reported  by  their  employer,  is 
relatively  high  compared  with  the  EU  average.  Similarly,  the  indicators  of 
participation  in  lifelong  learning  for  various  target  groups  (such  as  the 
unemployed) are all well above the EU average, even though figures are based 
on small sample sizes and  should be interpreted  with caution.  The rate of adult 
participating in lifelong learning (13.4%) is above the EU average (9.1%). With a 
participation  rate  of  13.6%  in  2011,  Luxembourg  is  close  to  the  average  target 
(15%) set by the strategic framework ‘education and training 2020’. Participation 
in IVET by upper-secondary students (61%) is above the EU average (49.9%). In 
upper-secondary  vocational  education,  combined  work-  and  school-based 
programmes account for 23.5% of enrolments (28.0% in the EU). 

71 

 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Skill development and labour market relevance 
Luxembourg is above average for several indicators in this group. 

In  2009,  at  ISCED  3-4,  public  expenditure  on  IVET  per  student  (EUR 
16 986) is significantly higher than the EU average (EUR 8 098). The percentage 
of  30-34  year-olds  who  attained  tertiary  level  VET  (18.7%)  is  much  higher  than 
the  EU  average  (7.3%).  This  means  that  VET  contributes  substantially  to 
educational attainment at a tertiary level. The same is true for the percentage of 
innovative  enterprises  providing  supportive  training  (84.5%  versus  46.4%  in  the 
EU in 2008).  

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(89.8%)  is  higher  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at same ISCED level and graduates at lower ISCED level (i.e. 
2 or below). A positive figure indicates that IVET graduates are more likely to be 
in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Luxembourg, IVET graduates enjoy a positive premium on both measures. Their 
employment  rate  is  8.5  percentage  points  higher  than  that  of  their  counterparts 
from  general  education  (this  is  higher  than  the  EU  average  premium  of  5.6 
percentage points); their employment rate is also 15.6 percentage points higher 
than  that  of  graduates  with  lower  level  qualifications.  All  these  employment 
figures relate to 2009 and exclude the young in further education.  

In  Luxembourg,  the  share  of  graduates  in  STEM  subjects  from  upper-

secondary vocational education is 25.4% (31.2% on average in the EU).  

Overall transitions and employment trends 
A generally favourable picture emerges for Luxembourg but most data are based 
on  a  small  sample  size  and  should  be  interpreted  with  caution.  Levels  of 
educational  attainment  are  generally  higher  than  in  the  EU  overall,  the 
unemployment  rate  of  20-34  year-olds  is  lower,  the  NEET  rate  is  lower,  and 
employment rate of 20-64 year-olds is higher.  

72 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Luxembourg and the EU, 2006, 2010 and 2011 (where 
available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

LU 

EU 

LU 

EU 

Change 
2006-10 
EU 
LU 

2011 
updates 
EU 
LU 

62.9 

51.7 

61.5 

49.9 

-1.4 

-1.8 

1020  IVET work-based students as a % of upper-

22.0 

27.8 

23.5 

28.0 

1.5 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

49 
23 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

9.5 
60 
46.3 

72 
59.4 

13.4 

9.1 

(b) 

-0.4 

13.6 

8.9 

58.6 

44.2 

-0.8 

-2.1 

1080  Young VET graduates in further education and 

33.9 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

5.1 
3.7 
7.7 
13.2 

(u) 

but did not (%) 

7.5 
5.3 
4.7(u)  3.9 
17.2(u)  9.2 

(b) 
(b) 
(b) 

0.2 
0.2 
1.5 

7.3(u)  5.1 
4.5(u)  3.9 
15.3(u)  9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.8 

0.9 

0.54 

0.73 
15 853  6 985  16 986  8 098 

0.67 

0.61 

0.07 
0.06 
1 133  1 113 

total labour cost 

2040  Average number of foreign languages learned 

1.9 

1.2 

2.0 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

26.2 

34.6 

25.4 

31.2 

-0.8 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

(u) 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

18.7(u)  7.3 
46.4 
84.5 

89.8 

79.1 

2090  Employment premium for IVET graduates (over 

8.5 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

15.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

15.5 
28.9 
8.7 
15.1 
6.7(u)  10.6 
30.1 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

69.1 

69.0 

of total) 

89.3 

89.7 

54.1 

55.3 

7.1(u)  14.1 
46.1 
33.5 
6.9(u)  16.5 
6.2(u)  13.1 
27.3 
22.3 

70.7 
84.4 

68.6 
82.2 

(b) 

0.0 

14.2(u)  8.5 

(b) 
(b) 
-1.8 
-0.5 
(b) 

-1.4 
4.6 
1.4 
2.5 
-2.8 

6.2(u)  13.5 
48.2 
34.6 
6.5(u)  16.7 
6.8(u)  13.3 
26.6 
22.7 

1.6 

-0.4 

70.1 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

73 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

16.  Hungary  

VET indicators for Hungary in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

213 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

31 

1060 Enterprises providing training (%)

52 

48 

81 

82 

1070 Female IVET students of all female upper secondary students (%)

46 

1080 Young VET graduates in further education and training (%)

105 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

11 

18 

1110 Unemployed adults in lifelong learning (%)

26 

1120 Individuals who wanted to participate in training but did not (%)

70 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

54 

49 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

144 

2040 Average number of foreign languages learned in IVET

67 

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

13 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

113 

102 

93 

113 

2100 Employment premium for IVET graduates (over low-educated)

167 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

102 

85 

74 

77 

69 

88 

100 

112 

109 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

74 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Hungary’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Hungary  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Hungary  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Hungary’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In Hungary, the share of all upper-secondary level students enrolled in vocational 
programmes (25.8%) is about half the EU average (49.9%). But where students 
are working towards a vocational qualification they are more likely to be engaged 
in combined work- and school-based programmes than in the EU (59.6% versus 
28.0%). The share of adults participating in lifelong learning is also relatively low 
(2.8% compared to 9.1% in the EU) and, from 2006 to 2010, the share of adults 
participating  in  lifelong  learning  has  fallen  slightly.  Older  people,  those  with 
relatively low level education, and the unemployed are less likely to be in receipt 
of  lifelong  learning  in  Hungary  than  in  the  EU  as  a  whole.  The  percentage  of 
unemployed engaging in lifelong learning has decreased since 2006. The 49% of 
employers providing training (in 2005) is less than the 60% EU average and 16% 
of employees received CVT compared to 33% in the EU. 

Skill development and labour market relevance 
Public  expenditure  on  IVET  as  a  percentage  of  GDP  (0.39%)  is  relatively  low 
compared to an the EU average (0.73%) (2009 data for ISCED 3-4). The amount 
spent per student (EUR 3 928) is also significantly below the EU average (EUR 
8 098). The share of 30-34 year-olds who have attained tertiary level VET (1.0%) 
is  much  lower  than  the  EU  average  (7.3%).  The  employment  rate  for  IVET 
graduates (aged 20-34) at ISCED 3-4 (73.4%) is below the EU average (79.1%). 

75 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Data presented here also compare their situation with that of graduates from the 
general  education  stream  at  same  ISCED  level  and  graduates  at  lower  ISCED 
level  (i.e.  2  or  below).  A  positive  figure  indicates  that  IVET  graduates  are  more 
likely to be in employment and a negative figure that they are less likely to be so. 
In  Hungary,  IVET graduates  enjoy  a  positive  premium  on  both  measures.  Their 
employment  rate  is  6.3  percentage  points  higher  than  that  of  their  counterparts 
from general education (this is a positive employment premium and is above the 
EU  average  premium  of  5.6  percentage  points);  their  employment  rate  is  also 
29.1  percentage  points  higher 
level 
qualifications  (also  above  the  EU  average  premium  of  17.4  percentage  points). 
All  these  employment  figures  relate  to  2009  and  exclude  the  young  in  further 
education. 

that  of  graduates  with 

lower 

than 

Overall transitions and employment trends 
The  percentage  of  early  leavers  (10.5%)  is  relatively  low  compared  to  the  EU 
average  (14.1%).  It  has  fallen  over  time and now  stands near  the  Europe  2020 
average  target  and  the  national  target  (both  at  10%).  In  2011,  however,  the 
percentage increased slightly to 11.2%. The share of 30-34 year-olds who have 
attained  tertiary  level  education  is  relatively  low,  25.7%,  compared  to  the  EU 
average 33.6%. This  percentage has  been  increasing, reaching  28.1%  in 2011. 
This is still short of both the Europe 2020 average target (40%) and the national 
target 
is 
comparatively  low  (18.7%  versus  27.3%).  The  percentage  of  people  who  have 
achieved tertiary level education has been rising quicker than in the EU overall. 
The  employment  rate  for  the  20-64  year-olds  (60.4%)  is  lower  than  the  EU 
average  (68.6%).  The  NEET  rate  is  similar  to  that  of  the  EU  (both  16.5%)  but 
grew  more  slowly  than  the  EU.  The  unemployment  rate for  the  20-34  year-olds 
(14.6%) is slightly above the EU average (13.1%) but rose more rapidly than the 
EU. 

(30.3%).  The  percentage  of  adults  with 

low-level  education 

76 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Hungary and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

HU 

EU  HU 

EU 

Change 
2006-10 
HU 

2011 
updates 
EU 

EU  HU 

23.7 

51.7 

25.8 

49.9 

2.1 

-1.8 

1020  IVET work-based students as a % of upper-

54.6 

27.8 

59.6 

28.0 

5.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

16 
13 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

3.8 
49 
18.5 

9.5 
60 
46.3 

2.8 

9.1 

-1.0 

-0.4 

2.7 

8.9 

20.4 

44.2 

1.9 

-2.1 

1080  Young VET graduates in further education and 

32.2 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

0.7 
0.7 
3.6 
9.2 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

0.6 
0.7 
2.4 

5.3 
3.9 
9.2 

-0.1 
0.0 
-1.2 

0.2 
0.2 
1.5 

0.6 
0.5 
2.0 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.3 

0.9 

0.40 

0.67 

0.39 

0.73 

-0.01 

0.06 

3 772  6 985  3 928  8 098  156  1 113    

total labour cost 

2040  Average number of foreign languages learned 

0.7 

1.2 

0.8 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

36.4 

34.6 

35.3 

31.2 

-1.1 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

0.3 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

1.0 
47.3 

7.3 
46.4 

73.4 

79.1 

2090  Employment premium for IVET graduates (over 

6.3 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

29.1 

17.4 

0.7 

0.0 

1.2 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

91.6 

89.7 

47.0 

55.3 

12.6 
19.0 
16.3 
9.6 
21.9 

15.5 
28.9 
15.1 
10.6 
30.1 

10.5 
25.7 
16.5 
14.6 
18.7 

14.1 
33.5 
16.5 
13.1 
27.3 

-2.1 
6.7 
0.2 
5.0 
-3.2 

-1.4 
4.6 
1.4 
2.5 
-2.8 

11.2 
28.1 
17.7 
13.6 
18.2 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

62.6 

69.0 

60.4 
89.4 

68.6 
82.2 

-2.2 

-0.4 

60.7 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

77 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

17.  Malta  

VET indicators for Malta in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

68 

77 

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

62 

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

99 

97 

106 

90 

95 

1120 Individuals who wanted to participate in training but did not (%)

137 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

50 

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

111 

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

negative  

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

83 

82 

142 

113 

123 

108 

100 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

64 

65 

88 

70 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

78 

262 

260 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Malta’s performance on a range of indicators selected to monitor progress in VET 
and lifelong learning across the European Union (EU) is summarised below. The 
chart  compares  the  situation  in  Malta  with  that  of  the  EU  based  on,  in  most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Malta is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or 10% below) the EU average. If the index is 200, Malta’s performance is twice 
(or  200%)  the  EU  average.  For  some  indicators,  such  as  early  leavers  from 
education and training, a country is performing better if its score is below  that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In Malta, the share of upper-secondary students enrolled in IVET programmes is 
almost  on  par  with  the  EU  average  (49.3%  compared  with  the  EU  average  of 
49.9%). Malta has proportionately fewer adults involved in lifelong learning than 
the  EU  as  a  whole  (6.2%  compared  with  an  EU  average  of  9.1%).  Data  reveal 
that from 2006 to 2011 the percentage of adults participating in lifelong learning 
in  Malta  increased  up  to  6.6%  in  2011  but  at  this  level  it  is  below  the  average 
target (15%) set by the strategic framework ‘education and training 2020’.  

Skill development and labour market relevance 
Data  from  2009  (ISCED  3-4)  show  that  public  expenditure  on  IVET  as  a 
percentage  of  GDP  (0.37%)  is  below  the  EU  average  (0.73%).  Similarly,  data 
from  2008  show  that  the  share  of  enterprises  providing  training  to  support 
innovation is relatively low (38.1% of innovative enterprises) compared to the EU 
average (46.4%). In contrast, the percentage of graduates from upper-secondary 
VET  qualified  in  STEM  subjects  (44.2%)  is  higher  than  the  corresponding  EU 
average (31.2%). 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(89.7%)  is  relatively  higher  than  the  EU  average  (79.1%).  Whether  these 
graduates are more or less likely to be employed than other young people in the 
same  age  group  is  also  of  interest.  Data  presented  here  compare  these 

79 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

graduates  with  graduates  from  general  education  at  same  ISCED  level  and 
graduates at lower ISCED level (i.e. 2 or below). A positive figure indicates that 
IVET  graduates  are  more  likely  to  be  in  employment  and  a  negative  figure  that 
they are less likely to be so. In Malta, IVET graduates have an employment rate 
3.6  percentage  points  lower  than  their  counterparts  from  general  education;  on 
average, the opposite situation occurs with VET graduates, enjoying an average 
positive  premium  of  5.6  percentage  points.  However,  IVET  graduates  have  an 
employment  rate  which  is  21.4  percentage  points  higher  than  those  with  lower 
level qualifications (this is above the corresponding EU average premium of 17.4 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education. 

Overall transitions and employment trends 
In Malta, The percentage of early leavers from education and training (36.9%) is 
much  higher  than  the  EU  average  (14.1%),  and  much  higher  than  both  the 
Europe  2020  average  target  (10%)  and  the  national  target  (29%).  The 
percentage of early leavers has fallen faster in Malta than in the EU. Additionally, 
the  percentage  of  30-34  year-olds  who  have  attained  tertiary  level  education 
(21.5%)  is  much  lower  than  the  EU  average  (33.5%).  This  percentage  did  not 
change much  between 2006  and  2010,  whereas  it  increased  across  the EU.  At 
21.5%  in  2011,  the  figure  for  Malta  remains  lower  than  both  the  national  target 
(33%)  and  the  Europe  2020  average  target  (40%).  The  much  higher  share  of 
adults  with  low  level  education  (71.0%  for  Malta,  27.3%  for  the  EU)  is  another 
striking difference  

The  employment  rate  for  20-64  year-olds  (60.1%)  is  lower  than  the  EU 
average of (68.6%). The  NEET  rate  (10.7%)  is  also  lower  than the  EU  average 
(16.5%). It has been falling in Malta whereas it increased across the EU.  

