On the way to 2020, data for vocational education and training policies : country statistical overviews : 2014 update.
Date: 2015-05-27
Institutions: Cedefop
Subjects: EU Member State, EU employment policy, Iceland, North Macedonia, Norway, Switzerland, Türkiye, data collection, education policy, employment policy, employment statistics, labour market, professional qualifications, report, vocational training

RESEARCH PAPER
No 45

On the way to 2020: data for 
vocational education and 
training policies 
Country statistical overviews
2014 update

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

Country statistical overviews 
2014 update 

Luxembourg: Publications Office of the European Union, 2015 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Please cite this publication as: 
Cedefop (2015). On the way to 2020: data for vocational education and training 
policies: country statistical overviews. Luxembourg: Publications Office of the 
European Union. Cedefop research paper; No 45 

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). 

Luxembourg: Publications Office of the European Union, 2015 

ISBN 978-92-896-1850-2 
ISSN 1831-5860 
doi: 10.2801/094204 

© European Centre for the Development of Vocational Training (Cedefop), 2015 
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 

Joachim James Calleja, Director 
Barbara Dorn, Chair of the Governing Board 

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

Foreword 

This  report  provides  an  update  of  Cedefop’s  statistical  overview  of  vocational 
education  and  training  (VET)  and  lifelong  learning  in  European  countries.  It 
illustrates  progress  on  33  indicators  selected  for  their  policy  relevance  and 
contribution to Europe 2020 objectives. These also provide a review of progress 
in  key  areas  of  education  and  training  policy  in  Europe,  using  country-based 
evidence:  access,  attractiveness  and  flexibility  of  initial  and  continuous  VET; 
investment,  skill  developments  and labour  market  relevance  in VET;  and  labour 
market transitions and employment trends. 

The report is an updated edition of the Cedefop publication, On the way to 
2020:  data  for  vocational  education  and  training  policies:  country  statistical 
overviews  (2013).  This  third  edition  results  from  Cedefop’s  continuing  efforts  to 
update,  review  and  improve  key  indicators  as  new  and  better  quality  data 
become  available.  It  helps  disseminate  relevant  data  on  VET  in  a  concise  and 
user-friendly way. 

There  is  new  evidence  from  the  European  statistical  system  (ESS), 
including  data  from  latest  rounds  of  the  continuing  vocational  training  survey 
(CVTS) and adult education survey (AES), as well as recent updates from the EU 
labour  force  survey  (EU  LFS)  and  Unesco-OECD-Eurostat  (UOE)  joint  data 
collection  on  education.  Latest  data  from  Cedefop  skills  supply  and  demand 
forecasts are also included. 

Data is based on internationally comparable statistics, including 33 selected 
indicators,  providing  policy-relevant  and  useful  information  on  European  VET 
priorities  and  lifelong  learning  policies.  This  information  is  supplemented  by  a 
chart and short text highlighting particularly interesting findings in each country. 

This  publication  should  be  regarded  as  a  valuable  tool  to  help  policy-

makers better understand VET developments in each country. 

Joachim James Calleja 
Director 

1 

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

Acknowledgements 

is 

the  result  of  a 

This  report,  coordinated  by  Mircea  Badescu  and  Marco 
Serafini, 
team  effort,  with  valuable 
contributions  from  several  Cedefop  colleagues.  Cedefop  is 
also grateful to SEOR, Erasmus University Rotterdam, and the 
Institute for Employment Research, University of Warwick, for 
drafting  the  report  and  providing  conceptual,  methodological, 
statistical  and 
the  selection, 
presentation and management of various data.  

technical  contributions 

to 

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

2 

 
 
 
 
 
 
 
 
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 .......................................................... 15 
1.  Belgium ......................................................................................................... 16 
2.  Bulgaria ......................................................................................................... 20 
3.  The Czech Republic ...................................................................................... 24 
4.  Denmark ........................................................................................................ 28 
5.  Germany ........................................................................................................ 32 
6.  Estonia .......................................................................................................... 36 
7. 
Ireland ........................................................................................................... 40 
8.  Greece........................................................................................................... 44 
9.  Spain ............................................................................................................. 48 
10.  France ........................................................................................................... 52 
11.  Croatia ........................................................................................................... 56 
12.  Italy ................................................................................................................ 60 
13.  Cyprus ........................................................................................................... 64 
14.  Latvia ............................................................................................................. 68 
15.  Lithuania ........................................................................................................ 72 
16.  Luxembourg .................................................................................................. 76 
17.  Hungary ......................................................................................................... 80 
18.  Malta ............................................................................................................. 84 
19.  The Netherlands ............................................................................................ 88 
20.  Austria ........................................................................................................... 92 
21.  Poland ........................................................................................................... 96 
22.  Portugal ....................................................................................................... 100 
23.  Romania ...................................................................................................... 104 
24.  Slovenia ....................................................................................................... 108 
25.  Slovakia ....................................................................................................... 112 
26.  Finland......................................................................................................... 116 
27.  Sweden ....................................................................................................... 120 
28.  The United Kingdom .................................................................................... 124 

Part II Selected EFTA and candidate countries ..................................................... 129 
29.  The former Yugoslav Republic of Macedonia............................................... 130 
30.  Iceland ......................................................................................................... 134 
31.  Norway ........................................................................................................ 138 
32.  Switzerland .................................................................................................. 142 
33.  Turkey ......................................................................................................... 146 
References ......................................................................................................... 150 
Annex ................................................................................................................. 151 

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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, as a follow up to Cedefop publication On the way to 2020: data 
for  vocational  education  and  training  policies:  country  statistical  overviews 
(Cedefop,  2013)  updates  and  complements  a  concise  set  of  core  statistical 
indicators, quantifying key aspects of VET and lifelong learning to help describe, 
monitor and compare European countries and their progress.  