80 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Malta and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

MT 

EU  MT 

EU  MT 

EU  MT 

2011 
updates 
EU 

46.9 

51.7 

49.3 

49.9 

2.4 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

32 
17 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

5.4 
46 
36.6 

9.5 
60 
46.3 

6.2 

9.1 

0.8 

-0.4 

6.6 

8.9 

39.8 

44.2 

3.2 

-2.1 

1080  Young VET graduates in further education and 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

2.7(u)  5.1 
3.7 
2.8 
7.7 
13.2 

18.1 

30.7 

5.3 
3.9 
9.2 

3.3 
3.7 

but did not (%) 

0.6 
0.9 

3.6 
3.3 

0.2 
0.2 
1.5 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.0 

0.9 

0.40 

0.67 
5 482  6 985 

0.37 

0.73 
8 098 

-0.03 

0.06 
1 113 

total labour cost 

2040  Average number of foreign languages learned 

1.2 

1.0 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

26.5 

34.6 

44.2 

31.2 

17.7 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.3 
46.4 

38.1 

0.0 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

89.7 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

-3.6 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

21.4 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

96.7 

89.7 

55.3 

55.3 

39.9 
21.6 
10.9 

73.9 

15.5 
28.9 
15.1 
10.6 
30.1 

36.9 
21.5 
10.7 

71.0 

14.1 
33.5 
16.5 
13.1 
27.3 

-3.0 
-0.1 
-0.2 

-2.9 

-1.4 
4.6 
1.4 
2.5 
-2.8 

33.5 
21.1 
11.7 

68.5 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

57.6 

69.0 

60.1 
57.7 

68.6 
82.2 

2.5 

-0.4 

61.5 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

81 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

18.  The Netherlands  

VET indicators for the Netherlands in 2010 or the most recent year available before 
2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

69 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

134 

111 

103 

125 

148 

150 

182 

190 

191 

238 

1120 Individuals who wanted to participate in training but did not (%)

73 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

50 

39 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

114 

107 

111 

115 

84 

84 

79 

91 

102 

3010 Early leavers from education and training (%)

71 

3020 30-34 year-olds with tertiary attainment (%)

124 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

35 

37 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

101 

112 

96 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

82 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  Netherlands’  performance  on  a  range  of  indicators  selected  to  monitor 
progress  in  VET  and  lifelong  learning  across  the  European  Union  (EU)  is 
summarised below. The chart compares the situation in the Netherlands with that 
of  the  EU  based  on,  in  most  instances,  2010  data.  Data  in  the  chart  are 
presented  as  an  index  where  the  EU  average  equals  100.  If  the  index  for  a 
selected indicator for The Netherlands is 100, then its performance equals the EU 
average.  If  the  index  is  90,  its  performance  is  90%  of  (or  10%  below)  the  EU 
average. If the index is 200, The Netherlands’ performance is twice (or 200%) the 
EU  average.  For  some  indicators,  such  as  early  leavers  from  education  and 
training, a country is performing better if its score is below that of the EU average. 
Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Data for the Netherlands reveal relatively high scores with respect to this group of 
indicators.  The  share  of  all  upper-secondary  school  students  engaged  in  IVET 
(67.0%)  is  higher  than  the  EU  average  (49.9%).  Combined  work-  and  school-
based  programmes  account  for  31.2%  of  students  in  upper-secondary  IVET, 
above the EU average of 28.0%. Between 2006 and 2010, this share increased 
more in the Netherlands than in the EU as a whole. Adult participation in lifelong 
learning  (16.6%)  is  nearly  twice  the  corresponding  EU  average  (9.1%),  and  is 
higher  than  the  average  target  (15%)  set  by  the  strategic  framework  ‘education 
and  training  2020’.  Rates  of  participation  in  lifelong  learning  for  specific  target 
groups of adults are also high: older adults (10.1% compared to 5.3% in the EU), 
adults  with  low  level  education  (9.3%  compared  to  3.9%  in  the  EU),  and  the 
unemployed  (17.6%  compared  to  9.2%  in  the  EU).  Based  on  2007  data,  the 
percentage of individuals who wanted to train but did not (9.6%) is below the EU 
average (13.2%).  

Skill development and labour market relevance 
IVET  students  are  less  likely  to  graduate  in  STEM  subjects  (15.6%  of  IVET 
graduations  are  in  STEM  subjects,  15  percentage  points  lower  than  the  EU 
average of 31.2%). The share of 30-34 year-olds with tertiary level VET (ISCED 
5b) is also relatively low (2.9% compared with 7.3% for the EU). The percentage 

83 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

of  enterprises  providing  training  to  support  innovation  (39.2%  of  innovative 
enterprises) is slightly lower than the EU average (46.4%) (based on 2008 data). 
In contrast, the employment rate for IVET graduates (aged 20-34) at ISCED 3-4 
(90.6%)  is  higher  than  the  EU  average  (79.1%).  Data  presented  here  also 
compare  the  situation  of  these  graduates  with  that  of  graduates  from  general 
education  at  same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In  the 
Netherlands, IVET graduates enjoy a positive premium on both measures. Their 
employment  rate  is  4.7  percentage  points  higher  than  that  of  their  counterparts 
from  general  education  (this  is  a  positive  employment  premium,  even  though 
smaller than the EU average premium of 5.6 percentage points); the employment 
rate  of  IVET  graduates  is  also  13.7  percentage  points  higher  than  that  of 
graduates with lower level qualifications (the corresponding EU average premium 
is  of  17.4  percentage  points).  All  these  employment  figures  relate  to  2009  and 
exclude the young in further education.  

Overall transitions and employment trends 
The  percentage  of  early  leavers  from  education  and  training  (10.0%)  is  lower 
than  the  EU  average  (14.1%).  In  2011,  it  fell  further  (9.1%)  bringing  the 
Netherlands  below  the  Europe  2020  average  target  (10%)  and  close  to  its 
national  target  (8%).  The  percentage  of  30-34  year-olds  with  a  tertiary  level 
education  (41.1%)  is  higher  than  the  EU  average  (33.5%).  The  Netherlands  is 
above  the  Europe  2020  average  target  (40%)  but  has  yet  to  reach  its  national 
target (45%).  

The  employment  rate  for  20-64  year-olds  (76.8%)  is  higher  than  the  EU 
average  (68.6%).  The  unemployment  rate  of  the  20-34  year-olds  (4.9%)  is  less 
than half the EU average (13.1%). The NEET rate (5.8%) is also lower than in the 
EU (16.5%). Both the unemployment rate for the 20-34 year-olds and the NEET 
rate  decreased  slightly  between  2010  and  2011,  whereas  they  both  increased 
across the EU as a whole.  

84 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in the Netherlands and in the EU, 2006, 2010 and 2011 (where 
available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

NL 

EU 

NL 

EU 

Change 
2006-10 
EU 
NL 

2011 
updates 
EU 
NL 

67.5 

51.7 

67.0 

49.9 

-0.5 

-1.8 

1020  IVET work-based students as a % of upper-

27.1 

27.8 

31.2 

28.0 

4.1 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

34 
11 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

9.5 
60 
46.3 

75 
65.6 

16.6 

9.1 

(b) 

-0.4 

16.7 

8.9 

65.2 

44.2 

-0.4 

-2.1 

1080  Young VET graduates in further education and 

46.2 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

9.6 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

10.1 
9.3 
17.6 

5.3 
3.9 
9.2 

(b) 
(b) 
(b) 

0.2 
0.2 
1.5 

10.2 
10.5 
17.3 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.0 

total labour cost 

2040  Average number of foreign languages learned 

in IVET 

0.67 

0.75 

0.06 
8 326  6 985  8 630  8 098  304  1 113 

0.08 

0.83 

0.73 

0.9 

1.2 

1.2 

0.0 

2050  STEM graduates from upper-secondary VET 

18.9 

34.6 

15.6 

31.2 

-3.3 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

2.9 
39.2 

7.3 
46.4 

(b) 

0.0 

2.6 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

90.6 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

4.7 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

13.7 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

81.3 

89.7 

56.3 

55.3 

10.0 
41.4 
5.8 
4.9 
27.7 

14.1 
33.5 
16.5 
13.1 
27.3 

76.8 
78.6 

68.6 
82.2 

15.5 
28.9 
15.1 
10.6 
30.1 

69.0 

(b) 
(b) 
(b) 
(b) 
(b) 

(b) 

-1.4 
4.6 
1.4 
2.5 
-2.8 

9.1 
41.1 
5.0 
4.6 
27.7 

13.5 
34.6 
16.7 
13.3 
26.6 

-0.4 

77.0 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

85 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

19.  Austria  

VET indicators for Austria in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

100 

1040 Employees participating in on-the-job training (%)

56 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

64 

107 

115 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

89 

100 

92 

85 

133 

111 

154 

161 

151 

135 

163 

153 

158 

211 

2090 Employment premium for  IVET graduates (over general stream)

91 

2100 Employment premium for IVET graduates (over low-educated)

152 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

106 

106 

109 

104 

59 

70 

53 

47 

64 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

86 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Austria’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Austria with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for  Austria is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200,  Austria’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points  

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Compared  with  the  EU  average,  levels  of  participation  in  Austria  tend  to  be 
higher. This is especially the case for participation in IVET and lifelong learning. 
The  share  of  upper-secondary  students  enrolled  in  vocational  programmes 
(76.8%)  is  higher  than  the  corresponding  EU  average  (49.9%).  Austria  has  a 
relatively  high  share  of  its  adult  population  participating  in  lifelong  learning 
(13.7%  compared  with  9.1%  in  the  EU).  This  is  even  more  the  case  for  the 
participation of the unemployed (19.4% for Austria versus 9.2% for the EU as a 
whole).  Although  the  share  of  adults  participating  in  lifelong  learning  has 
increased  from  2006  to  2010,  the  latest  data  for  2011  reveal  that  the  share  of 
adults in lifelong learning has fallen slightly in 2011 to stand at 13.4%. Employers 
in  Austria  are  more  likely  to  report  the  provision  of  training  (81%  compared  to 
60% in the EU, based on 2005 CVTS data).  

Skill development and labour market relevance 
Indicators  on  skill  development  and  labour  market  relevance  tend  to  show  for 
Austria  levels  higher  than  the  corresponding  EU  averages.  Data  for  2009  show 
that public expenditure on IVET at ISCED 3-4 account for 1.1%, of GDP, higher 
than in the EU (0.7%). The employment rate for young IVET graduates (aged 20-
34)  at  ISCED  3-4  (88.0%)  is  also  higher  than  the  EU  average  (79.1%) 
(calculations are for 2009 and exclude individuals in further education). Whether 

87 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

these graduates are more or less likely to be employed than other young people 
in  the  same  age  group  is  also  of  interest.  Data  presented  here  compare  these 
graduates  with  graduates  from  the  general  education  stream  at  same  ISCED 
level  and  graduates  at  lower  ISCED  level  (i.e.  2  or  below).  A  positive  figure 
indicates that IVET graduates are more likely to be in employment and a negative 
figure  that  they  are  less  likely  to  be  so.  In  Austria,  IVET  graduates  enjoy  a 
positive  premium  on  both  measures.  Their  employment  rate  is  5.1  percentage 
from  general  education 
points  higher 
(approximately  in  line  with  the  EU  average  premium  of  5.6  percentage  points); 
their  employment  rate  is  also  26.4  percentage  points  higher  than  that  of 
graduates with lower level qualifications (this is above the EU average premium 
of  17.4  percentage  points).  All  these  employment  figures  relate  to  2009  and 
exclude the young in further education.  

their  counterparts 

that  of 

than 

Austria  also  has  a  relatively  high  percentage  of  innovative  enterprises 
providing supportive training in the workplace (61.6% compared to 46.4% in the 
EU, based on 2008 CIS data).  

Overall transitions and employment trends 
The  share of  early  leavers from education  and training  (8.3%)  is  lower  than the 
EU  average  (14.1%).  This  percentage  has  decreased  slightly  over  recent  years 
and is below both the Europe 2020 average target (10%) and the national target 
(9.5%).  The  NEET  rate  (8.8%)  and  the  20-34  year-olds  unemployment  rate 
(6.2%)  are  below  the  respective  averages  in  the  EU  (16.5%  and  13.1%).  The 
share  of  adults  with  a  low  educational  attainment  is  relatively  small  (17.5%  in 
Austria;  27.3%  in  the  EU).  The  only  indicator  where  Austria  compares  less 
favourably with the EU is the share of 30-34 year-olds who have attained tertiary 
level education (23.5% in Austria; 33.6% in the EU in 2010). It is below both the 
Europe 2020 average target (40%) and the national target (38%).  

88 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Austria and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

AT 

EU 

AT 

EU 

Change 
2006-10 
EU 
AT 

2011 
updates 
EU 
AT 

77.9 

51.7 

76.8 

49.9 

-1.1 

-1.8 

1020  IVET work-based students as a % of upper-

42.4 

27.8 

45.1 

28.0 

2.7 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
9 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

13.1 
81 
73.3 

9.5 
60 
46.3 

13.7 

9.1 

0.6 

-0.4 

13.4 

8.9 

71.9 

44.2 

-1.4 

-2.1 

1080  Young VET graduates in further education and 

32.8 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

7.8 
4.6 
18.6 
8.5 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

8.2 
4.5 
19.4 

5.3 
3.9 
9.2 

0.4 
-0.1 
0.8 

0.2 
0.2 
1.5 

7.9 
4.1 
18.6 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.97 

0.8 

0.67 
6 985 
0.9 

1.15 

0.73 
8 098 

0.18 

0.06 
1 113 

total labour cost 

2040  Average number of foreign languages learned 

1.3 

1.2 

1.2 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

28.7 

31.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

6.2 
61.6 

7.3 
46.4 

88.0 

79.1 

2090  Employment premium for IVET graduates (over 

5.1 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

26.4 

17.4 

-1.1 

0.0 

6.1 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

94.9 

89.7 

58.5 

55.3 

9.8 
21.2 
9.3 
5.7 
19.7 

15.5 
28.9 
15.1 
10.6 
30.1 

8.3 
23.5 
8.8 
6.2 
17.5 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.5 
2.3 
-0.5 
0.5 
-2.2 

-1.4 
4.6 
1.4 
2.5 
-2.8 

8.3 
23.8 
8.3 
5.4 
17.5 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

73.2 

69.0 

74.9 
85.2 

68.6 
82.2 

1.7 

-0.4 

75.2 

68.6 

of total) 

NB:   b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

89 

  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
  
  
  
 
  
 
  
 
  
 
  
 
  
  
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
  
 
 
  
  
  
  
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

20.  Poland  

VET indicators for Poland in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

20

40

60

80

100

120

140

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

97 

94 

49 

64 

58 

58 

1070 Female IVET students of all female upper secondary students (%)

83 

1080 Young VET graduates in further education and training (%)

125 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

27 

23 

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

48 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

38 

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

42 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

64 

68 

82 

78 

133 

130 

117 

93 

86 

113 

101 

108 

105 

88 

99 

94 

108 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

90 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Poland’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Poland with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for  Poland is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200,  Poland’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The chart and the table illustrate that IVET participation in Poland – measured by 
the share of upper-secondary students in the vocational stream – is close to the 
EU average (48.2% for Poland; 49.9% for the EU). Participation in IVET has been 
growing  in  Poland  whereas  it  has  been  in  slight  decline  across  the  EU.  For 
women,  the  share  of  upper-secondary  students  in  IVET  (36.9%)  is  somewhat 
lower than the EU average (44.2%). Again, this percentage increased over time 
whereas  it  slightly  declined  across  the  EU.  In  upper-secondary  vocational 
in  combined  work-  and  school-based 
education, 
programmes is 13.7% compared with the EU average of 28.0%. 

the  share  of  students 

Poland has proportionally fewer adults involved in lifelong learning than the 
EU  as  a  whole  (5.3%  and  9.1%  respectively).  For  older  and  lower-educated 
adults, participation levels are greater between Poland and the EU, reflected by 
the  low  index  numbers  in  the  chart.  The  percentage  of  people  participating  in 
lifelong  learning  has  fallen  slightly  between  2010  and  2011.  More  positively, 
young VET graduates are more likely to engage in further education (38.4%) than 
is  the  case  across  the  EU  (30.7%  in  the  EU,  based  on  2009  data).  The  2005 
CVTS  data  indicate  the  extent  to  which  employees  and  enterprises  engage  in 
CVET. In 2005, 35% of employers reported providing training compared with 60% 
in the EU, and 21% of employees took CVT courses compared with 33% in the 
EU. 