The  indicators,  selected  for  their  policy  relevance  as  well  as  their 
importance for achieving the objectives of the Europe 2020 strategy, have been 
updated. They now incorporate new hard evidence from the European statistical 
system,  including  the  latest  rounds  of  the  continuing  vocational  training  survey 
and adult education surveys, as well as most recent updates from the EU labour 
force  survey  and  the  UOE  data  collection  on  education  systems.  Data  from 
Cedefop skills supply and demand forecasts are also considered. 

Taking  2010  as  the  baseline  year,  to  coincide  with  the  launch  of  the 
strategy and the revised European VET policy framework, 33 core indicators are 
published as ‘statistical overviews’ of each country: the 28 European Union (EU) 
Member States and, where data are available, for the former Yugoslav Republic 
of Macedonia, Iceland, Norway, Switzerland and Turkey. 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 
understood properly 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 

The key questions for the core indicators 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 

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

trends,  general  education  and  labour  market  and  socioeconomic  situations,  are 
also important. 

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, with 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 target EU averages for 2020: they are not national 
goals. Member States consider how and to what extent they can contribute to the 
collective achievement of the European benchmarks. Accordingly, 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 to 64 year-olds; 
  early leavers from education and training should be less than 10%; 
  at least 40% of 30 to 34 year-olds should complete tertiary-level education. 

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 to 34 year-olds should complete tertiary-level education (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 to 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 to 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: 

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

  making initial VET an attractive learning option with high relevance to labour 

market needs and pathways to higher education; 

  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 to 64 participating in education and training during the four 

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

(d)  Percentage of those aged 30 to 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 to 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 to 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  the  identified  140,  31  core  indicators  were  initially  selected  with  an 
additional one added in the second edition and another in this third. The selection 
was  based  on  three  factors.  First,  the  indicators  should  be  quantitative,  from 

(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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On the way to 2020: data for vocational education and training policies. 
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available good-quality data. Qualitative progress, for example legislative or other 
policy changes introduced by Member States to reform VET, is important but best 
covered  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  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.  Instead,  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, chosen as the best proxy for the attractiveness of VET as 
a  learning  option.  Only  one  indicator  is  available  to  capture  those  who  wish  to 
participate  in  VET  but  are  unable  to  do  so;  current  data  do  not  capture  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-sponsored  training,  both  on  courses  and  on  the  job  (3). 
Participation  in  on-the-job  training  provides  some  insight  into  the  flexibility  of 
employers’  training  arrangements  and  the  importance  of  work-based  continuing 
training in enterprises.  

Core 

indicators  under 

the  proportion  of 
this  heading  also 
enterprises  providing  training,  giving  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 

(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 
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 to participation levels, as derived from the third continuing 
vocational training survey, which is the main data source. 

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attainment  to  give  an  impression  of  how  inclusive  the  VET  system  is  and  to 
reflect  policy  priorities  for  adult  learners  (aged  25-64),  the  unemployed,  people 
with low levels of education and older workers (aged 50-64) (4). 

One  indicator  is  included  to  account  for  the  share  of  job-related  learning 
carried  out  by  adults  as  part  of  their  non-formal  education  and  training.  Even 
though  not  expressed  in  head  count  terms,  and  even  though  not  properly 
accounting for the formal component, this is intended to provide an indication of 
the contribution of CVET to lifelong learning. 

Skill developments and labour market relevance  
This group includes core indicators on VET expenditure, the level of which can be 
related  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).The  educational  attainment  core  indicators  aim  to 
reflect VET’s contribution to the Europe 2020 benchmark of the proportion of 30 
to  34  year-olds  having  tertiary  education.  This  is  done  using  ISCED  5b 
qualifications (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.  

(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 technological 

innovation come from the community innovation survey. 

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Core indicators on the benefit of IVET consider employment rates of 20 to 
34  year-old  IVET  graduates  who  are  no  longer  in  formal  education  (8). 
Employment  rates  are  preferred  over  more  traditional  unemployment  rates  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  age group  selection  and the  exclusion  of  those  in 
further  education  are  also  in  line  with  the  employability  benchmark.  Data  for 
young  people  better  suit  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  to  34  with  two  groups  of  the  same  age;  first  with  the  employment  rate  of 
general education graduates and then 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 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 to 34 year-olds, and adult employment rates. In this 
update,  the  benchmark  on  recent  graduates’  employment  rate  has  also  been 

(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. 

(9)  Data are selected from the 2010 European working condition survey. 

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added  as  a  new  indicator.  These  are  complemented  with  indicators  on  other 
policy  priorities such  as  the  unemployment  rate for  the  young, the  proportion  of 
18 to 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: while it is generally calculated and 
presented  for  those  aged  15  to  24,  the  rate  selected  here  focuses  on  20  to  34 
year-olds.  This  is  to  done  to  extend  the  age  group,  also  considering  later 
entrances in the labour market due to increasingly longer stay in initial education 
and training, and to exclude the age group 15 to 19, where active labour market 
participation  is  relatively  low  (with  many  individuals  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  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  also  provides  for  a  distinction 
between  professional  and  academic  tertiary  education,  could  offer  the  occasion 
for  establishing  a  conceptual,  methodological  and  operational  basis  for  better 
identification  of  VET  at  tertiary  education  level.  As  a  minimum  developmental 
target,  it  would  be  desirable  to  capture  the  distinction  between  general  and 
vocational orientation for education at ISCED 2011 level 5. 

ISCED 2011 has also given high prominence and visibility to orientation of 
education  at  medium  level.  Appropriate  implementation  of  ISCED  2011  in 
household  surveys,  particularly  in  the  EU  labour  force  survey  (LFS),  will  offer 
options  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  educational 
attainment.  The  2009  ad  hoc  module  of  the  LFS,  supporting  analysis  for  young 
people, proved that this can be reliably and usefully done. The OECD experience 

(10)  All these indicators come from the European labour force survey. 
(11)  Data from Cedefop’s skills forecast. 

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(and  data  regularly  published  in  Education  at  a  glance)  shows  that  this  can  be 
extended to support analysis relevant for all adults, including older cohorts. 

Given  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 
self-reported  assessment  by 
individual 
satisfaction  with  learning  activities  and  the  use  of  acquired  skills,  which  are 
important dimensions of VET quality, are also included in the AES questionnaire, 
even though improvement could be pursued.  

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.  

To  identify  better  VET’s  contribution  to  lifelong  learning there is  a need  to 
single it out from other types of learning. Developments could include looking at 
employer-sponsored  training  and  or  job-related  learning,  ideally  in  the  LFS  or, 
more  pragmatically  speaking,  in  AES.  This  should  be  done  in  terms  of 
headcounts since the benchmark on lifelong learning is expressed this way and 
should account for a contribution to the overall level of education and training, i.e. 
not excluding the formal component. 

Improvements could be made to data on VET contribution to reducing early 
leaving from education and training, such as 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 to 24 year-old population, as well as 
degree of alignment with the LFS variables for 18 to 24 year-olds not in education 
or training.  

One  of  the  major  challenges  facing  the  EU  economy  is  that  of  skill 
mismatches.  This  has  been  highlighted  in  a  number  of  recent  reports  including 
Cedefop’s  The  skill  matching  challenge:  analysing  skill  mismatch  and  policy 
implications report from 2010. There are currently several indicators in the report 
which  capture  skill  mismatch  to  some  degree:  indicators  2090  (employment 
premium  for  IVET  graduates  over  general  stream),  and  2100  (employment 
premium  for  IVET  graduates  over  low-educated  ones),  capture  the  extent  to 
which  the  demand  for  VET  skills,  and  the  level  at  which  they  are  acquired,  are 
rewarded  in  the  labour  market.  Indicator  2120  (workers  with  skills  matched  to 

11 

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

their duties) demonstrates the extent to which  the supply of skills and employer 
demand  for  them  are  matched.  At  the  moment,  because  of  the  paucity  of 
available  EU-wide  data  on  the  subject,  there  is  no  indication  of  the  extent  to 
which  there  are  skill  surpluses  or  skill  shortages.  This  can  be  addressed  from 
either  an  employer  or  employee  perspective.  The  European  Skills  Survey  (EU-
skills) (a survey of employees) and Cedefop’s forecasting activities may be able, 
at some future point, to provide data germane to shortages and surpluses. 

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

A chart compares the situation of the country with that of the EU, based on 
the  most  recent  data  available  (this  differs  by  indicator).  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. If country level data for a given indicator are not available or of 
limited reliability, they are not shown in the chart. 

EU average data are based on 28 countries. In some cases only aggregate 
EU-27 data are available and there are no scores for Croatia to calculate an EU-
28 score; where this occurs, EU-27 scores are used as a proxy for EU-28 scores. 

(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. 

12 

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

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 (annex). In doing this, countries for which data were not available in all years 
have been excluded. 

Data  on  which  the  index  scores  are  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  (targets  set  for  the 
EU  averages  and  to  be  met  by  2020),  as  well  as  to  2020  national  targets  (13). 
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  present.  A  technical  definition  of  each 
indicator  is  in  the  annex,  which  also  includes  the  years  used  to  calculate  each 
indicator.  

To  provide  some  idea  of  trends,  data  from  the  baseline  year  of  2010  are 
compared in the table with the most recent update (if available). For 2006, 2010 
and the most recent update, country data are shown alongside the EU average. 
In  the  next  column,  trend  data  over  2010  to  the  most  recent  update  (in  most 
cases expressed as percentage point increase or decrease) are shown for both 
the country and the EU. The most recent update relates to 2011, 2012 or 2013, 
but there is no update for some indicators. 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,  2012,  or  2013,  neither  data for 
2006  and  2010,  nor  the  change  between  2010  and  the  most  recent  update  are 
presented.  If  the  break  in  series  occurs  between  2006  and  2010,  the  data  for 
2006  are  not  shown.  A  new  type  of  flag  has  been  introduced  in  the  Eurostat 
database,  indicating  a  change  in  definition.  Data  where  there  is  a  change  in 
definition  are  treated  in  a  similar  way  to  breaks  in  series.  When  the  change  in 
definition is in 2006 or 2010, these data are not presented because comparability 
over time is also affected. 

(13)  National  targets  have  been  set  for  benchmark  indicators  considered  in  the  Europe 
2020  strategy.  They  include  the  indicator  on  employment  as  well  as  those  on 
education  and  training  (early  leaving  and  tertiary  level  attainment).  These  two  are 
also  considered  in  the  Education  and  training  2020  framework.  The  targets  at  EU 
and national level can be found at:   
http://ec.europa.eu/eurostat/documents/34179/4410680/Europe_2020_Targets.pdf  

13 

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

Country tables do not present data when they are not available and offer 
additional information on data points which can be affected by quality issues 
(flags and footnotes).  

14 

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

Part I 
Member States of 
the European Union 

15 

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

1.  Belgium 

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

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

16 

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

144 

137 

162 

105 

118 

101 

64 

63 

66 

81 

135 

111 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

113 

108 

STEM graduates from upper secondary IVET (% of total)

69 

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

207 

199 

144 

107 

154 

97 

111 

116 

92 

94 

84 

105 

110 

98 

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. 