91 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Skill development and labour market relevance 
Public  expenditure  on  IVET  as  a  percentage  of  GDP  (0.60%)  is  lower  than  the 
EU average (0.73%) (based on 2009 data). The amount spent per student is also 
below  the  EU  average  (EUR  3 896  in  Poland  and  EUR  8 098  in  the  EU).  In 
contrast,  STEM  graduates  account  for  a  relatively  high  share  of  all  graduates 
from  upper-secondary  IVET  (40.7%  compared  with  31.2%  across  the  EU)  and 
this  share  has  been  increasing.  Similarly,  data  for  2008  show  that  the  share  of 
enterprises providing training to support innovation is also relatively high (54.4% 
of innovative enterprises) compared with the EU average (46.4%). The average 
number of foreign languages learned by students in upper-secondary level IVET 
(1.6) is higher than the EU average (1.2). 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(73.1%)  is  lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group  is  also  of  interest.  Data  presented  here  compare  the  situation  of  these 
graduates  with  that  of  graduates  from  general  education  at  same  ISCED  level 
and graduates at lower ISCED level (i.e. 2 or below). A positive figure indicates 
that  IVET  graduates  are  more  likely  to  be  in  employment  and  a  negative  figure 
that  they  are  less  likely  to  be  so.  In  Poland,  IVET  graduates  enjoy  a  positive 
premium  on  both  measures.  Their  employment  rate  is  4.8  percentage  points 
higher than that of their counterparts from general education (slightly lower than 
the EU average of 5.6 percentage points) and their employment rate is also 19.6 
percentage  points  higher  than  that  of  graduates  with  lower  level  qualifications 
(higher  than  the  EU  average  of  17.4  percentage  points).  All  these  employment 
figures relate to 2009 and exclude the young in further education.  

Overall transitions and employment trends 
In Poland, the percentage of early leavers from education and training (5.4%) is 
much  lower  than  the  EU  average  (14.1%)  At  this  level  the  country  is  already 
below  the  Europe  2020  average  target  (10%),  but  not  yet  below  the  national 
target  (4.5%).  The  share  of  30-34  year-olds  who  have  attained  tertiary  level 
education (35.3%) is slightly higher than the EU average (33.6%) but it is below 
the  Europe  2020  average  target  (40%)  or  the  national  target  (45%).  The 
percentage  of  adults  with  low  level  education  (11.3%)  is  lower  than  the  EU 
average (27.3%).  

The employment rate for 20-64 year-olds (64.6%) is lower than that of the 
EU (68.6%). The unemployment rate of the 20-34 year-olds are similar (12.9% for 
Poland; 13.1% for the EU), and the NEET rate (14.5%) is below the EU average 
(16.5%). Interestingly, the NEET rate and the unemployment rate of 20-34 year-
olds  have  been  falling  from  2006  to  2010  whereas  they  have  been  increasing 
across the EU as a whole. 

92 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Poland and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

PL 

EU 

PL 

EU 

Change 
2006-10 
EU 
PL 

2011 
updates 
EU 
PL 

44.0 

51.7 

48.2 

49.9 

4.2 

-1.8 

1020  IVET work-based students as a % of upper-

14.3 

27.8 

13.7 

28.0 

-0.6 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

21 
15 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

4.7 
35 
33.0 

9.5 
60 
46.3 

5.3 

9.1 

0.6 

-0.4 

4.5 

8.9 

36.9 

44.2 

3.9 

-2.1 

1080  Young VET graduates in further education and 

38.4 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

1.1 
5.1 
0.6(u)  3.7 
7.7 
3.7 
13.2 
9.0 

but did not (%) 

1.5 
0.9 
5.9 

5.3 
3.9 
9.2 

0.4 
0.3 
2.2 

0.2 
0.2 
1.5 

1.2 
0.8 
4.8 

5.1 
3.9(u) 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.7 

0.9 

0.67 

0.57 

0.06 
3 046  6 985  3 896  8 098  850  1 113 

0.03 

0.60 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

1.2 

1.6 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

46.0 

34.6 

40.7 

31.2 

-5.3 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.3 
46.4 

54.4 

0.0 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

73.8 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

4.8 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

19.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

91.0 

89.7 

59.6 

55.3 

5.4 
24.7 
17.2 
17.8 
14.2 

15.5 
28.9 
15.1 
10.6 
30.1 

5.4 
35.3 
14.5 
12.9 
11.3 

14.1 
33.5 
16.5 
13.1 
27.3 

0.0 
10.6 
-2.7 
-4.9 
-2.9 

-1.4 
4.6 
1.4 
2.5 
-2.8 

5.6 
36.9 
15.5 
13.3 
10.9 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

60.1 

69.0 

64.6 
88.9 

68.6 
82.2 

4.5 

-0.4 

64.8 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

93 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

21.  Portugal  

VET indicators for Portugal in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

56 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

78 

85 

73 

81 

1080 Young VET graduates in further education and training (%)

107 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

49 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

56 

58 

2060 30-34 year-olds with tertiary VET attainment (%)

19 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

negative  

2100 Employment premium for IVET graduates (over low-educated)

15 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

118 

106 

105 

123 

204 

70 

90 

3070 Medium/high-qualified employment in 2020 (% of total)

59 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

94 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Portugal’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Portugal  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Portugal  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Portugal’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  chart  and  the  table  reveal  that  in  Portugal  participation  levels  in  IVET  are 
relatively  low  compared  with  the  EU  average.  The  percentage  of  upper-
secondary  students  enrolled  in  IVET  (38.8%)  is  lower  than  the  EU  average 
(49.9%). The latter share increased in Portugal. 

Data for  2010  are not  appropriate for  defining  a  workable  baseline  for the 
country  for  adult  participation  in  lifelong  learning.  Based  on  2011  data,  which 
incorporate  a  new  methodology,  the  traditional  picture  of  Portugal  has  been 
modified.  Overall,  adult  participation  in  education  and  training  is  above  the  EU 
average. This  is  also the case for  the  participation  of  particular  subgroups such 
as  older  adults,  low-educated  adults  and  the  unemployed.  The  percentage  of 
young  VET  graduates  in  further  education  and  training  is  few  points  above  the 
average (32.8% in Portugal; 30.7% in the EU, based on 2009 data). 

Skill development and labour market relevance 
The percentage of 30-34 year olds who have attained tertiary level VET (ISCED 
5b)  is  1.4%,  which  is  lower  than  the  corresponding  EU  average  of  7.3%.  In 
contrast,  Portugal  scores  higher  than  the  EU  on  the  percentage  of  innovative 
enterprises  which  have  training  practices  supportive  of  innovation  (54.6% 
compared  with  46.4%  in  the  EU,  based  on  2008  data).  Portugal  scores  higher 

95 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

than  the  EU  average  on  workers  with  skills  matched  to  their  duties  (67.8% 
compared with 55.3% in the EU). 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(83.5%)  is  higher  than  the  EU  average  (79.1%).  Data  presented  here  also 
compare  the  situation  of  these  graduates  with  that  of  graduates  from  general 
education  at  same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  IVET 
graduates  have  an  employment  rate  1.4  percentage  points  lower  than  their 
counterparts  from  the  general  education  stream,  whereas  on  average,  and  in 
most  of  countries,  the  opposite  applies.  IVET  graduates  have  an  employment 
rate  5.6  percentage  points  higher  than  those  with  lower  level  qualifications,  but 
this  positive  employment  premium  is  lower  than  that  observed  across  the  EU 
(17.4  percentage  points).  All  these  employment  figures  relate  to  2009  and 
exclude the young in further education.  

Overall transitions and employment trends 
The share of early leavers from education and training (27.8%) is nearly twice the 
EU average (14.1%). While the percentage of early leavers has decreased over 
recent  years,  it  is  still  higher  than  the  Europe  2020  average  target  and  the 
national  target  (both  set  at  10%).  The  percentage  of  30-34  year-olds  who  have 
attained  tertiary  level  education  (23.5%)  is  relatively  low  compared  with  the  EU 
average  (33.6%).  Although  this  has  increased  slightly  over  the  recent  past 
(26.1%  in  2011),  it  is  still  well  below  the  Europe  2020  average  target  and  the 
national target (both set at 40%). 

Data for 2011 have to be used as a baseline for some indicators because 
of a change in methodology. The difference in the share of adults with lower level 
education in Portugal and the EU average is considerable (65.0% versus 26.6% 
in 2011). 

96 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Portugal and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

PT 

EU 

PT 

EU 

Change 
2006-10 
EU 
PT 

2011 
updates 
EU 
PT 

31.5 

51.7 

38.8 

49.9 

7.3 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

28 
9 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

9.5 
60 
46.3 

44 
26.0 

9.1 

-0.4 

11.6 

8.9 

36.0 

44.2 

10.0 

-2.1 

1080  Young VET graduates in further education and 

32.8 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

5.1 
3.7 
7.7 
13.2 

6.5 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.5 

0.67 
6 985 
0.9 

total labour cost 

5.3 
3.9 
9.2 

0.2 
0.2 
1.5 

5.5 
8.0 
17.1 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

0.9 

1.2 

0.7 

1.2 

-0.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

31.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

2.9 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

1.4 
54.6 

7.3 
46.4 

83.5 

79.1 

2090  Employment premium for IVET graduates (over 

-1.4 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

2.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

94.1 

89.7 

67.8 

55.3 

28.7 
23.5 
14.8 

48.6 

14.1 
33.5 
16.5 
13.1 
27.3 

68.6 
82.2 

39.1 
18.4 
12.4 

15.5 
28.9 
15.1 
10.6 
30.1 

69.0 

-1.5 

0.0 

1.7 

8.5 

-10.4 
5.1 
2.4 

-1.4 
4.6 
1.4 
2.5 
-2.8 

23.2 
26.1 
16.0 
16.5 
65.0 

13.5 
34.6 
16.7 
13.3 
26.6 

-0.4 

69.1 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional.  

97 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

22.  Romania  

VET indicators for Romania in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

20

40

60

80

100

120

140

160

180

200

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

52 

1040 Employees participating in on-the-job training (%)

88 

1050 Adults in lifelong learning (%)

14 

1060 Enterprises providing training (%)

67 

128 

127 

130 

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

60 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

25 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

54 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

150 

177 

78 

80 

104 

87 

109 

74 

73 

130 

121 

83 

94 

92 

98 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

98 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Romania’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Romania  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average equals 100.  If  the  index for  a selected  indicator for  Romania  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Romania’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Students in IVET programmes account for a relatively high share of all students 
in  upper-secondary  education  (63.8%  compared  with  49.9%  in  the  EU).  Overall 
adult  participation  in  lifelong  learning  is  lower  than  that  of  EU  counterparts 
(9.1%).  The  unemployed  are  less  likely  to  engage  in  lifelong  learning  (1.4%) 
compared  with  the  EU  average  (9.2%),  but  data  are  based  on  a  small  sample 
size  and  should  be  interpreted  with  caution.  The  2005  CVTS  data  indicate  the 
extent  to  which  employees  and  enterprises  engage  in  CVET.  In  2005,  35%  of 
employers reported providing training compared with 60% in the EU, and 21% of 
employees  undertook  CVT  courses  compared  with  33%  in  the  EU.  Differences 
between  percentages  of  employees  engaged  in  on-the-job  training  are  small, 
14% in Romania and 16% in the EU.  

Skill development and labour market relevance 
Data on skill development and labour market show few key differences between 
Romania  and  the  EU.  The  percentage  of  30-34  year-olds  who  have  attained 
tertiary level VET (ISCED 5b)  (1.8%) is lower than the EU average (7.3%). The 
IVET 
average  number  of  foreign 
education  is  relatively  high  (1.8  compared  to  1.2  in  the  EU  overall).  STEM 
graduates  account  for  a  relatively  high  share  of  all  graduates  from  upper-
secondary IVET (55.3% compared with 31.2% across the EU). 

in  upper-secondary 

languages 

learned 

99 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(82.1%)  is  3 percentage  points  above  the  EU  average  (79.1%).  Data  presented 
here  also  compare  these  graduates  with  graduates  from  general  education  at 
same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or  below).  A 
positive figure indicates that IVET graduates are more likely to be in employment 
and  a  negative  figure  that  they  are  less  likely  to  be  so.  In  Romania,  IVET 
graduates enjoy a positive premium on both measures. IVET graduates have an 
employment  rate  4.1  percentage  points  higher  than  their  counterparts  from 
general education (even though this positive employment premium is lower than 
the  EU  average  premium  of  5.6  percentage  points).  IVET  graduates  have  an 
employment  rate  15.1  percentage  points  higher  than  those  with  lower  level 
qualifications  (even  though  this  is  also  lower  than  the  EU  average  of  17.4 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education.  

Overall transitions and employment trends 
The share of early leavers from education and training (18.4%) is higher than the 
EU average (14.1%) and much higher than the Europe 2020 average target and 
the  national  target  (both  set  at  10%).  The  percentage  of  30-34  year-olds  who 
have  tertiary  level  education  (18.1%)  is  much  lower  than  the  EU  average 
(33.6%). While the percentage of the population with tertiary level education has 
increased  (20.4%  in  2011),  it  is  still  well  below  the  Europe  2020  average  and 
national targets (both set at 40%).  

Data  show  that  the  employment  rate  for  the  20-64  year-olds  (63.3%)  is 
lower than that in the EU (68.6%). It fell between 2006 and 2010 and continued 
to fall to stand at 62.8% in 2011. The NEET rate (20.0%) is higher than in the EU 
overall  (13.1%),  but  the unemployment  rate  of  20-34  year-olds  (10.9%)  is  lower 
(13.1% in the EU) and between 2006 and 2010 this unemployment rate grew less 
rapidly in Romania than across the EU as a whole. 

100 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Romania and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

RO 

EU  RO 

EU  RO 

EU  RO 

2011 
updates 
EU 

64.9 

51.7 

63.8 

49.9 

-1.1 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

17 
14 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1.3 
40 
57.6 

9.5 
60 
46.3 

1.3 

9.1 

0.0 

-0.4 

1.6 

8.9 

56.0 

44.2 

-1.6 

-2.1 

1080  Young VET graduates in further education and 

40.1 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

7.9 

5.1 
3.7 
7.7 
13.2 

5.3 
3.9 
1.4(u)  9.2 

0.2 
0.2 
1.5 

0.3 
5.1 
0.3(u)  3.9 
1.5(u)  9.1 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.7 

0.67 
6 985 
0.9 

total labour cost 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.4 

1.2 

1.8 

1.2 

0.4 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

57.1 

34.6 

55.3 

31.2 

-1.8 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

2.3 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

1.8 
37.1 

7.3 
46.4 

82.1 

79.1 

2090  Employment premium for IVET graduates (over 

4.1 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

15.1 

17.4 

-0.5 

0.0 

1.9 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

97.7 

89.7 

40.3 

55.3 

17.9 
12.4 
18.2 
10.1 
25.8 

15.5 
28.9 
15.1 
10.6 
30.1 

18.4 
18.1 
20.0 
10.9 
25.7 

14.1 
33.5 
16.5 
13.1 
27.3 

0.5 
5.7 
1.8 
0.8 
-0.1 

-1.4 
4.6 
1.4 
2.5 
-2.8 

17.5 
20.4 
20.9 
11.1 
25.1 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

64.8 

69.0 

63.3 
80.4 

68.6 
82.2 

-1.5 

-0.4 

62.8 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

101 

 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

23.  Slovenia  

VET indicators for Slovenia in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

99 

129 

125 

122 

129 

152 

147 

178 

185 

200 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

111 

108 

115 

106 

109 

97 

99 

86 

54 

61 

83 

104 

102 

106 

180 

218 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

102 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Slovenia’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Slovenia  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Slovenia  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Slovenia’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Participation  in  IVET  is  high  and  above  the  EU  average  as  measured  by  the 
percentage  of  upper-secondary  students  enrolled  in  vocational  programmes 
(64.6% in Slovenia; 49.9% in the EU). Among female upper-secondary students, 
enrolment  in  VET  is  lower  (56.8%)  but  above  the  EU  average  (44.2%).  Few 
students  in  upper-secondary  VET  are  in  combined  work-  and  school-based 
programmes (0.4%) compared with the EU (28.0%). 

The percentage of adults participating in lifelong learning (16.2%) is higher 
than  the  EU  average  (9.1%).  From  2006  to  2010  this  percentage  increased  in 
Slovenia,  whereas  it  decreased  slightly  across  the  EU.  The  percentage  of 
unemployed adults participating in lifelong learning is higher (18.4% for Slovenia; 
9.2% for the EU) and so is the percentage of VET graduates in further education 
(56.9% and 30.7% respectively in 2009). 

Skill development and labour market relevance 
A relatively high percentage of VET students graduate in STEM subjects (35.8% 
in  Slovenia;  31.2%  in  the  EU).  The  percentage  of  30-34  year-olds  with  tertiary 
level  VET  (ISCED  5b)  (13.2%)  is  nearly  twice  as  high  as  the  corresponding 
percentage  in  the  EU  (7.3%).  VET  therefore  contributes  substantially  to  tertiary 
level education of the young. 

103 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(85.8%)  is  higher  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group is also of interest. Data presented here compare them with graduates from 
general education at same ISCED level and graduates at lower ISCED level (i.e. 
2 or below). A positive figure indicates that IVET graduates are more likely to be 
in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Slovenia,  IVET  graduates  enjoy  a  positive  premium  on  both  measures.  Their 
employment rate is 12.2 percentage points higher than that of their counterparts 
from general education (higher than the EU average premium of 5.6 percentage 
points); their employment rate is also 16.9 percentage points higher than that of 
is  17.4 
graduates  with 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education. 

level  qualifications  (EU  average  premium 

lower 

Overall transitions and employment trends 
The percentage of early leavers from education and training (5.0%) is much lower 
than the EU average (14.1%), and is already in line with the 2020 national target 
(5%). Levels of educational attainment overall are relatively high. The percentage 
of  30-34 year-olds with tertiary  level  education  (34.8%)  is  slightly  above  the  EU 
average (33.5%) and the percentage point increase between 2006 and 2010 was 
greater  than  the  increase  in  the  EU.  It  remains  below  both  the  Europe  2020 
average  target  and  the  national  target  (both  set  at  40%).  The  percentage  of 
adults with low level education is lower (16.7%) than in the EU (27.3%).  

The employment rate for 20-64 year-olds (70.3%) is slightly above the EU 
average  (68.6%).  The  NEET  rate  (8.9%)  is  nearly  half  that  of  the  EU  (16.5%) 
and,  between  2006  and  2010,  it  decreased  in  Slovenia  whereas  it  increased  in 
the EU. The unemployment rate for 20-34 year-olds (10.9%) is also lower (13.1% 
in the EU). 

104 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Slovenia and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

SI 

EU 

SI 

EU 

Change 
2006-10 
EU 
SI 

2011 
updates 
EU 
SI 

66.2 

51.7 

64.6 

49.9 

-1.6 

-1.8 

1020  IVET work-based students as a % of upper-

0.0 

27.8 

0.4 

28.0 

0.4 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

50 
20 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

15.0 
73 
59.7 

9.5 
60 
46.3 

16.2 

9.1 

1.2 

-0.4 

15.9 

8.9 

56.8 

44.2 

-2.9 

-2.1 

1080  Young VET graduates in further education and 

56.9 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

6.6 
5.1 
3.8(u)  3.7 
19.9(u)  7.7 
13.2 
13.1 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

1.0 

0.67 
6 985 
0.9 

total labour cost 

7.8 
5.3 
3.4(u)  3.9 
9.2 
18.4 

1.2 
-0.4 
-1.5 

0.2 
0.2 
1.5 

7.8 
5.1 
3.3(u)  3.9 
9.1 
16.4 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.4 

1.2 

1.3 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

30.6 

34.6 

35.8 

31.2 

5.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%)  11.5 
2070  Innovative enterprises with supportive training 

7.3 

13.2 
49.0 

7.3 
46.4 

1.7 

0.0 

13.9 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

85.8 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

12.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

16.9 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

89.2 

89.7 

47.7 

55.3 

5.0(u)  14.1 
33.5 
34.8 
16.5 
8.9 
13.1 
10.9 
27.3 
16.7 

70.3 
87.2 

68.6 
82.2 

5.6 
15.5 
28.1 
28.9 
10.4 
15.1 
9.1(u)  10.6 
30.1 
18.4 

71.5 

69.0 

-0.6 
6.7 
-1.5 
1.8 
-1.7 

-1.4 
4.6 
1.4 
2.5 
-2.8 

4.2(u)  13.5 
34.6 
37.9 
16.7 
8.8 
13.3 
11.7 
26.6 
15.5 

-1.2 

-0.4 

68.4 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

105 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

24.  Slovakia  

VET indicators for Slovakia in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

31 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

19 

17 

143 

145 

115 

125 

100 

90 

149 

1120 Individuals who wanted to participate in training but did not (%)

56 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

107 

2020 IVET public expenditure (EUR per student)

49 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

89 

125 

101 

2060 30-34 year-olds with tertiary VET attainment (%)

11 

2070 Innovative enterprises with supportive training practices (%)

119 

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

68 

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

94 

98 

95 

3010 Early leavers from education and training (%)

33 

3020 30-34 year-olds with tertiary attainment (%)

66 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

33 

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

113 

139 

94 

117 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

106 

254 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Slovakia’s performance on a range of indicators selected to monitor progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Slovakia  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Slovakia  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Slovakia’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Slovakia  has  a  high  a  percentage  of  upper-secondary  students  participating  in 
IVET  (71.3%  compared  with  49.9%  in  the  EU).  Within  upper-secondary 
vocational education, the share of IVET students involved in combined work- and 
school-based programmes (40.5%) is also higher than the EU average (28.0%). 
Slovakia has proportionally fewer people involved in lifelong learning than the EU 
as a whole (2.8% and 9.1% respectively). In 2011 this indicator improved slightly 
(3.9%),  but  remains  below  the  average  target  (15%)  set  by  the  strategic 
framework  ‘education  and  training  2020’.  The  general  picture  from  the  2005 
CVTS data on the training activities of employers is of Slovakia being close to, or 
performing  better  than,  the  EU  average.  For  example,  employees  are  slightly 
more likely to be in receipt of CVT courses (38% in Slovakia; 33% in the EU) and 
the percentage of companies providing training is equal to the EU average.  

Skill development and labour market relevance 
Public  expenditure  on  IVET  as  a  percentage  of  GDP  (0.78%)  is  slightly  higher 
than the EU average (0.73%), but the amount spent per student (EUR 3 935) is 
much below the EU average (EUR 8 098) (based on 2009 data for ISCED 3-4). 
Additionally,  the  share  of  the  30-34  year-olds  who  have  attained  tertiary  level 
VET (ISCED 5b) (0.8%) is lower than the EU average (7.3%).  

107 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(74.7%)  is  lower  than  the  EU  average  (79.1%).  Whether  these  graduates  are 
more  or  less  likely  to  be  employed  than  other  young  people  in  the  same  age 
group  is  also  of  interest.  Data  presented  here  compare  the  situation  of  these 
graduates  with  that  of  graduates  from  general  education  at  same  ISCED  level 
and graduates at lower ISCED level (i.e. 2 or below). A positive figure indicates 
that  IVET  graduates  are  more  likely  to  be  in  employment  and  a  negative  figure 
that  they  are  less  likely  to  be  so.  In  Slovakia,  IVET  graduates  enjoy  a  positive 
premium  on  both  measures.  Their  employment  rate  is  3.8  percentage  points 
higher  than  that  of  their  counterparts  from  general  education  (even  though  this 
positive  premium  is  lower  than  the  EU  average  premium  of  5.6  percentage 
points); and their employment rate is 44.2 percentage points higher than  that of 
graduates with lower level qualifications (well above the EU average premium of 
17.4 percentage points). All these employment figures relate to 2009 and exclude 
the young in further education.  

Overall transitions and employment trends 
The rate of early leaving from education and training  (4.7%) is much lower than 
for  the  EU  as  a  whole  (14.1%).  Slovakia  has  proportionately  fewer  people  with 
low  level  education  (9.0%)  compared  with  the  EU  average  (27.3%).  In  contrast, 
the  share  of  30-34  year-olds  with  tertiary  level  education  is  lower  (22.1%)  than 
the  EU  average  (33.6%).  Although  this  percentage  has  increased  over  recent 
years  (reaching  23.4%  in 2011)  it  is  still  below  the  Europe 2020  average  target 
and the national target (both set at 40%). The unemployment rate of 20-34 year-
olds (18.6% compared with 15.5% in the EU) and the NEET rate of 18-24 year-
olds (18.2% compared with 13.1% in the EU) are higher than in the EU.  

108 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Slovakia and in the EU, 2006, 2010 and 2011 (if available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

SK 

EU 

SK 

EU 

Change 
2006-10 
EU 
SK 

2011 
updates 
EU 
SK 

73.7 

51.7 

71.3 

49.9 

-2.4 

-1.8 

1020  IVET work-based students as a % of upper-

41.9 

27.8 

40.5 

28.0 

-1.4 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

38 
20 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

4.1 
60 
68.6 

9.5 
60 
46.3 

2.8 

9.1 

-1.3 

-0.4 

3.9 

8.9 

65.9 

44.2 

-2.7 

-2.1 

1080  Young VET graduates in further education and 

27.6 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

2.1 

5.1 
3.7 
1.6(u)  7.7 
13.2 
7.4 

but did not (%) 

1.0 

1.6 

5.3 
3.9 
9.2 

-1.1 

0.0 

0.2 
0.2 
1.5 

1.8 

1.7 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.8 

0.9 

0.67 

0.69 

0.06 
2 718  6 985  3 935  8 098  1 217  1 113 

0.09 

0.78 

0.73 

total labour cost 

2040  Average number of foreign languages learned 

1.3 

1.2 

1.5 

1.2 

0.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

38.0 

34.6 

31.5 

31.2 

-6.5 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

0.8 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

0.8 
55.3 

7.3 
46.4 

74.7 

79.1 

2090  Employment premium for IVET graduates (over 

3.8 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

44.2 

17.4 

0.0 

0.0 

1.4 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

88.1 

89.7 

52.4 

55.3 

6.6 
14.4 
18.6 
14.7 
11.2 

15.5 
28.9 
15.1 
10.6 
30.1 

4.7 
22.1 
18.6 
18.2 
9.0 

14.1 
33.5 
16.5 
13.1 
27.3 

-1.9 
7.7 
0.0 
3.5 
-2.2 

-1.4 
4.6 
1.4 
2.5 
-2.8 

5.0 
23.4 
18.2 
18.0 
8.7 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

66.0 

69.0 

64.6 
96.0 

68.6 
82.2 

-1.4 

-0.4 

65.1 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

109 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

25.  Finland  

VET indicators for Finland 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

350

253 

288 

251 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

140 

1020 IVET work-based students in upper secondary IVET (%)

69 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

118 

100 

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

96 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

86 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

100 

89 

92 

67 

85 

99 

128 

151 

183 

178 

2090 Employment premium for  IVET graduates (over general stream)

54 

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

111 

100 

115 

73 

76 

78 

136 

3050 Adults with lower level of educational attainment (%)

62 

3060 Employment rate for 20-64 years-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

106 

107 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

110 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Finland’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Finland with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Finland is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200, Finland’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  share  of  all  upper-secondary  school  students  enrolled  in  IVET  (69.7%)  is 
much  higher  than  the  EU  average  (49.9%).  Enrolment  among  females  is  also 
higher  (66.7%  versus  44.2%).  The  share  of  students  in  upper-secondary  VET 
enrolled in combined work- and school-based programmes (19.2%) is quite high, 
but  somehow  lower  than  the  EU  average  (28.0%).  Adult  participation  in  lifelong 
learning  (15%)  is  over  twice  that  of  the  EU  average  (9.1%)  and  well  above  the 
average  target  (15%)  set  by  the  strategic  framework  ‘education  and  training 
2020’.  Older  adults,  adults  with  low  level  education  and  the  unemployed  are  all 
more likely to participate in lifelong learning in Finland than across the EU. 

Skill development and labour market relevance 
Data from 2009 and related to ISCED 3-4 show that public expenditure on IVET 
as  a percentage of  GDP  is  noticeably  higher  in  Finland (1.30%)  than in  the  EU 
(0.73%),  even  though  expenditure  per  student  (EUR  8 064)  is  close  to  the  EU 
average (EUR 8 098). Considering upper-secondary vocational qualifications, the 
percentage of graduations in STEM subjects (28.8%) is marginally lower than the 
EU  average  (31.2%).  The  percentage  of  30-34  year-olds  who  have  attained 
tertiary level VET (ISCED 5b)  (4.9%) is lower than the EU average (7.3%). The 
percentage  of  innovative  enterprises  providing  training  to  support  innovation  is 
also lower (39.4% versus 46.4% in the EU, based on data for 2008). In Finland, 

111 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

63.4%  of  workers  report  that  their  skills  match  their  duties;  only  55.3%  do  so 
across the EU. 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(78.6%) is about the same as that in the EU (79.1%). Whether these graduates 
are more or less likely to be employed than other young people in the same age 
group is  also of  interest.  Data  presented here  compare  them  to graduates  from 
general education at the same ISCED level and graduates at lower ISCED level 
(i.e. 2 or below). A positive figure indicates that IVET graduates are more likely to 
be  in  employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In 
Finland,  IVET  graduates  enjoy  a  positive  employment  premium  on  both 
measures.  Their  employment  rate  is  3.0  percentage  points  higher  than  that  of 
their  counterparts  from  general  education  (even  though  this  premium  is  lower 
than the EU average of 5.6 percentage points); their employment rate is also 19.4 
percentage  points  higher  than  that  of  graduates  with  lower  level  qualifications 
(this  employment  premium  is  higher  than  the  EU  average  of  17.4  percentage 
points).  All  these  employment  figures  relate  to  2009  and  exclude  the  young  in 
further education. 

Overall transitions and employment trends 
The share of early leavers from education and training (10.3%) is lower in Finland 
than  across  the  EU  on  average  (14.1%).  In  2011,  Finland  is  below  the  Europe 
2020  average  target  (10%)  but  exceeds  the  national  target  (8%).  Educational 
attainment in Finland is relatively high: 45.7% of the 30-34 year-olds have tertiary 
level  education.  This  is  above  the  Europe  2020  average  target  (40%),  the 
national  target  (42%),  and  the  EU  average  (33.5%).  The  percentage  of  people 
with low level education in Finland (17.0%) is lower than the EU average (27.3%). 
The employment rate for the 20-64 year-olds is higher (73.0% for Finland; 68.6% 
for  the  EU)  and  the  NEET rate  and the 20-34  year-olds unemployment rate  are 
both lower than the EU ones.  

112 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Finland and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

FI 

EU 

FI 

EU 

Change 
2006-10 
EU 
FI 

2011 
updates 
EU 
FI 

65.4 

51.7 

69.7 

49.9 

4.3 

-1.8 

1020  IVET work-based students as a % of upper-

16.6 

27.8 

19.2 

28.0 

2.6 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

39 
16 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

23.1 
77 
62.5 

9.5 
60 
46.3 

23.0 

9.1 

-0.1 

-0.4 

23.8 

8.9 

66.7 

44.2 

4.2 

-2.1 

1080  Young VET graduates in further education and 

29.6 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

15.8 
10.6 
17.9 
11.4 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

15.3 
9.8 
16.8 

5.3 
3.9 
9.2 

-0.5 
-0.8 
-1.1 

0.2 
0.2 
1.5 

15.9 
10.7 
19.7 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.8 

total labour cost 

2040  Average number of foreign languages learned 

in IVET 

1.09 

0.06 
7 548  6 985  8 064  8 098  516  1 113 

0.21 

0.67 

1.30 

0.73 

0.9 

1.2 

1.2 

0.0 

2050  STEM graduates from upper-secondary VET 

29.0 

34.6 

28.8 

31.2 

-0.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

15.3 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

4.9 
39.4 

7.3 
46.4 

78.6 

79.1 

2090  Employment premium for IVET graduates (over 

3.0 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

19.4 

17.4 

-10.4 

0.0 

3.0 

8.5 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

89.9 

89.7 

63.4 

55.3 

9.7 
46.2 
10.7 
9.3 
20.4 

15.5 
28.9 
15.1 
10.6 
30.1 

10.3 
45.7 
12.5 
10.3 
17.0 

14.1 
33.5 
16.5 
13.1 
27.3 

0.6 
-0.5 
1.8 
1.0 
-3.4 

-1.4 
4.6 
1.4 
2.5 
-2.8 

9.8 
46.0 
11.7 
9.9 
16.3 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

73.9 

69.0 

73.0 
88.2 

68.6 
82.2 

-0.9 

-0.4 

73.8 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

113 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

26.  Sweden  

VET indicators for Sweden in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

350

400

450

500

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

112 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

139 

131 

130 

120 

142 

269 

344 

405 

435 

1120 Individuals who wanted to participate in training but did not (%)

58 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

137 

134 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

100 

92 

104 

99 

107 

72 

67 

2100 Employment premium for IVET graduates (over low-educated)

138 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

89 

96 

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

45 

3020 30-34 year-olds with tertiary attainment (%)

137 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

64 

68 

90 

115 

100 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

114 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Sweden’s  performance  on  a  range  of  indicators  selected  to monitor  progress in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The  chart  compares  the  situation  in  Sweden  with  that  of  the  EU  based  on,  in 
most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index  where 
the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for  Sweden  is 
100,  then  its  performance  equals  the  EU  average.  If  the  index  is  90,  its 
performance  is  90%  of  (or  10%  below)  the  EU  average.  If  the  index  is  200, 
Sweden’s performance is twice (or 200%) the EU average. For some indicators, 
such as early leavers from education and training, a country is performing better 
if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6). 