16 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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 is calculated are presented in the table, which also shows 
changes  over  time.  A  technical  definition  of  each  indicator  is  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  percentage  of  all  upper  secondary  students  participating  in  IVET  in  Belgium  at 
72.8%  is  higher  than the  corresponding  EU  average  of  50.4%  (in  2012).  Only  4.3%  of 
upper  secondary  IVET  students  are  in  combined  work-  and  school-based  programmes 
compared  with  26.5%  for  the  EU  as  a  whole.  Belgium  has  proportionally  fewer  people 
involved  in  lifelong  learning  (6.7%)  than  the  EU  as  a  whole  (10.5%)  (data  for  2013). 
Participation  in  employer-sponsored  CVT  courses  (2010  CVTS  data)  is higher  (52%  of 
all employees in all enterprises surveyed) than in the EU (38%). The share of enterprises 
providing  training  is  also  higher (78% for  Belgium  compared  with  66% for  the  EU  as a 
whole). Older people, those with relatively low-level education, and the unemployed are 
less  likely  to  be  enrolled  in  lifelong  learning  in  Belgium  than  in  the  EU  as  a  whole. 
Participation of these groups in lifelong learning has decreased since 2010. 

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

Students  in IVET are  less  likely  to graduate in STEM  subjects (in 2012  20.3%  of 
IVET  upper  secondary  students  graduated  in  STEM  subjects  compared  with  29.2%  in 
the EU). In contrast, the percentage of 30 to 34 year-olds who have completed tertiary-
level VET (ISCED 5b) is relatively high (17.9%, compared with 8.7% in the EU in 2013). 
The  percentage  of  enterprises  providing  training  to  support  innovation  (60.0%  of 
innovative  enterprises)  is  also  significantly  higher  than  the  EU  average  (41.6%)  (in 
2010). 

The employment rate for IVET graduates (aged 20-34) at ISCED 3-4 at 85.0% is 
higher  than  the  EU  average  of  79.1%.  IVET  graduates  in  Belgium  enjoy  a  positive 
premium on their employment rate compared to graduates from general education at the 

17 

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

same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level.  They  have  an 
employment  rate  11.2  percentage  points  higher  than  their  counterparts  from  general 
education  (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 young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

The  share  of  early  leavers  from  education  and  training  (11.0%)  is  slightly  lower 
than  the  EU  average  (11.9%).  Although  this  figure  showed  a  0.9  percentage  point 
decrease between 2010 and 2013, it is still above the national target (9.5%) and the EU-
average target set by the Europe 2020 strategy (10%). 

The  percentage  of  the  30  to  34  year-olds  with  tertiary-level  education  is  42.7%; 
higher than the EU-average of 36.8%. Belgium is above the Europe 2020 average target 
(40%), but has not yet surpassed the national target (47%).  

The percentage of adults with low-level educational attainment is higher than in the 
EU (27.2% compared with 24.8% in the EU). The unemployment rate for 20 to 34 year-
olds  at  12.7%  is  lower  than the  EU-average of 15.1%.  And  the  NEET rate  at  16.0%  is 
lower  than  the  EU-average  of  17.0%.  A  slight  increase  in  these  two  indicators  was 
observed in Belgium between 2010 and 2013. 

18 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Access, attractiveness and flexibility 

BE 

EU 

BE 

Last available 
year 
EU 

Change 2010-last 
available year 
BE 

EU 

EU  BE 

40 
21 
7.5 
63 
68.3 

IVET-students as % of all upper secondary students  69.5 
IVET work-based students as % of upper secondary 
5.0 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

4.5 
3.0 
10.4 
17.2 

51.9 
27.2 

73.0 
4.3 

50.1  72.8 
4.3 
27.4 

50.4  (2) 
26.5  (2) 

-0.2 
0.0 

0.3 
-0.9 

33 
16 

60 
46.5 

52 
21 
7.2 
78 
72.9 

38 
20 

6.7  10.5(b)  (3) 

-0.5 

66 
44.4  73.0 

45.0  (2) 

0.1 

0.6 

31.0 

30.7 

4.6 
3.1 
9.0 
12.8 

14.2 

9.5 

89.3 

80.2 

4.2  6.6(b)  (3) 
2.9  4.4(b)  (3) 
8.1  10.0(b)  (3) 

-0.4 
-0.2 
-0.9 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training 
(%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment 
(%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.9 

0.68  (1) 
(1) 

8 586 

1.3 
19.1 

1.2(d) 
1.3 
28.7  20.3 

1.2  (2) 
29.2  (2) 

32.0 

0.0 
1.2 

0.6 

1.3 
23.5 

22.0 
63.3 

7.3 
43.1 

20.7 
60.0 

7.4  17.9 

8.7  (3) 

-2.8 

41.6 

-0.03 
28 

0.0 
0.5 

1.3 

85.0 
11.2 

79.1 
5.6 

26.9 

17.4 

87.0 

89.8 

61.2 

55.2 

12.6 
41.4 
14.6 
11.5 
81.1 

15.4 
28.8 
15.1 
10.6 
79.0 

11.9 
44.4 
14.3 
12.2 
81.3 

13.9  11.0  11.9 
33.4  42.7  36.8 
16.6  16.0  17.0 
13.1  12.7  15.1 
77.4  79.1  75.4 

(3) 

(3) 

(3) 

(3) 

(3) 

-0.9 
-1.7 
1.7 
0.5 
-2.2 

-2.0 
3.4 
0.4 
2.0 
-2.0 

33.1 

30.0 

29.5 

27.3  27.2  24.8 

(3) 

-2.3 

-2.5 

66.5 

68.9 

67.6 

68.5  67.2  68.3 

(3) 

-0.4 

-0.2 

  85.0 

82.3  (3) 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

19 

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

2.  Bulgaria 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

0

20

40

60

80

100

120

140

160

Employees participating in CVT courses

58 

Employees participating in on-the-job training

Adults in lifelong learning

16 

Enterprises providing training

47 

100 

100 

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

94 

79 

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

62 

Job-related non-formal education and training

117 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

34 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

73 

75 

82 

102 

125 

139 

141 

144 

116 

105 

80 

152 

115 

73 

90 

93 

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. 

20 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 

The percentage of all upper secondary students participating in IVET in Bulgaria at 
50.6%  is  comparable with the  EU  average of  50.4%  (in 2012). The  situation  differs  for 
adult  participation  in lifelong  learning;  at  1.7%  this  is  much  lower  than  the  EU  average 
10.5%  (in  2013).  Since  2006,  the  percentage  of  adults  participating  in  lifelong  learning 
has  increased  little  in  Bulgaria  and  remains  much  below  the  target  of  15%  set  by  the 
strategic framework education and training 2020. 