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Sweden notably differs from the EU average on several indicators in this group. 
The share of upper-secondary students in IVET (56.1%) is slightly above the EU 
average  (49.9%).  The  percentage  of  female  students  in  upper-secondary 
education  participating  in  IVET  (53%)  is  also  higher  than  the  EU  average 
(44.2%).  

The percentage of adults in lifelong learning (24.5%) is more than twice the 
EU average (9.1%) and well above the average target (15%) set by the strategic 
framework ‘education and training 2020’. From 2010 to 2011 it increased by 0.5 
percentage  points  (to  25%)  while  the  EU  average  decreased  to  8.9%.  Older 
people,  the  unemployed,  and  those  with  relatively  low  level  education  are  all 
much more likely to participate in lifelong learning than is the case across the EU 
(the figures for Sweden are more than three times greater than the corresponding 
EU averages). Data for 2009 show that the percentage of young VET graduates 
in  further  education  is  relatively  high  (43.7%)  compared  to  the  EU  average 
(30.7%). The share of individuals who wanted to participate in training but did not 
do so (7.7%) is 5.5 percentage points lower than the EU average (13.2%).  

Skill development and labour market relevance 
For many indicators in this group, Sweden records values which are close to the 
EU average, but there are some notable differences. Public expenditure on IVET 

115 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

as a percentage of GDP is higher (0.99%) than in the EU overall (0.73%) (based 
on  2009  data  for  ISCED  3-4).  This  is  also  reflected  in  a  greater  average 
expenditure per student, EUR 10 812, compared to the EUR 8 098 spent in the 
EU. The employment rate of IVET graduates (aged 20-34) at ISCED 3-4 (84.3%) 
is  higher  than  the  EU  average  (79.1%).  Whether  these  graduates  are  more  or 
less likely to be employed than other young people in the same age group is also 
of  interest.  Data  presented  here  compare  them  with  graduates  from  general 
education  at  same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment and a negative figure that they are less likely to be so. In Sweden, 
IVET graduates enjoy a positive premium on both measures. Their employment 
rate is 3.7 percentage points higher than  that of their counterparts from general 
education (even though this premium is smaller than the EU average premium of 
5.6  percentage  points);  and  their  employment  rate  is  24.0  percentage  points 
higher than that  of graduates  with  lower  level  qualifications (this  is much  higher 
than  the  EU  average  of  17.4  percentage  points).  All  these  employment  figures 
relate to 2009 and exclude the young in further education. 

Overall transitions and employment trends 
Sweden performs favourably on these indicators. The percentage of early leavers 
from  education  and  training  (6.4%)  is  lower  than  the  EU  average  (14.1%)  and 
lower  than  the  Europe  2020  average  target  and the  national  target  (both  set  at 
10%).  The  share  of  30-34  year-olds  who  have  attained  tertiary  level  education 
(45.8%) is higher than the EU average (33.5%) and exceeds the Europe average 
target (40%) and the national target (42.5%). In Sweden, a relatively small share 
of people has low level education (18.4% against the EU 27.3%).  

The employment rate for the 20-64 year-olds (78.7%) is higher than the EU 
average  (68.6%).  By  2011,  it  rose  in  Sweden  (80%)  whereas  it  remained 
unchanged in the EU.  

In  Sweden,  the  NEET  rate  (10.6%)  is  lower  than  the  EU  (16.5%).  From 
2006 to 2010 it fell by 1.7 percentage points while it rose across the EU by 1.4 
percentage  points.  The  unemployment  rate  for  20-34  year-olds  (11.7%)  is  also 
lower than the EU average (13.1%), though from 2006 to 2010 it increased both 
in Sweden and in the EU as a whole.  

116 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Sweden and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

1020  IVET work-based students as a % of upper-

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

2006 

2010 

SE 

EU 

SE 

EU 

Change 
2006-10 
EU 
SE 

2011 
updates 
EU 
SE 

55.1 

51.7 

56.1 

49.9 

1.0 

-1.8 

27.8 

33 
16 

9.5 
60 
46.3 

46 
21 

(p) 

78 
52.0 

28.0 

0.2 

24.5 

9.1 

(b) 

-0.4 

25.0 

8.9 

53.0 

44.2 

1.0 

-2.1 

1080  Young VET graduates in further education and 

43.7 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

(p) 
(p) 
(p) 
7.7 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

18.3 
15.8 
40.0 

5.3 
3.9 
9.2 

(b) 
(b) 
(b) 

0.2 
0.2 
1.5 

18.9 
16.9 
40.4 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.99 

0.67 

0.84 
0.06 
9 154  6 985  10 812  8 098  1 658  1 113 
0.9 

0.73 

0.15 

-0.9 

-0.9 

0.9 

0.0 

0.0 

total labour cost 

2040  Average number of foreign languages learned 

1.1 

1.2 

1.1 

1.2 

0.0 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

31.0 

34.6 

32.4 

31.2 

1.4 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

8.3(p)  7.3 

7.2(p) 
33.6 

7.3 
46.4 

-1.1 

0.0 

7.6(p)  8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

84.3 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

3.7 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

24.0 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

79.5 

89.7 

53.2 

55.3 

6.4 
45.8(p) 
10.6(p) 
11.7 
18.4 

78.7 
82.2 

14.1 
33.5 
16.5 
13.1 
27.3 

68.6 
82.2 

15.5 
8.6 
39.5(p)  28.9 
12.3(p)  15.1 
10.6 
9.7 
30.1 
21.1 

78.8 

69.0 

-2.2 
6.3 
-1.7 
2.0 
-2.7 

-1.4 
4.6 
1.4 
2.5 
-2.8 

13.5 
6.7 
47.5(p)  34.6 
10.3(p)  16.7 
13.3 
10.6 
26.6 
18.0 

-0.1 

-0.4 

80.0 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

117 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

27.  United Kingdom 

VET indicators for the United Kingdom in 2010 or the most recent year available 
before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

213 

246 

199 

189 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

64 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

71 

101 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

negative  

2100 Employment premium for IVET graduates (over low-educated)

71 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

75 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

99 

102 

95 

106 

107 

128 

107 

108 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

118 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  UK’s  performance on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in the UK with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for the UK is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or  10%  below)  the  EU  average.  If  the  index  is  200,  the  UK’s  performance  is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  UK  has  a  relatively  low  percentage  of  students  participating  in  IVET  but  a 
relatively high percentage of adults in education and training.  

The  share  of  upper-secondary  students  enrolled  in  IVET  is  lower  (32.1%) 
than  the  EU  average  (49.9%).  The  percentage  of  students  in  IVET  has  fallen 
more in the UK than it has across the EU as a whole. The percentage of women 
participating in IVET in upper-secondary school – as a share of all female upper-
secondary school students – at 31.5% is lower than the EU average of 44.2%%. 
The fall  in the  percentage  of  women  in  upper-secondary  education  participating 
in IVET has been greater in the UK than it has in the EU as a whole. 

The percentage of adults participating in lifelong learning (19.4%) is higher 
than the corresponding EU average (9.1%) and above the average target (15%) 
set by the strategic framework ‘education and training 2020’. The percentage of 
older adults, people with low level education, and the unemployed participating in 
lifelong learning is higher in the UK than in the EU. 

Skill development and labour market relevance 
For the UK there are relatively few data available for this group of indicators.  

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(78.2%) is close to the EU average (79.1%). Whether these graduates are more 
or less likely to be employed than other young people in the same age group is 

119 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

also of interest. Data presented here compare them with graduates from general 
education  at  same  ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In  the  UK, 
IVET graduates have an employment rate 2.4 percentage points lower than their 
counterparts  from  general  education  (the  EU  average  situation  is  the  opposite, 
with an employment rate 5.6 percentage points higher for IVET graduates); IVET 
graduates  in  the  UK  have  an  employment  rate  13.3  percentage  points  higher 
than  those  with  lower  level  qualifications  (the  EU  average  premium  is  of  17.4 
percentage points). All these employment figures relate to 2009 and exclude the 
young in further education. 

Overall transitions and employment trends 
Results  on  overall  transitions  and  employment  trends  for  the  UK  are,  in  many 
instances, close to the respective EU averages.  

The  percentage  of  early  leavers  from  education  and  training  (14.9%)  is 
slightly  higher  than  the  corresponding  EU  average  (14.1%);  and  below  the 
Europe 2020 average target (10%). The percentage of 30-34 year-olds who have 
attained tertiary  level  education  (43.0%)  is  higher  than  the  EU  average  (33.5%) 
and above the Europe 2020 average target (40%). The employment rate for the 
20-64 year-olds (73.6%) is higher than in the EU overall (68.6%). The NEET rate 
(17.7%)  is  slightly  higher  (16.5% for the  EU). The  unemployment  rate for  20-34 
year-olds (9.9%) is below the EU average (13.1%). 

120 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in the UK and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

UK 

EU  UK 

EU 

Change 
2006-10 
UK 

2011 
updates 
EU 

EU  UK 

41.7 

51.7 

32.1 

49.9 

-9.6 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

33 
16 

9.5 
60 
46.3 

42.8 

19.4 

9.1 

(b) 

-0.4 

15.8(p)  8.9 

31.5 

44.2 

-11.3 

-2.1 

1080  Young VET graduates in further education and 

30.9 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

25.0 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

total labour cost 

2040  Average number of foreign languages learned 

in IVET 

2050  STEM graduates from upper-secondary VET 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

practices (%) 

5.1 
3.7 
7.7 
13.2 

0.67 
6 985 
0.9 

1.2 

34.6 

7.3 

5.3 
3.9 
9.2 

(b) 
(b) 
(b) 

0.2 
0.2 
1.5 

11.5(b)  5.1 
7.2(p)  3.9 
14.8(p)  9.1 

9.6 
18.3 

0.73 
8 098 

0.06 
1 113 

1.2 

31.2 

7.3 
46.4 

0.0 

-3.4 

0.0 
46.4 

16.8(b)  8.5 

2080  Employment rate for IVET graduates (20-34 

78.2 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

-2.4 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

13.3 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

36.5 

6.7 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

75.2 

15.5 
28.9 
15.1 
10.6 

30.1 
69.0 

of total) 

95.9 

89.7 

46.8 

55.3 

14.9 
43.0 
17.7 
9.9 

73.6 
88.6 

14.1 
33.5 
16.5 
13.1 

27.3 
68.6 
82.2 

(b) 
6.5 
(b) 
3.2 

-1.6 

-1.4 
4.6 
1.4 
2.5 

-2.8 
-0.4 

15.0 
45.8 
18.4 
10.5 

13.5 
34.6 
16.7 
13.3 

23.6(b)  26.6 
68.6 
73.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

121 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Part II 
Selected EFTA and  
candidate countries 

 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

28.  Croatia 

VET indicators for Croatia in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

20

40

60

80

100

120

140

160

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

24 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

106 

144 

150 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

108 

103 

133 

3020 30-34 year-olds with tertiary attainment (%)

73 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

117 

85 

86 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

124 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Croatia’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Croatia with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for  Croatia is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200,  Croatia’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The chart and the table illustrate that in Croatia participation in IVET is well above 
the EU average: the share of IVET students (72.1%) as a percentage of all upper-
secondary students is much higher than the EU average (49.9%). More women in 
upper-secondary education are likely to be involved in IVET than in the EU (66.1% 
versus  44.2%).  Croatia  has  proportionately  fewer  adults  involved  in  lifelong 
learning (2.2%) than the EU average (9.1%). From 2006 to 2010, participation in 
lifelong learning decreased, but improved slightly (2.3%) in 2011.  

Skill development and labour market relevance 
Data  for  many  of  the  indicators  relating  to  skill  development  and  labour  market 
relevance  are  unavailable.  For  indicators  available,  the  differences  compared 
with the EU average are limited. The percentage of 30-34 year-olds with a tertiary 
VET (ISCED 5b) (7.6%) is slightly higher than the EU average (7.3%). There is a 
striking difference in the share of innovative enterprises which provide training to 
support innovation: 61.9% in Croatia compared with 46.4% in the EU (based on 
data for 2008). 

Overall transitions and employment trends 
The indicator for early leavers from education and training (3.7%) is significantly 
lower than the EU average (14.1%) but so is the percentage of 30-34 year-olds 

125 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

with  tertiary  level  education  (24.3%  compared  with  33.6%).  The  share  of  adults 
with a relatively low level education (23.3%) is also lower (27.3% for the EU).  

The employment rate for the 20-64 year-olds (58.7%) is lower than the EU 
average (68.6%) From 2006 to 2010 if fell more than that recorded for the EU. In 
2011, the figure fell further (57.0%) in Croatia while it remained stable (68.6%) in 
the  EU.  The  unemployment  rate  for  the  20-34  year-olds  (18.4%)  is  higher  than 
the  EU  average  (16.5%).  The  latest  data  for  2011  show  a  further  increase 
(22.3%), which should be interpreted with caution because of sample size issues. 
The NEET rate (19.3%) is also above the EU average.  

126 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Croatia and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

HR 

EU  HR 

EU 

Change 
2006-10 
HR 

2011 
updates 
EU 

EU  HR 

73.6 

51.7 

72.1 

49.9 

-1.5 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

2.9 

66.9 

9.5 
60 
46.3 

1080  Young VET graduates in further education and 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

0.6(u)  5.1 
3.7 
3.2(u)  7.7 
13.2 
14.0 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.67 
6 985 
0.9 

total labour cost 

2.2 

9.1 

-0.7 

-0.4 

2.3 

8.9 

66.1 

44.2 

-0.8 

-2.1 

30.7 

5.3 
3.9 
9.2 

0.2 
0.2 
1.5 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.2 

1.2 

1.3 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

34.6 

31.2 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

6.2 

7.3 

7.6 
61.9 

7.3 
46.4 

1.4 

0.0 

8.5 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

2090  Employment premium for IVET graduates (over 

general stream) 

2100  Employment premium for IVET graduates (over 

low-educated) 

79.1 

5.6 

17.4 

2110  Workers helped to improve their work by 

93.0 

89.7 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

55.3 

4.7(u)  15.5 
28.9 
16.7 
18.6 
15.1 
16.1(u)  10.6 
30.1 
25.9 

3.7(u)  14.1 
33.5 
24.3 
19.3 
16.5 
18.4(u)  13.1 
27.3 
23.3 

-1.0 
7.6 
0.7 
2.3 
-2.6 

-1.4 
4.6 
1.4 
2.5 
-2.8 

4.1(u)  13.5 
34.6 
24.5 
20.6 
16.7 
22.3(u)  13.3 
26.6 
22.7 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

60.6 

69.0 

58.7 

68.6 
82.2 

-1.9 

-0.4 

57.0 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

127 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

29.  Former Yugoslav Republic of 

Macedonia 

VET indicators for the former Yugoslav Republic of Macedonia in 2010 or the most 
recent year available before 2010 Index numbers (EU=100) 

0

50

100

150

200

250

300

350

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

120 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

35 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

124 

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

111 

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

51 

107 

112 

110 

3030 NEET rate for 18-24 year-olds (%)

201 

3040 Unemployment rate for 20-34 year-olds (%)

303 

3050 Adults with lower level of educational attainment (%)

137 

3060 Employment rate for 20-64 year-olds (%)

70 

3070 Medium/high-qualified employment in 2020 (% of total)

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

128 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  performance  of  the  former  Yugoslav  Republic  of  Macedonia  on  a  range  of 
indicators  selected  to  monitor  progress  in  VET  and  lifelong  learning  across  the 
European  Union  (EU)  is  summarised  below.  The  chart  compares  the  former 
Yugoslav Republic of Macedonia with the EU based on, in most instances, 2010 
data.  In  the  chart,  scores  are  presented  as  an  index  where  the  EU  average 
equals  100.  So,  if  the  score  on  a  selected  indicator  for  Macedonia  is  100,  its 
performance  is  equal  to  the  EU  average.  If  the  score  is  90,  its  performance 
corresponds  to  90%  of  the  EU  average  (i.e.  10%  below  the  EU  average).  If  the 
score  is  200,  it  is  twice (or  200%)  that  of  the  EU  average.  For some  indicators, 
such  as  early  leavers  from  education  and  training,  a  country  is  performing 
relatively well if its score is below the EU average. 

Data on which the index scores have been calculated are presented in the 
table,  which  also  shows  changes  over  time.  A  definition  of  each  indicator  is 
provided  in  the  annex  which  also  includes  the  years  used  to  calculate  each 
indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Relatively few data are available for the former Yugoslav Republic of Macedonia. 
The percentage of students in upper-secondary education participating in IVET is 
relatively high (60.0%) compared to the EU average (49.9%); the same is true for 
the  share  of  female  students  in  upper-secondary  education  undertaking  IVET 
(55.0%  versus  44.2%  for  the  EU).  The  percentage  of  adults  participating  in 
lifelong  learning  (3.2%)  is  lower  than  the  EU  average  (9.1%).  Similarly, 
participation  rates  in  lifelong  learning  among  several  subgroups,  such  as  older 
adults and the unemployed, are below the EU average (though, based on small 
sample sizes, these rates should be interpreted with caution).  

Skill development and labour market relevance 
The  percentage  of  IVET  students  graduating  in  STEM  subjects  (34.7%)  is  on  a 
par with the EU average (31.2%). In the former Yugoslav Republic of Macedonia, 
a  relatively  high  share  of  people  report  that  training  has  helped  improve  their 
work (95.6% compared with 89.7% in the EU), and a relatively high share report 
that  their  skills  are  matched  to  their  duties  (62.0%  compared  with  55.3%  in  the 
EU). 

129 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Overall transitions and employment trends 
The  share  of  early  leavers  from  education  and  training  (15.5%)  is  marginally 
higher  than  the  EU  average  (14.1%).  Bigger  differences  are  observed  for  other 
indicators.  For  instance,  the  percentage  of  30-34  year-olds  with  tertiary  level 
education (17.1%) is nearly half that of the EU (33.5%). The employment rate for 
20-64 year-olds (48.1%) is much lower than the EU average (68.6%). The NEET 
rate  (33.1%)  is  around  twice  the  EU  average  (16.5%),  and  the  unemployment 
rate for 20-34 year-olds (39.7%) is nearly three times as high as the EU average 
(13.1%). The share of adults with low level education is relatively high at 37.5% 
compared with 27.3% in the EU. 

130 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in the former Yugoslav Republic of Macedonia and in the EU, 
2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

MK 

EU  MK 

EU  MK 

EU  MK 

2011 
updates 
EU 

59.6 

51.7 

60.0 

49.9 

0.4 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

2.3 

53.3 

9.5 
60 
46.3 

3.2 

9.1 

0.9 

-0.4 

3.4 

8.9 

55.0 

44.2 

1.7 

-2.1 

1080  Young VET graduates in further education and 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

0.4(u)  5.1 
3.7 
0.9(u)  7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.67 
6 985 
0.9 

total labour cost 

0.7(u)  5.3 
3.9 
1.5(u)  9.2 

0.3 

0.6 

0.2 
0.2 
1.5 

0.7(u)  5.1 
0.3(u)  3.9 
2.3(u)  9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.2 

1.2 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

43.5 

34.6 

34.7 

31.2 

-8.8 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

2090  Employment premium for IVET graduates (over 

general stream) 

2100  Employment premium for IVET graduates (over 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

0.0 

8.5 

7.3 
46.4 

79.1 

5.6 

17.4 

95.6 

89.7 

62.0 

55.3 

22.8 
11.6 
47.1 
45.5 
42.4 

15.5 
28.9 
15.1 
10.6 
30.1 

15.5 
17.1 
33.1 
39.7 
37.5 

43.9 

69.0 

48.1 

14.1 
33.5 
16.5 
13.1 
27.3 

68.6 
82.2 

-7.3 
5.5 
-14.0 
-5.8 
-4.9 

-1.4 
4.6 
1.4 
2.5 
-2.8 

13.5 
20.4 
33.0 
39.8 
36.3 

13.5 
34.6 
16.7 
13.3 
26.6 

4.2 

-0.4 

48.4 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

131 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

30.  Iceland 

VET indicators for Iceland in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

350

400

450

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

69 

1020 IVET work-based students in upper secondary IVET (%)

167 

277 

351 

410 

295 

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

67 

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

50 

68 

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

101 

2090 Employment premium for  IVET graduates (over general stream)

20 

2100 Employment premium for IVET graduates (over low-educated)

67 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

51 

3040 Unemployment rate for 20-34 year-olds (%)

86 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

160 

122 

123 

117 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

132 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Iceland’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Iceland with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Iceland is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200,  Iceland’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
In  Iceland,  the  share  of  upper-secondary  students  enrolled  in  IVET  (34.3%)  is 
lower  than the  EU  average (49.9%).  Among  upper-secondary  students  in  IVET, 
enrolment  in  combined  work-  and  school-based  programmes  is  quite  common 
(46.6%) and much higher than the EU average (28.0%). 

Iceland  has  a  relatively  high  share  of  its  adult  population  participating  in 
lifelong  learning  (25.2%  compared  with  9.1%  in  the  EU).  This  share  decreased 
between 2006 and 2010, but rose in 2011 (25.9% compared to 8.9% in the EU). 
The relatively high level of adult participation in lifelong learning is reflected in the 
relatively  high participation  rates  of specific groups on  the  same  indicator:  older 
adults  (18.7%  versus  5.3%  in  the  EU);  those  with  low  level  education  (16.0% 
versus 3.9% in the EU); and unemployed adults (27.1% versus 9.2% in the EU).  

Skill development and labour market relevance 
The  percentage of  VET students graduating  in  STEM  subjects  (21.2%)  is  lower 
than  the  corresponding  EU  average  (31.2%).  In  upper-secondary  vocational 
education, the average number of foreign languages learned per  student is also 
below the EU average (0.6 in Iceland; 1.2 in the EU). 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(80.1%) is just one percentage point above the EU average (79.1%). The extent 
to which these graduates  are  more  or  less likely  to  be  employed  than others  in 

133 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

the same age group is also of particular interest. Data presented here compare 
the  employment  rates  of  these  graduates  to  that  of  graduates  from  general 
education at the same ISCED level and graduates at lower ISCED level (i.e. 2 or 
below).  A  positive  figure  indicates  that  IVET  graduates  are  more  likely  to  be  in 
employment  and  a  negative  figure  that  they  are  less  likely  to  be  so.  In  Iceland, 
IVET graduates enjoy a positive premium on both measures. Their employment 
rate is 1.1 percentage points higher than  that of their counterparts from general 
education (this a positive employment premium, even though it is lower than the 
EU  average  premium  of  5.6  percentage  points);  their  employment  rate  is  11.6 
percentage  points  higher  than  that  of  graduates  with  lower  level  qualifications 
(this is also below the EU average premium of 17.4 percentage points). All these 
employment data relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
The  share  of  early  leavers  from  education  and  training  (22.6%)  is  much  higher 
than  the  EU  average  (14.1%).  Although  this  percentage  has  been  decreasing 
over recent years, to stand at 19.7% in 2011, it is still much higher than the EU 
average (13.5% in 2011). While the country has a relatively high share of 30-34 
year-olds  with tertiary level education (40.9% compared with the EU average of 
33.6%), the share of adults aged 25-64 with low level education is relatively high 
(33.5% versus 27.3% for the EU).  

The  employment  rate  for  20-64  year-olds  (80.4%)  is  relatively  high 
compared with the EU average (68.6%). The NEET rate (8.4%) is lower than the 
EU average (16.5%). The percentage point increase in the NEET rate from 2006 
to 2010 was higher than that observed in the EU. The unemployment rate of 20-
34 year-olds (11.3%) is also lower the EU average (13.1%).  

134 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Iceland and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

IS 

EU 

IS 

EU 

Change 
2006-10 
EU 
IS 

2011 
updates 
EU 
IS 

36.7 

51.7 

34.3 

49.9 

-2.4 

-1.8 

1020  IVET work-based students as a % of upper-

48.1 

27.8 

46.6 

28.0 

-1.5 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1080  Young VET graduates in further education and 

training (%) 

27.9 

30.3 

9.5 
60 
46.3 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

21.0 
17.0 

18.7 
16.0 
27.1 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.67 
6 985 
0.9 

total labour cost 

25.2 

9.1 

-2.7 

-0.4 

25.9 

8.9 

29.4 

44.2 

-0.9 

-2.1 

30.7 

5.3 
3.9 
9.2 

-2.3 
-1.0 

0.2 
0.2 
1.5 

19.7 
16.1 
30.9 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

0.7 

1.2 

0.6 

1.2 

-0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

26.3 

34.6 

21.2 

31.2 

-5.1 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

(u) 

7.3 

(u) 

7.3 
46.4 

0.0 

3.2(u)  8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

80.1 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

1.1 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

11.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

89.7 

55.3 

14.1 
33.5 
16.5 
13.1 
27.3 

68.6 
82.2 

25.6 
36.4 
5.1 

36.7 

15.5 
28.9 
15.1 
10.6 
30.1 

22.6 
40.9 
8.4 
11.3 
33.5 

86.3 

69.0 

80.4 

-3.0 
4.5 
3.3 

-3.2 

-1.4 
4.6 
1.4 
2.5 
-2.8 

19.7 
44.6 
7.5 
10.0 
29.3 

13.5 
34.6 
16.7 
13.3 
26.6 

-5.9 

-0.4 

80.6 

68.6 

NB:   b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

135 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

31.  Norway 

VET indicators for Norway in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

196 

228 

259 

201 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

108 

101 

1070 Female IVET students of all female upper secondary students (%)

105 

1080 Young VET graduates in further education and training (%)

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

80 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

42 

2050 STEM graduates from upper secondary IVET (% of total)

117 

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

2100 Employment premium for IVET graduates (over low-educated)

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

45 

56 

102 

111 

123 

141 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

42 

41 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

70 

84 

116 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

136 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Norway’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Norway with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Norway is 100, then 
its performance equals the EU average. If the index is 90, its performance is 90% 
of (or 10% below) the EU average. If the index is 200, Norway’s performance is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Figures for Norway are close to the EU average for three indicators in this group. 
The  percentage  of  upper-secondary  students  in  IVET  (53.9%)  is  only  slightly 
higher than the EU average (49.9%). The same indicator specified with respect to 
the percentage of female upper-secondary students in IVET is also slightly above 
the  EU  average  (46.5%  in  Norway  and  44.2%  across  the  EU).  These  shares 
have  decreased  between  2006  and  2010  by  more  than  6  percentage  points  in 
Norway but only by around 2 percentage points for the EU as a whole. Students 
in  combined  work-  and  school-based  programmes  accounted  for  28.4%  of 
students in upper-secondary IVET, in line with the EU average of 28.0%. 

For  several  other  indicators,  the  values  for  Norway  are  markedly  higher 
than the EU averages. The percentage of adults participating in lifelong learning 
(17.8%)  is  nearly  twice  the  EU  average  (9.1%).  Older  people,  the  unemployed, 
and those with relatively low qualifications are all much more likely to participate 
in lifelong learning than is the case across the EU.  

The share of individuals who want to participate in training but who do not 

do so is lower in Norway (10.6%) than in the EU as a whole (13.2% in 2007).  

Skill development and labour market relevance 
Data for Norway are not available for several indicators on skill development and 
labour  market  relevance.  Available  data  show  that  Norway’s  figures  are  slightly 

137 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

higher  than  the  EU  average  for  some  of  these  indicators.  The  share  of  STEM 
graduates  from  upper-secondary  VET  (36.5%)  is  higher  than  the  EU  average 
(31.2%).  The  share  of  workers  who  improved  their  work  through  training  is  1.7 
percentage  points  higher  in  Norway  (91.4%)  than  across  the  EU  as  a  whole 
(89.7%).  Workers  are  more  likely  to  report  that  their  skills  are  matched  to  their 
duties in their jobs (61.6%) compared the EU average (55.3%). 

For  other  indicators  in this  group,  Norway’s  figures are notably  lower  than 
the EU average. The average number of foreign languages learned by students 
in upper-secondary IVET is 0.5 whereas the EU average is 1.2. The share of 30-
34  year-olds  with tertiary  level  VET  (ISCED  5b)  (3.3%)  is  less than  half  the  EU 
average  (7.3%).  Data 
innovative  companies  are 
considerably  less likely  to  provide  training  to support  their  innovation  processes 
(at  26.0%  it  is  more  than  20  percentage  points  lower  than  the  46.4%  EU 
average).  

from  2008  show 

that 

Overall transitions and employment trends 
Norway  differs  on  many  of  the  indicators  which  capture  overall  transitions  and 
employment trends from the overall situation in the EU. The percentage of early 
leavers  from  education  and  training  (17.4%)  is  higher  than  the  EU  average 
(14.1%).  But  the  share  of  30-34  year-olds  who  have  attained  tertiary  level 
education (47.3%) is also higher than the EU average (33.5%). The same is true 
of  the  employment  rate  for  20-64  year-olds  (79.6%  for  Norway,  68.6%  for  the 
EU).  

The  NEET  rate  of  18-24  year-olds  (6.9%)  is  much  lower  than  the  EU  rate 
(16.5%).  It  increased  by  0.4  percentage  points  from  2006  to 2010,  whereas  the 
EU average rose by 1.4 percentage points. Similarly, the unemployment rate for 
20-34 year-olds (5.4%) is lower than the EU average (13.1%). From 2006 to 2010 
this  rate  too  increased  less  in  Norway  (0.6  percentage  points)  than  in  EU  as  a 
whole (2.5 percentage points).  