Data  from  the  2010  CVTS  give  an  indication  of  the  limited  extent  to  which 
employers  provide  training  to  their  employees:  31%  compared  with  the  EU  average  of 
66%.  Consistent  with  this  finding,  the  survey  reports  that  relatively  few  employees 
undertake  CVT  courses  (22%  in  Bulgaria  compared  with  38%  across  the  EU). 
Participation by young IVET graduates in further education and training at 24.3% is also 
lower than the EU average of 30.7% (in 2009). 

Skill development and labour market relevance 
Public  expenditure  on  IVET  (ISCED  3-4)  per  student  at  EUR  2  891  was  significantly 
lower than EU-average of EUR 8 586. Expenditure as a percentage of GDP at 0.50% is 
lower than the EU average of 0.68% (data for 2011).  

The percentage graduating from upper secondary VET with STEM qualifications is 
higher at 40.5% than the EU average of 29.2%, though this has decreased since 2010 in 
contrast to the trend across the EU. The percentage of enterprises providing training to 
support innovation at 34% is below the EU average of 41.6% (in 2010). The percentage 
of  workers  with skills  matched to their  duties is relatively  high at  64.3% compared  with 
55.2% across the EU (data for 2010).  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4  at  80.9%  is 
slightly  higher  than  the  EU  average  of  79.1%.  IVET  graduates  in  Bulgaria  enjoy  a 

21 

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

positive  premium  on  their  employment  rate  compared  to  graduates  from  general 
education at the same ISCED level, as well as to graduates at lower ISCED level. They 
have  an  employment  rate  7.9  percentage  points  higher  than  their  counterparts  from 
general  education  (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 young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The  rate  of  early  leaving  from  education  and  training  at  12.5%  is  slightly  higher 
than the EU average of 11.9%. Although the rate of early leaving has fallen over recent 
years - with a further drop between 2010 and 2013 by more than one percentage point - 
it remains above the Europe 2020 average target of 10% and the national target of 11%. 
The percentage of 30 to 34 year-olds who have completed tertiary-level education 
at  29.4%  is  relatively  low  compared  with  the  EU  average  of  36.8%.  At  29.4%  this 
indicator remains below  the national target (36%) and below the  Europe 2020 average 
target (40%). The percentage of adults with low educational attainment (18.2%) is below 
the average found across the EU (24.8%). The NEET rate for 18 to 24 year-olds is much 
higher at 25.9% than the EU average of 17.0%, and the unemployment rate for 20 to 34 
year-olds at 17.4% is higher compared with the EU average of 15.1%. The employment 
rate of recent graduates at 67.7% is lower than the EU average of 75.4%.  

22 

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 2011/12/13 updates 
(where available) 

Indicator label 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

2006 

2010 

Last available 
year 

BG 

EU 

BG 

EU 

BG 

EU 

Change 2010-
last available 
year 

BG 

EU 

54.0 

15 
12 
1.3 
29 
43.0 

51.9 
27.2 

33 
16 

60 
46.5 

52.2 

22 
20 
1.2 
31 
42.9 

50.1 
27.4 

38 
20 

66 
44.4 

24.3 

30.7 

50.6 

50.4  (2) 
26.5  (2) 

-1.6 

0.3 
-0.9 

1.7  10.5(b)  (3) 

0.5 

42.1 

45.0  (2) 

-0.8 

0.6 

6.6(b)  (3) 
4.4(b)  (3) 
1.7(u)  10.0(b)  (3) 

5.4 

14.2 

5.9 

9.5 

93.6 

80.2 

0.67 

0.58 

0.68  (1) 
2 097  7 033  3 066  8 558  2 891  8 586  (1) 

0.50 

0.56 

0.71 

-0.06 
-175 

-0.03 
28 

0.7 

0.9 

0.6 

0.8 

1.2 

1.4 

1.2(d) 

1.5 

1.2  (2) 

0.1 

51.8 

32.0 

48.0 

28.7 

40.5 

29.2  (2) 

-7.5 

(d) 

23.4 

7.3 
43.1 

1.6(u) 
34.0 

7.4 
41.6 

1.1(u) 

8.7  (3) 

-0.5 

0.0 

0.5 

1.3 

80.9 
7.9 

79.1 
5.6 

25.1 

17.4 

64.3 

13.9 
27.7 
27.8 

68.7 

20.6 

17.3 
(d) 

28.0 

69.6 

(d) 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

89.8 
55.2 

12.5  11.9 
13.9 
29.4  36.8 
33.4 
16.6 
25.9  17.0 
13.1  17.4(b)  15.1 
67.7  75.4 
77.4 

27.3 
18.2  24.8 
68.5  63.5(b)  68.3 
86.0 

82.3  (3) 

-1.4 
1.7 
-1.9 

-1.0 

-2.4 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

23 

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

3.  The Czech Republic  

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

144 

164 

161 

155 

148 

92 

109 

100 

88 

55 

53 

51 

Job-related non-formal education and training

103 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

38 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

61 

75 

114 

108 

121 

113 

100 

97 

111 

Early leavers from education and training

45 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

73 

69 

64 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

29 

Employment rate for 20-64 year-olds

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

107 

106 

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. 