138 

 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Norway and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

Change 
2006-10 

NO 

EU  NO 

EU  NO 

EU  NO 

2011 
updates 
EU 

60.0 

51.7 

53.9 

49.9 

-6.1 

-1.8 

1020  IVET work-based students as a % of upper-

23.2 

27.8 

28.4 

28.0 

5.2 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1080  Young VET graduates in further education and 

training (%) 

18.7 

53.4 

9.5 
60 
46.3 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

12.9 
10.3 
19.7 
10.6 

5.1 
3.7 
7.7 
13.2 

12.1 
10.1 
18.5 

but did not (%) 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.67 
6 985 
0.9 

total labour cost 

17.8 

9.1 

-0.9 

-0.4 

18.2 

8.9 

46.5 

44.2 

-6.9 

-2.1 

30.7 

5.3 
3.9 
9.2 

-0.8 
-0.2 
-1.2 

0.2 
0.2 
1.5 

12.2 
10.4 
18.9 

5.1 
3.9 
9.1 

0.73 
8 098 

0.06 
1 113 

2040  Average number of foreign languages learned 

1.0 

1.2 

0.5 

1.2 

-0.5 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

29.6 

34.6 

36.5 

31.2 

6.9 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

3.3 
26.0 

7.3 
46.4 

3.3 

0.0 

3.2(u)  8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

year-olds) 

2090  Employment premium for IVET graduates (over 

general stream) 

2100  Employment premium for IVET graduates (over 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

79.1 

5.6 

17.4 

91.4 

89.7 

61.6 

55.3 

17.8 
41.9 
6.5 
4.8 
21.5 

15.5 
28.9 
15.1 
10.6 
30.1 

17.4 
47.3 
6.9 
5.4 
19.1 

14.1 
33.5 
16.5 
13.1 
27.3 

-0.4 
5.4 
0.4 
0.6 
-2.4 

-1.4 
4.6 
1.4 
2.5 
-2.8 

16.6 
48.8 
6.9 
4.9 
18.7 

13.5 
34.6 
16.7 
13.3 
26.6 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

79.5 

69.0 

79.6 
69.0 

68.6 
82.2 

0.1 

-0.4 

79.6 

68.6 

of total) 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

139 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

32.  Switzerland 

VET indicators for Switzerland in 2010 or the most recent year available before 
2010  
Index numbers (EU=100) 

0

100

200

300

400

500

600

327 

336 

486 

264 

268 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

133 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

135 

1080 Young VET graduates in further education and training (%)

82 

1090 Older adults in lifelong learning (%)

1100 Low-educated adults in lifelong learning (%)

1110 Unemployed adults in lifelong learning (%)

1120 Individuals who wanted to participate in training but did not (%)

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

92 

111 

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

2050 STEM graduates from upper secondary IVET (% of total)

85 

2060 30-34 year-olds with tertiary VET attainment (%)

155 

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

2090 Employment premium for  IVET graduates (over general stream)

109 

128 

2100 Employment premium for IVET graduates (over low-educated)

87 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

3020 30-34 year-olds with tertiary attainment (%)

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

3070 Medium/high-qualified employment in 2020 (% of total)

47 

48 

49 

52 

132 

118 

101 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

140 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Switzerland’s performance on a range of indicators selected to monitor progress 
in  VET  and  lifelong  learning  across  the  European  Union  (EU)  is  summarised 
below. The chart compares the situation in Switzerland with that of the EU based 
on,  in  most  instances,  2010  data.  Data  in  the  chart  are  presented  as  an  index 
where  the  EU  average  equals  100.  If  the  index  for  a  selected  indicator  for 
Switzerland  is  100,  then its  performance  equals  the  EU  average.  If the  index  is 
90, its performance is 90% of (or 10% below) the EU average. If the index is 200, 
Switzerland’s  performance  is  twice  (or  200%)  the  EU  average.  For  some 
indicators,  such  as  early  leavers  from  education  and  training,  a  country  is 
performing better if its score is below that of the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
Switzerland has higher levels of participation in IVET and in adult education and 
training, compared with the EU average. 

The  share  of  upper-secondary  students  enrolled  in  IVET  programmes 
(66.2%)  is  higher  than  the  EU  average  (49.9%).  Combined  work-  and  school-
based  programmes  account  for  a  large  share  of  students  in  upper-secondary 
IVET  (91.1%,  which  is  much  higher  than  the  corresponding  EU  average  of 
28.0%).  

Switzerland also records a higher share of its adult population participating 
in  lifelong  learning  (30.6%  versus  9.1%%  in  the  EU).  Although  this  increased 
from 2006 to 2010, the latest data reveal that it has dropped slightly since 2010 
to 29.9% in 2011.  

Skill development and labour market relevance 
Public  expenditure  on  IVET,  as  a  percentage  of  GDP  (0.67%  in  2009)  is 
somewhat  lower  than  the  EU  average  (0.73%),  but  this  translates  into  higher 
expenditure  per  IVET  student:  EUR  8 988  compared  with  an  average  of  EUR 
8 098 in the EU (expenditure data refer to 2009 and ISCED 3-4). The percentage 
of 30-34 year-olds with tertiary level VET (ISCED 5b) (11.3%) is higher than the 
corresponding  EU  average  (7.3%):  VET  is  an  important  determinant  of  tertiary 
level education for young people. 

141 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(86.4%)  is  higher  than  the  EU  average  (79.1%).  Data  presented  here  also 
compare  these  graduates  with  graduates  from  general  education  at  the  same 
ISCED  level  and  graduates  at  lower  ISCED  level  (i.e.  2  or  below).  A  positive 
figure  indicates that IVET graduates are more  likely  to be  in employment  and a 
negative figure that they are less likely to be so. In Switzerland, IVET graduates 
enjoy  a  positive  premium  on  both  measures.  Their  employment  rate  is  7.2 
percentage  points  higher  than  that  of  their  counterparts  from  general  education 
(higher  than  the  EU  average  premium  of  5.6  percentage  points);  and  it  is  15.2 
percentage points higher than the employment rate of graduates with lower level 
qualifications. All these employment figures relate to 2009 and exclude the young 
in further education.  

Overall transitions and employment trends 
In  Switzerland,  the  share  of  early  leavers  from  education  and  training  (6.6%)  is 
lower than the EU average (14.1%). This percentage has been decreasing over 
recent years and in 2011 stood at 6.3%. Additionally, Switzerland scores above 
the  EU  average  rate  for  30-34  year-olds  with  tertiary  level  education  (44.2% 
versus  33.6%  in the  EU). The  NEET  rate  (7.9%)  and the  unemployment  rate of 
20-34 year-olds (6.4%) are below the respective averages in the EU (16.5% and 
13.1%).  The  share  of  adults  with  low  level  education  (14.2%)  is  below  the  EU 
average (27.3%). 

142 

 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Switzerland and in the EU, 2006, 2010 and 2011 (where 
available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

CH 

EU  CH 

EU 

Change 
2006-10 
CH 

2011 
updates 
EU 

EU  CH 

64.2 

51.7 

66.2 

49.9 

2.0 

-1.8 

1020  IVET work-based students as a % of upper-

90.1 

27.8 

91.6 

28.0 

1.5 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

22.5 

56.2 

9.5 
60 
46.3 

30.6 

9.1 

8.1 

-0.4 

29.9 

8.9 

59.7 

44.2 

3.5 

-2.1 

1080  Young VET graduates in further education and 

25.3 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

7.6 
18.3 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

25.9 
10.3 
24.7 

5.3 
3.9 
9.2 

(b) 

2.7 
6.4 

0.2 
0.2 
1.5 

25.0 
9.9 
23.0 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

total labour cost 

2040  Average number of foreign languages learned 

in IVET 

0.67 

0.68 

0.73 
9 065  6 985  8 988  8 098 

0.67 

-0.01 
-77 

0.06 
1 113 

0.9 

1.2 

1.2 

0.0 

2050  STEM graduates from upper-secondary VET 

28.0 

34.6 

26.5 

31.2 

-1.5 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

9.6 

7.3 

11.3 

7.3 
46.4 

1.7 

0.0 

11.3 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

86.4 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

7.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

15.2 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

9.6 
35.0 
8.3 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

15.5 
28.9 
15.1 
10.6 
30.1 

69.0 

89.7 

55.3 

14.1 
33.5 
16.5 
13.1 
27.3 

6.6 
44.2 
7.9 
6.4 
14.2 

81.1 
82.9 

68.6 
82.2 

(b) 

(b) 

(b) 

-3.0 
9.2 
-0.4 

-1.4 
4.6 
1.4 
2.5 
-2.8 

6.3 
44.0 
8.2 
5.4 
14.4 

13.5 
34.6 
16.7 
13.3 
26.6 

-0.4 

81.8 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

143 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

33.  Turkey 

VET indicators for Turkey in 2010 or the most recent year available before 2010  
Index numbers (EU=100) 

0

50

100

150

200

250

300

350

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

1010 IVET students of all upper secondary students (%)

86 

1020 IVET work-based students in upper secondary IVET (%)

1030 Employees participating in CVT courses (%)

1040 Employees participating in on-the-job training (%)

1050 Adults in lifelong learning (%)

27 

1060 Enterprises providing training (%)

1070 Female IVET students of all female upper secondary students (%)

1080 Young VET graduates in further education and training (%)

92 

116 

1090 Older adults in lifelong learning (%)

5 

1100 Low-educated adults in lifelong learning (%)

28 

1110 Unemployed adults in lifelong learning (%)

51 

1120 Individuals who wanted to participate in training but did not (%)

97 

------------------------------------------------------------------------

SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

2010 IVET public expenditure (% of GDP)

2020 IVET public expenditure (EUR per student)

2030 Enterprise expenditure on CVT courses (% of total labour cost)

2040 Average number of foreign languages learned in IVET

75 

2050 STEM graduates from upper secondary IVET (% of total)

183 

2060 30-34 year-olds with tertiary VET attainment (%)

2070 Innovative enterprises with supportive training practices (%)

2080 Employment rate for IVET graduates (20-34 year-olds)

81 

2090 Employment premium for  IVET graduates (over general stream)

200 

2100 Employment premium for IVET graduates (over low-educated)

55 

2110 Workers helped to improve their work by training (%)

2120 Workers with skills matched to their duties (%)

117 

------------------------------------------------------------------------

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

3010 Early leavers from education and training (%)

306 

3020 30-34 year-olds with tertiary attainment (%)

46 

3030 NEET rate for 18-24 year-olds (%)

3040 Unemployment rate for 20-34 year-olds (%)

106 

3050 Adults with lower level of educational attainment (%)

3060 Employment rate for 20-64 year-olds (%)

73 

3070 Medium/high-qualified employment in 2020 (% of total)

238 

262 

NB:  The index numbers are derived from data summarised in the table but which have not been rounded. All 

data in the table have been rounded.  

144 

 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Turkey’s  performance  on  a  range  of  indicators  selected  to  monitor  progress  in 
VET and lifelong learning across the European Union (EU) is summarised below. 
The chart compares the situation in Turkey with that of the EU based on, in most 
instances, 2010 data. Data in the chart are presented as an index where the EU 
average equals 100. If the index for a selected indicator for Turkey is 100, then its 
performance equals the EU average. If the index is 90, its performance is 90% of 
(or  10%  below)  the  EU  average.  If  the  index  is  200,  Turkey’s  performance  is 
twice (or 200%) the EU average. For some indicators, such as early leavers from 
education and training, a country is performing better if its score is below that of 
the EU average. 

Data on which the index is calculated are presented in the table, which also 
shows changes over time. A technical definition of each indicator is in the annex 
which also includes the years used to calculate each indicator (columns 5 and 6).  

Key points 

All data refer to 2010 unless otherwise stated. 

Access, attractiveness and flexibility 
The  percentage  of  upper-secondary  students  in  IVET  (42.9%)  is  slightly  below 
the EU average (49.9%).  

Adult  participation  in  lifelong  learning  is  relatively  low  (2.5%)  compared  to 
EU  (9.1%  on  average).  This  low  overall  rate  is  reflected  in  the  relatively  low 
participation  rates  of  various  subgroups.  The  percentage  of  older  adults 
participating in lifelong learning is 0.3% (5.3% in the EU), that of adults with low 
level education is 1.1% (3.9% in the EU), and that of the unemployed 4.7% (9.2% 
in the EU). 

Young  VET  graduates  in  Turkey  are  more  likely  to  participate  in  further 

education than in the EU (respectively 35.6% and 30.7%, based on 2009 data). 

Skill development and labour market relevance 
Relatively  few  indicators  are  available  in  this  group.  The  average  number  of 
foreign languages learnt by IVET students in upper-secondary education (0.9) is 
more  or  less  the  same  as  the  EU  average  (1.2).  But  the  percentage  of  IVET 
students  graduating  in  STEM  subjects  (57.2%)  is  much  higher  than  in  the  EU 
(31.2%). 

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  3-4 
(63.7%)  is  relatively  low  compared  to  the  EU  average  (79.1%).  Data  presented 
here also compare the employment rate of these graduates with that of graduates 

145 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

from general education at the same ISCED level and graduates at lower ISCED 
level  (i.e.  2  or  below).  A  positive  figure  indicates  that  IVET  graduates  are  more 
likely to be in employment and a negative figure that they are less likely to be so. 
In  Turkey,  IVET  graduates  enjoy  a  positive  premium  on  both  measures.  Their 
employment rate is 11.2 percentage points higher than that of their counterparts 
from  general  education  (higher  than  the  EU  average  of  5.6  percentage  points); 
and it is 9.6 percentage points higher than the employment rate of graduates with 
lower level qualifications (lower than the EU average of 17.4 percentage points). 
All  these  employment  data  relate  to  2009  and  exclude  young  people  in  further 
education.  

Overall transitions and employment trends 
In  Turkey,  the  share  of  early  leavers  from  education  and  training  (43.1%)  is 
higher  than  the  EU  average  (14.1%);  it  has  been  decreasing  over  recent  years 
(reaching  41.9%%  in  2011).  Additionally,  the  country  scores  below  the  EU 
average  rate  for  30-34  year-olds  with  tertiary  level  education  (15.5%  in  Turkey; 
33.5% in the EU).  

The  Turkish  NEET  rate  (39.2%)  is  over  twice  that  of  the  EU  (16.5). 
Between 2010 and 2011 this rate fell, but still remained (at 36.0%) much higher 
than the respective EU average in 2011 (16.7%). The unemployment rate for 20-
34 year-olds (13.9%) is slightly higher than the respective EU average  (13.1%). 
The  share  of  adults  with  low  level  education  is  much  higher  in  Turkey  (71.6%) 
than in the EU (27.3%). 

146 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Score on VET indicators in Turkey and in the EU, 2006, 2010 and 2011 (where available) 

Indicator label 

Access, attractiveness and flexibility 
1010  IVET-students as a % of all upper-secondary 

students 

2006 

2010 

TR 

EU 

TR 

EU 

Change 
2006-10 
EU 
TR 

2011 
updates 
EU 
TR 

36.3 

51.7 

42.9 

49.9 

6.6 

-1.8 

1020  IVET work-based students as a % of upper-

27.8 

28.0 

0.2 

secondary IVET 

1030  Employees participating in CVT courses (%) 
1040  Employees participating in on-the-job training 

33 
16 

(%) 

1050  Adults in lifelong learning (%) 
1060  Enterprises providing training (%) 
1070  Female IVET students as % of all female 

upper-secondary students 

1.8 

32.1 

9.5 
60 
46.3 

2.5 

9.1 

0.7 

-0.4 

2.9 

8.9 

40.5 

44.2 

8.4 

-2.1 

1080  Young VET graduates in further education and 

35.6 

30.7 

training (%) 

1090  Older adults in lifelong learning (%) 
1100  Low-educated adults in lifelong learning (%) 
1110  Unemployed adults in lifelong learning (%) 
1120  Individuals who wanted to participate in training 

0.1 
0.5 
2.4 
12.8 

5.1 
3.7 
7.7 
13.2 

but did not (%) 

0.3 
1.1 
4.7 

5.3 
3.9 
9.2 

0.2 
0.6 
2.3 

0.2 
0.2 
1.5 

0.3 
1.4 
5.5 

5.1 
3.9 
9.1 

Skill development and labour market relevance 
2010  IVET public expenditure (% of GDP) 
2020  IVET public expenditure (EUR per student) 
2030  Enterprise expenditure on CVT courses as % of 

0.30 
0.67 
1 907  6 985 

0.9 

0.73 
8 098 

0.06 
1 113 

total labour cost 

2040  Average number of foreign languages learned 

0.8 

1.2 

0.9 

1.2 

0.1 

0.0 

in IVET 

2050  STEM graduates from upper-secondary VET 

55.6 

34.6 

57.2 

31.2 

1.6 

-3.4 

(% of total) 

2060  30-34 year-olds with tertiary VET attainment (%) 
2070  Innovative enterprises with supportive training 

7.3 

7.3 
46.4 

0.0 

8.5 

practices (%) 

2080  Employment rate for IVET graduates (20-34 

63.7 

79.1 

year-olds) 

2090  Employment premium for IVET graduates (over 

11.2 

5.6 

general stream) 

2100  Employment premium for IVET graduates (over 

9.6 

17.4 

low-educated) 

2110  Workers helped to improve their work by 

training (%) 

2120  Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 
3010  Early leavers from education and training (%) 
3020  30-34 year-olds with tertiary attainment (%) 
3030  NEET rate for 18-24 year-olds (%) 
3040  Unemployment rate for 20-34 year-olds (%) 
3050  Adults with lower level of educational 

attainment (%) 

3060  Employment rate for 20-64 year-olds (%) 
3070  Medium/high-qualified employment in 2020 (% 

of total) 

89.7 

64.5 

55.3 

48.8 
11.9 
45.2 
11.5 
73.9 

15.5 
28.9 
15.1 
10.6 
30.1 

43.1 
15.5 
39.2 
13.9 
71.6 

48.2 

69.0 

50.0 

14.1 
33.5 
16.5 
13.1 
27.3 

68.6 
82.2 

-5.7 
3.6 
-6.0 
2.4 
-2.3 

-1.4 
4.6 
1.4 
2.5 
-2.8 

41.9 
16.3 
36.0 
11.7 
70.8 

13.5 
34.6 
16.7 
13.3 
26.6 

1.8 

-0.4 

52.2 

68.6 

NB:  b = break in series. Where the break in series occurs in 2011, data for 2006 and 2010 are not presented.  