190 

203 

24 

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

The Czech Republic’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  Czech  Republic  with  that  of  the  EU,  based  on  the 
most recent data available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Participation  levels  in  VET  are  relatively  high.  The  percentage  of  upper  secondary 
students participating in IVET at 72.7% is much higher than the EU average of  50.4%. 
Similarly,  the  share  of  IVET  students  involved  in  combined  work-  and  school-based 
programmes (43.6%) is also higher than the EU average (26.5%). Adult participation in 
lifelong learning (9.7%) is slightly lower than the EU average of 10.5% (data for 2013). 
The  participation  rates  in  lifelong  learning  of  low  educated  adults  (2.4%)  and 
unemployed  adults  (5.3%)  are  more  substantially  below  the  EU  average  (4.4%  and 
10.0% respectively). Enterprise provision of training and employee participation in CVT 
courses – derived from 2010 CVTS data – are both higher in the Czech Republic than 
the EU average. For example, 61% of employees participated in CVT courses compared 
with 38% in the EU, and 72% of employers report providing training compared with 66% 
in the EU. Similar differences can be found for participation in on-the-job training (31% 
for the Czech Republic; 20% for the EU as a whole).  

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

Public expenditure on IVET (based on 2011 data for ISCED 3-4) as a percentage 
of GDP (0.78%), is higher than the EU average (0.68%), though the amount spent per 
student,  EUR  5 236,  is  below  the  EU  average  of  EUR  8 586.  The  share  of  STEM 
graduates from upper secondary VET is higher than the EU average (35.4% and 29.2% 
respectively).  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  3-4  (78.7%)  is 
approximately in line with the EU average (79.1%) (data for 2009). IVET graduates in the 
Czech  Republic  enjoy  a  positive  premium  on  their  employment  rate  compared  to 

25 

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

graduates from general education at the same ISCED level, as well as to graduates at a 
lower ISCED level. Their employment rate is 10.6 percentage points higher than that of 
their counterparts from general education (this is above the corresponding EU average 
premium of 5.6 percentage points) and 35.2 percentage points higher than that of those 
with  lower-level  qualifications  (also  above  the  corresponding  EU  average  premium  of 
17.4  percentage  points).  All  these  data  relate  to  2009  and  exclude  young  people  in 
further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

There has been a slight increase in  the percentage of early leavers in the Czech 
Republic between 2010 (4.9%) and 2013 (5.4%). This is still well below the EU average 
(11.9%)  and the  Europe  2020  average target  (10%),  and  just  under  the national  target 
(5.5%). The unemployment rate for 20 to 34 year-olds at 9.6% is below the EU average 
of  15.1%.  Fewer  adults  have  low-level  education  than  in  the  EU  (7.2%  compared  with 
24.8%  in  the  EU).  The  share  of  30  to  34  year-olds  with  tertiary-level  education  has 
increased substantially from 13.1% in 2006 to 20.4% in 2010 and 26.7% in 2013, but is 
still  below  the  EU  average  of  36.8%,  the  Europe  2020  average  target  of  40%  and  the 
national target of 32%. Both the employment rate of recent graduates (80.4%) and that 
for 20-64 year olds (72.5%) is higher in the Czech Republic than for the EU as a whole 
(75.4% and 68.3% respectively). 

26 

 
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 2011/12/13 
updates (where available) 

Indicator label 

2006 

2010 

Last available 
year 

CZ 

EU 

CZ 

EU 

CZ 

EU 

Change 2010-last 
available year 
EU 
CZ 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of total 
labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 20-
34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

79.3 
43.9 

51.9 
27.2 

73.1 
43.7 

50.1 
27.4 

72.7 
43.6 

50.4  (2) 
26.5  (2) 

-0.4 
-0.1 

0.3 
-0.9 

59 
32 

33 
16 

61 
31 

38 
20 

  9.7(b)  10.5(b)  (3) 

72 
74.7 

60 
46.5 

72 
67.3 

66 
44.4 

66.8 

45.0  (2) 

-0.5 

0.6 

30.7 

30.7 

6.6(b)  (3) 
  5.8(b) 
  2.4(b) 
4.4(b)  (3) 
  5.3(b)  10.0(b)  (3) 

12.8 

14.2 

4.8 

9.5 

82.5 

80.2 

0.67 

0.87 

0.68  (1) 
4 721  7 033  5 218  8 558  5 236  8 586  (1) 

0.78 

0.80 

0.71 

-0.02 
18 

-0.03 
28 

0.9 

0.9 

0.6 

0.8 

1.3 

1.3  1.2(d) 

1.3 

1.2  (2) 

0.0 

0.0 

36.5 

32.0 

35.0 

28.7 

35.4 

29.2  (2) 

0.4 

0.5 

0.9 
48.8 

7.3 
43.1 

1.9 
47.1 

7.4 
41.6 

3.3 

8.7  (3) 

1.4 

1.3 

78.7 
10.6 

79.1 
5.6 

35.2 

17.4 

86.9 
61.4 

89.8 
55.2 

5.1 
13.1 
12.3 

82.8 

9.7 

4.9 
20.4 
11.4 

81.3 

8.1 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

5.4 
13.9 
26.7 
33.4 
16.6 
11.8 
13.1  9.6(b) 
80.4 
77.4 

11.9  (3) 
36.8  (3) 
17.0  (3) 
15.1  (3) 
75.4  (3) 

7.2 
27.3 
68.5  72.5(b) 
95.2 

24.8  (3) 
68.3  (3) 
82.3 

0.5 
6.3 
0.4 

-0.9 

-0.9 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

27 

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

4.  Denmark 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

100

200

300

400

500

600

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

91 

97 

80 

138 

92 

Young VET graduates in further education and training

190 

363 

299 

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

374 

335 

502 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

132 

103 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

88 

Average number of foreign languages learned in IVET

25 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

59 

69 

71 

112 

108 

84 

100 

108 

Early leavers from education and training

67 

30-34 year-olds with tertiary attainment

118 

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

48 

62 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

109 

88 

111 

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.  

28 

 
 
 
 
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 the most recent data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The percentage of upper secondary students in IVET (46.1%) is slightly lower than the 
EU  average  (50.4%),  though  nearly  all  IVET  students  are  engaged  in  combined  work- 
and school-based programmes (96.3% compared with 26.5% in the EU, data for 2012).  
Data for 2013 show that adult participation in lifelong learning is almost three times 
the EU average (31.4% compared to 10.5%), and twice the average target (15%) set by 
the  strategic framework  education  and  training  2020.  Older  adults,  those  with  low-level 
education,  and  the  unemployed  are  three  to  five  times  more  likely  to  participate  in 
lifelong  learning  than  their  counterparts  across  the  EU,  though  there  has  been  a  slight 
reduction in participation rates recorded by these groups between 2010 and 2013. The 
percentage  of  adults  who  wanted  to  train,  but  did  not,  is  relatively  high  (12.5%  in 
Denmark compared to 9.5% for the EU as a whole).  

Skill development and labour market relevance  
The percentage of students graduating from IVET in in STEM subjects is below the EU 
average (17.2% in Denmark and 29.2% in the EU, data for 2012). 

Based  on  2009  data,  the  employment  rate  for  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (88.5%) is higher than the EU average (79.1%). IVET graduates in Denmark 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
Their  employment  rate  is  6.0  percentage  points  higher  than  that  for  graduates  from 
general education (approximately in line with the EU average premium of 5.6 percentage 
points)  and  14.6  percentage  points  higher  than  that  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  people  in  further 
education.  

29 

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

Overall transitions and employment trends 

Denmark scores favourably  in nearly all  indicators of this group. The early  leaver 
rate from education and training showed a 3 percentage point decrease between 2010 
and 2013, when it stood at 8%, which is lower than the EU average of 11.9%. This value 
for Denmark is below both the average target set by the Europe 2020 strategy and  the 
national target of 10%. The percentage of 30 to 34 year-olds with tertiary-level education 
(43.4%)  is  higher  than  the  EU  average  (36.8%),  and  surpasses  both  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  (21.7% 
compared with 24.8%). 

The employment rate for 20 to 64 year-olds (75.6%) is higher than the EU average 
(68.3%).  The  unemployment  rate  for  20  to  34  year-olds  is  9.4%,  lower  than  the  EU 
average (15.1%). The  NEET  rate is  approximately  half  that  in the  EU  (8.1%  compared 
with 17.0%).  

30 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

DK 

EU 

DK 

EU 

DK 

EU 

Change 2010-last 
available year 
EU 
DK 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

47.8 
99.7 

51.9 
27.2 

46.5 
97.4 

50.1 
27.4 

46.1 
96.3 

50.4  (2) 
26.5  (2) 

-0.4 
-1.1 

0.3 
-0.9 

35.0 
25.0 
29.2 
85.0 
40.7’ 

33.0 
16.0 

60.0 
46.5 

37.0 
16.0 
32.5 
91.0 
40.0 

38.0 
20.0 

66 
44.4 

58.2 

30.7 

31.4  10.5(b)  (3) 

-1.1 

41.2 

45.0  (2) 

1.2 

0.6 

23.3 
18.4 
31.7 

26.7 
23.5 
33.5 
12.5 

14.2 

9.5 

24.6  6.6(b)  (3) 
22.1  4.4(b)  (3) 
33.5  10.0(b)  (3) 

-2.1 
-1.4 
0 

83.0 

80.2 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.7 

1.7 

0.68 
8 586 

1.2(d) 

0.3 

1.2  (2) 

19.9 

32.0 

20.6 

28.7 

17.2 

29.2  (2) 

-3.4 

7.3 
43.1 

7.4(b) 
29.5 

7.4 
41.6 

6.0 

8.7  (3) 

-1.4 

-0.03 
28 

0.0 

0.5 

1.3 

88.5 

79.1 

6.0 

5.6 

14.6 

17.4 

89.5 
59.6 

89.8 
55.2 

15.4  11.0(b) 
28.8  41.2(b) 
8.3(b) 
15.1 
9.7 
10.6 
83.5 
79.0 

13.9 
33.4 
16.6 
13.1 
77.4 

8.0  11.9 
43.4  36.8 
8.1  17.0 
9.4  15.1 
81.9  75.4 

30.0  24.4(b) 
75.8 
68.9 

27.3 
68.5 

21.7  24.8 
75.6  68.3 
68.2 

82.3  (3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-3.0 
2.2 
-0.2 
-0.3 
-1.6 

-2.7 
-0.2 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

4.6 
89.0 

79.4 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

31 

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

5.  Germany 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

0

50

100

150

200

250

300

350

400

450

500

96 

103 

327 

Employees participating in on-the-job training

140 

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

74 

111 

88 

53 

54 

70 

58 

59 

Job-related non-formal education and training

103 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

33 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

83 

90 

100 

106 

109 

106 

Employment premium for IVET graduates (over general stream)

469 

Employment premium for IVET graduates (over low-educated)

171 

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

99 

92 

83 

90 

52 

44 

55 

119 

113 

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. 

32 

 
 
 
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 the most recent data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Data for 2012 show that students in initial vocational education and training account for 
48.3%  of  all  upper  secondary  students.  This  is  close  to  the  EU  average  of  50.4%. 
However, the percentage of IVET students enrolled in combined work- and school-based 
programmes is much higher in Germany (86.8%) than in the EU as a whole (26.5%). In 
2009  the  percentage  of  young  VET  graduates  participating  in  further  education  and 
training  was  lower  in  Germany  (16.4%)  than  in  the  EU  on  average  (30.7%).  The 
percentage  of  adults  engaged  in  lifelong  learning  (7.8%)  is  slightly  lower  than  the  EU 
average  (10.5%  in  2013),  and  is  below  the  average  target  (15%)  set  by  the  strategic 
framework  education  and 
the 
unemployed, and those with relatively low qualifications participating in lifelong learning 
are all lower in Germany than for the EU as a whole. 

training  2020.  The  percentage  of  older  people, 

CVTS data for 2010 reveal that enterprises are more likely to provide training than 
in  the  EU  as  a  whole  (73%  versus  66%),  and  that  employees  are  more  likely  to 
participate in on-the-job training (28% versus 20%).  