If the break in series occurs between 2006 and 2010, neither data for 2006 nor the change in 2006-10 is shown;  
u = unreliable; p= provisional. 

147 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

References 

Council of the European Union (2009). Council conclusions of 12 May 2009 on a 
strategic framework for European cooperation in education and training (ET 
2020). Official Journal of the European Union, C 119, 28.5.2009, pp. 2-10. 
http://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:
PDF [accessed 28.3.2013]. 

Council of the European Union (2011). Council conclusions on a benchmark for 

learning mobility. Official Journal of the European Union, C 372, 20.12.2011, 
pp. 31-35. http://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0031:0035:EN:
PDF [accessed 28.3.2013]. 

Council of the European Union (2012). Council conclusions of 11 May 2012 on 

the employability of graduates from education and training. Official Journal of 
the European Union, C 169, 15.6.2012, pp. 11-15. http://eur-
lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:169:0011:0015:EN:
PDF [accessed 28.3.2013]. 

Council of the European Union; European Commission (2010). The Bruges 

communiqué. http://libserver.cedefop.europa.eu/vetelib/2010/75928.pdf 
[accessed 28.3.2013]. 

Council of the Ministers responsible for higher education (2009). The 

Leuven/Louvain-la-Neuve communiqué: the Bologna process 2020; the 
European higher education area in the new decade. 
http://ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Le
uven_Louvain-la-Neuve_Communiqué_April_2009.pdf [accessed 
28.3.2013]. 

European Commission (2010). Communication from the Commission of 3 March 

2010, Europe 2020: a strategy for smart, sustainable and inclusive growth 
[not published in the Official Journal]. 
http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:
EN:PDF [accessed 28.3.2013]. 

148 

 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Annex 

Short description of indicators  

No 

Indicator 

Short description and source 

Access, attractiveness and flexibility 
1010  IVET students as a 
% of all upper-
secondary students  

1020  IVET work-based 

students as a % of 
all upper-secondary 
IVET (%) 

1030  Employees 

participating in CVT 
courses (%) 

1040  Employees 

participating in on-
the-job training (%) 

1050  Adults in lifelong 
learning (%) 

1060  Enterprises 

providing training 
(%) 

1070  Female IVET 

students as % of all 
female upper-
secondary students 

1080  Young VET 

graduates in further 
education and 
training (%) 

1090  Older adults in 

lifelong learning (%) 

1100  Low-educated 

adults in lifelong 
learning (%) 

1110  Unemployed adults 

in lifelong learning 
(%) 

1120  Individuals who 
wanted to 
participate in 
training but did not 
(%) 

Number of students in upper-secondary IVET (ISCED 
3) as a percentage of all upper-secondary students 
(Eurostat, UOE) 
Number of students in combined work- and school-
based upper-secondary IVET (ISCED 3) as a 
percentage of all students in upper-secondary IVET 
(Cedefop calculations based on Eurostat, UOE)(a)(b) 
Number of employees who have participated in 
employer-provided CVT courses in the last 12 months 
as a percentage of all employees in all enterprises 
surveyed (Eurostat, CVTS) 
Number of employees who have participated in 
employer-provided on-the-job training in the last 12 
months as a percentage of all employees in all 
enterprises surveyed (Eurostat, CVTS) 
Percentage of the population aged 25-64 participating 
in education and training over the four weeks prior to 
the survey (Eurostat, LFS) 
Percentage of enterprises providing any type of 
vocational training to their employees in the last 12 
months (Eurostat, CVTS) 
Number of female students in upper-secondary IVET 
(ISCED 3) as a percentage of all female students in 
upper-secondary education (Eurostat, UOE) 

Percentage of the population aged 18-24 with a 
medium-level vocational qualification (ISCED 3 or 4) 
as their highest educational attainment who 
participated in education and training over four weeks 
prior to the survey (Cedefop calculations based on 
Eurostat, LFS - 2009 AHM)(a) 
Percentage of the population aged 50-64 who 
participated in education and training over the four 
weeks prior to the survey (Cedefop calculations based 
on Eurostat, LFS) 
Percentage of the population aged 25-64 with lowest 
level of educational attainment (ISCED 0-2) who 
participated in education and training over the four 
weeks prior to the survey (Eurostat, LFS)  
Percentage of the unemployed population aged 25-64 
who participated in education and training over the 
four weeks prior to the survey (Eurostat, LFS)  
Percentage of individuals aged 25-64 wanting to 
participate in education or training but did not do so 
(Eurostat, AES) 

149 

Year 
used for 
2010 
column 
in the 
tables 

Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
the 
figures if 
not 2010 

2010 

2006 

2010 

2006 

2005 

2005 

2005 

2005 

2010 

2006 

2005 

2005 

2010 

2006 

2009 

2009 

2010 

2006 

2010 

2006 

2010 

2006 

2007 

2007 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Year 
used for 
2010 
column 
in the 
tables 

Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
the 
figures if 
not 2010 

2009 

2006 

2009 

2009 

2006 

2009 

2005 

2005 

2010 

2006 

2010 

2006 

2010 

2006 

2008 

2008 

2009 

2009 

2009 

2009 

No 

Indicator 

Short description and source 

Skill development and labour market relevance 
2010  IVET public 

expenditure (% of 
GDP) 
2020  IVET public 

expenditure (EUR 
per student) 

2030  Enterprise 

expenditure on CVT 
courses as % of 
total labour cost  

2040  Average number of 

foreign languages 
learned in IVET 

2050  STEM graduates 
from upper-
secondary IVET (% 
of total) 

2060  30-34 year-olds 
with tertiary VET 
attainment (%) 

2070  Innovative 

enterprises with 
supportive training 
practices (%) 

2080  Employment rate 

for IVET graduates 
(20-34 year-olds) 

2090  Employment 

premium for IVET 
graduates (over 
general stream) 

Public expenditure on vocational education at upper-
secondary and post-secondary level (ISCED 3 and 4) 
as a percentage of GDP (Eurostat, UOE)(a)(b) 
Public expenditure on vocational education at upper-
secondary and post-secondary level (ISCED 3 and 4) 
in EUR per student enrolled (Eurostat, UOE)(a)(b) 
Total monetary expenditure (TME) by enterprises on 
CVT courses as % of total labour cost (all enterprises). 
TME indicator excludes personnel absence costs 
(Cedefop calculations based on Eurostat, CVTS) 
Average number of foreign languages learned in 
vocational upper-secondary education (ISCED 3) 
(Eurostat, UOE) 
STEM (Science, Technology, Engineering and 
Mathematics) graduates from upper-secondary 
vocational education (ISCED 3) as percentage of all 
upper-secondary graduates across all subjects 
(Cedefop calculations based on Eurostat, UOE)(b) 
Percentage of all 30-34 year-olds with a tertiary level 
vocational qualification (ISCED 5b) as their highest 
educational attainment (Cedefop calculations based 
on Eurostat, LFS)(a) 
Enterprises providing training to their staff to support 
technological innovation (as % of all enterprises 
reporting technological innovation in core innovation 
sectors) (Eurostat, CIS, only 2008)(b) 
Employment rate of 20-34 year-olds with a medium-
level qualification (ISCED 3 or 4) from the VET stream 
as their highest educational attainment. Calculations 
exclude those still in formal education. Those having 
an ISCED 3c short qualification as their highest 
educational attainment are considered as having a low 
education level (equivalent to lower secondary) and 
are also excluded. (Cedefop calculations based on 
Eurostat, LFS, 2009 AHM)(a) 
The premium is expressed as a difference (in 
percentage points) between two indicators: the 
employment rate for young VET graduates (indicator 
2080) and the employment rate for young graduates 
(20-34 year-olds) from the general stream of 
education at the same ISCED levels. Calculations 
exclude those still in formal education. Those having 
an ISCED 3c short qualification as their highest 
educational attainment are considered as having a low 
education level (equivalent to lower secondary) and 
are also excluded. (Cedefop’s calculations based on 
Eurostat, LFS, 2009 AHM)(a) 

150 

 
 
 
 
 
 
 
 
 
 
Year 
used for 
2010 
column 
in the 
tables 

2009 

Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
the 
figures if 
not 2010 

2009 

2010 

2010 

2010 

2006 

2010 

2006 

2010 

2006 

2010 

2006 

On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

No 

Indicator 

Short description and source 

2100  Employment 

premium for IVET 
graduates (over 
low-educated) 

2110  Workers helped to 
improve their work 
by training (%) 

2120  Workers with skills 

matched to their 
duties (%) 

The premium is expressed as a difference (in 
percentage points) between two indicators: the 
employment rate for young VET graduates (indicator 
2080) and the employment rate for young graduates 
(20-34 year-olds) who have at most lower secondary 
education as their highest level of educational 
attainment. Calculations exclude those still in formal 
education. Those having an ISCED 3c short 
qualification as their highest educational attainment 
are considered as having a low education (equivalent 
to lower secondary) level and are included only in that 
group. (Cedefop’s calculations based on Eurostat, 
LFS, 2009 AHM)(a) 
Percentage of employed individuals who answered 
‘Agree’ to the statement ‘The training has helped me 
improve the way I work’. This question is only 
answered by those employees for whom training was 
provided by the employer (or by themselves in case of 
self-employed people) (Eurofound, EWCS, only 2010) 
Percentage of employed people surveyed who 
answered ‘My present skills correspond well with my 
duties’ to the question ‘Which of the following 
alternatives would best describe your skills in your 
own work?’. Other possible answers are ‘I need 
further training to cope well with my duties’, ‘I have the 
skills to cope with more demanding duties’ 
(Eurofound, EWCS, only 2010) 

Overall transitions and labour market trends 
3010  Early leavers from 

Percentage of the population aged 18-24 who have 
attained, at most, lower-secondary education and are 
not involved in further education or training (Eurostat, 
LFS) 
Percentage of the population aged 30-34 who have 
successfully completed tertiary-level education. 
Tertiary education is defined as ISCED 5 and 6 
(Eurostat, LFS) 
Percentage of the population of age 18-24 years not 
employed and not involved in further education or 
training (Eurostat, LFS) 
Unemployment rate (%) of 20-34 year-olds (Cedefop 
calculations based on Eurostat, LFS) 

education and 
training (%) 

3020  30-34 year-olds 
with tertiary 
attainment (%) 

3030  NEET rate for 18-
24 year-olds (%) 

3040  Unemployment rate 
for 20-34 year-olds 
(%) 

3050  Adults with lower 

level of educational 
attainment (%) 

3060  Employment rate 

for 20-64 year-olds 
(%) 

3070  Medium/high-
qualified 
employment in 
2020 (% of total) 

(a)  Data supplied on Cedefop’s request. 
(b)  EU averages are weighted averages of available country data. 

151 

Percentage of the population aged 25-64 who have 
attained, at most, lower-secondary education (ISCED 
97 levels 0-2) (Eurostat, LFS) 
Percentage of the population aged 20-64 in 
employment (Eurostat, LFS) 

2010 

2006 

2010 

2006 

Share of total employment accounted for by 
individuals with medium- (ISCED 3-4) or high-level 
(ISCED 5-6) qualifications in 2020.  Level of 
qualifications refers to the educational attainment of 
individuals who will be employed and not to the 
educational requirements of their jobs (Cedefop 
forecasts)  

2020 

2020 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Additional notes 

AES 
CVET 
CVT 
CVTS 
EWCS 
ISCED 

IVET 

LFS 
LFS 2009 
AHM 
NEET 
UOE  

VET 

adult education survey 
continuing vocational education and training 
continuing vocational training 
continuing vocational training survey 
European working conditions survey 
international standard classification of education  
The definitions used for levels of education are those agreed by ISCED in 1997 shown 
below: 

Level 0 –  pre-primary education; 
Level 1 –  primary education; 
Level 2 –   lower-secondary education;  
Level 3 –   upper-secondary education; 
Level 4 –   post-secondary non- tertiary education;  
Level 5a – first stage of tertiary education theoretically based or research preparatory 

(history, maths, etc.) or giving access to professions with high skills 
requirements (medicine, etc.); 

Level 5b – first stage of tertiary education which is practical/technical/occupationally 

specific, although some theoretical foundations may be covered, 
participants acquire practical skills, and know-how for employment in a 
particular occupation or trade or class of occupations or trades; 

Level 6 –   second stage of tertiary education (leading to an advanced research 

qualification. 

initial vocational education and training; indicators for IVET are computed by 
aggregating the vocational and pre-vocational components at the corresponding level of 
education 
labour force survey 
ad hoc module of the 2009 labour force survey (transition from school to work) 

not in employment, education or training 
Unesco (United Nations Educational, Scientific and Cultural Organisation)/OECD 
(Organisation for Economic Cooperation and Development)/ Eurostat (Statistical Office 
of the European Communities) 
vocational education and training 

In  some  cases,  namely  for  indicators  from  sample  surveys  (e.g  LFS), 
ISCED  levels  are  aggregated  to  compute  indicators:  used  aggregations  are: 
ISCED  0-2  (low  educational  attainment);  ISCED  3-4  (medium  educational 
attainment);  (ISCED  5-6);  tertiary  educational  attainment.  ISCED  3c  short 
qualifications (i.e. qualifications not giving direct access to tertiary education and 
related to programmes shorter than two years) are not considered as leading to a 
medium education level and are aggregated to other qualifications in ISCED 0-2. 
In some cases, namely for IVET-related indicators from administrative data 
sources  (e.g.  UOE  data  collection  on  education  systems),  indicators  are 
computed by aggregating data for vocational and pre-vocational programmes. 

152 

 
 
 
 
 
On the way to 2020: data for vocational education and training policies 
Country statistical overviews 

Work-based  IVET:  indicator  1020  considers  enrolments  in  combined  and 
work-  and  school-based  VET  as  opposed  to  mainly  school-based  VET.  A 
programme is classified as ‘combined work- and school-based’ if 25% or more of 
the curriculum is presented outside the school environment. Programmes where 
the  work-based  component  accounts  for  90%  or  more  of  the  curriculum  are 
excluded from the UOE data collection. Under these conditions, apprenticeships 
are included in work-based IVET. 

Employer provided CVET refers to education and training paid for (at least 
partly) by the employer. Partial payment could include the use of working time for 
training. 

153 

 
On the way to 2020:  
data for vocational education 
and training policies 
Country statistical overviews 

Luxembourg:  
Publications Office of the European Union 

2013 – VI, 153 p. – 21 x 29.7 cm 

ISBN 978-92-896-1143-5 
ISSN 1831-5860 
doi: 10.2801/47144 
Cat. No: TI-BC-13-001-EN-N  

Free download at:  
http://www.cedefop.europa.eu/EN/Files/5531_en.pdf 

Free of charge – 5531 EN – 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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On the way to 2020:  
data for vocational education  
and training policies 
Country statistical overviews 

European  policy-making  in  vocational  education  and  training  (VET) 

needs to be supported by sound quantitative information. 

Cedefop has selected a set of 31 statistical indicators to quantify key 

aspects of VET and lifelong learning, based on their policy relevance 

and importance for achieving the Europe 2020 objectives. The aim is 

to help describe, monitor and compare countries. 

The  indicators  do  not  claim  to  assess  national  systems  or  policies. 

Instead,  they  should  be  used  as  headline  figures  for  reflecting  on 

progress towards the strategic objectives set for Europe. 

The  indicators  take  2010  as  the  baseline  year  and  present  statistical 

overviews for the 27 European Union Member States and Croatia, the 

former  Yugoslav  Republic  of  Macedonia, 

Iceland,  Norway, 

Switzerland and Turkey. 

Europe 123, 570 01 Thessaloniki (Pylea), GREECE 
Postal address: PO Box 22427, 551 02 Thessaloniki, GREECE 
Tel. +30 2310490111, Fax +30 2310490020 
E-mail: info@cedefop.europa.eu 

visit our portal www.cedefop.europa.eu 

5531 EN 
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