Skill development and labour market relevance 
Some differences between Germany and the EU average can be noted in this group of 
indicators.  In  2011,  public  expenditure  on IVET (ISCED  3-4)  as %  of GDP  was slightly 
lower  in  Germany  (0.57%)  than  in  the  EU  generally  (0.68%).  Expenditure  per  student 
was also lower (EUR 7 757 compared with EUR 8 586). German upper secondary IVET 
students learn 0.4 foreign languages on average, while the EU average is 1.2 languages 
(in 2012).  

Based  on  2009  data,  the  employment  rate  for  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (83.9%) is above the EU average (79.1%). IVET graduates in Germany enjoy 
a  positive  premium  on  their  employment  rate  compared  to  graduates  from  general 

33 

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

education at the same ISCED and those at a lower ISCED level. Their employment rate 
is 26.2 percentage points higher than that for their counterparts from general education 
(well above the 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 EU average premium of 17.4 percentage points). All these 
employment figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

In Germany, the share of early leavers from education and training is  9.9% while 

the EU average rate is 11.9%.  

The employment rate for 20 to 64 year-olds (77.1%), and the employment rate of 
recent  graduates  (89.7%)  are  both  substantially  higher  than  EU  averages  (68.3%  and 
75.4%, respectively). The unemployment rate for 20 to 34 year-olds is lower in Germany 
than in the EU (6.6% compared with 15.1%). So is the NEET rate for 18 to 24 year-olds 
(8.8% in Germany, 17.0% in the EU) which, from 2010 to 2013, fell in Germany but rose 
across  the  EU.  A  relatively  low  share  of  adults  has  only  low-level  education  (13.7% 
versus 24.8% in the EU). At 33.1% the share of 30 to 34 year-olds who have completed 
tertiary-level education is lower than the EU average of 36.8%.  

34 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

DE 

EU 

DE 

EU 

DE 

EU 

Change 2010-last 
available year 
EU 
DE 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

59.4 
74.4 

51.9 
27.2 

51.5 
88.4 

50.1 
27.4 

48.3 
86.8 

50.4  (2) 
26.5  (2) 

-3.2 
-1.6 

0.3 
-0.9 

30 
26 
7.5 
69 
53.2 

33 
16 

60 
46.5 

39 
28 
7.7 
73 
43.1 

38 
20 

66 
44.4 

16.4 

30.7 

3.3 
2.6 
4.4 
7.0 

14.2 

3.7 
2.9 
5.6 
5.6 

9.5 

82.9 

80.2 

7.8  10.5(b)  (3) 

0.1 

39.6 

45.0  (2) 

-3.5 

0.6 

6.6(b)  (3) 
3.6 
3.1 
4.4(b)  (3) 
5.8  10.0(b)  (3) 

-0.1 
0.2 
0.2 

0.58 

0.67 

0.61 

0.71 

0.57 

6 447  7 033  7 907  8 558  7 757  8 586 

0.68  (1) 
(1) 

-0.04 
-150 

-0.03 
28 

0.6 

0.9 

0.8 

0.8 

0.5 
29.6 

32.0 

0.4 
29.6 

1.2(d) 
28.7 

0.4 
31.0 

1.2  (2) 
29.2  (2) 

0.0 
1.4 

7.8 
54.9 

7.3 
43.1 

8.0 

7.4 
41.6 

9.4 

8.7  (3) 

1.4 

0.0 
0.5 

1.3 

83.9 
26.2 

79.1 
5.6 

29.7 

17.4 

88.7 
50.7 

89.8 
55.2 

13.7 
25.8 
13.8 
11.4 
82.1 

15.4 
28.8 
15.1 
10.6 
79.0 

11.9 
29.8 
11.4 
8.4 
86.1 

13.9 
33.4 
16.6 
13.1 
77.4 

9.9  11.9 
33.1  36.8 
8.8  17.0 
6.6 
15.1 
89.7  75.4 

16.8 
71.1 

30.0 
68.9 

14.2 
74.9 

27.3 
68.5 

13.7  24.8 
77.1 
68.3 
82.3 
86.6 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-2.0 
3.3 
-2.6 
-1.8 
3.6 

-0.5 
2.2 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

35 

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

6.  Estonia 

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

0

20

40

60

80

100

120

140

160

180

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

3 

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

53 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

NEGATIVE 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

38 

Employment rate for 20-64 year-olds

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

68 

82 

70 

120 

103 

90 

105 

104 

110 

78 

63 

134 

166 

142 

149 

169 

126 

85 

79 

101 

95 

82 

85 

74 

119 

102 

107 

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.  

36 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Compared  to  the  EU  average  (50.4%  in  2012),  IVET  students  in  Estonia  comprise  a 
lower  share  of  the  student  population  at  upper  secondary  level  (34.1%).  Only  a  small 
proportion of these IVET students are in combined work- and school-based programmes 
(0.7%  compared  to  26.5%  in  the  EU  in  2012).  Adult  participation  in  lifelong  learning 
(12.6%), in contrast, is above the EU average (10.5%) in 2013. This rate has increased 
markedly since 2006 (when it was 6.5%), but is below the average target (15%) set by 
the strategic framework education and training 2020. 

Data  from  the  2010  CVTS  show  that  68%  of  enterprises  provided  training 
compared  with  66%  in  the  EU,  but  participation  of  employees  in  CVT  courses  was 
slightly less favourable (31% in Estonia, 38% in the EU). 

Skill development and labour market relevance 
In 2013, 14.6% of 30 to 34 year-olds undertook tertiary-level VET (ISCED 5b) compared 
with the EU average of 8.7%. Between 2010 and 2013, this figure grew at a lower rate 
than in the EU. The percentage of STEM graduates from upper secondary VET at 43.5% 
is higher than the EU average of 29.2% (in 2012).  

Based  on  2009  data,  the  employment  rate  for  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (67.3%) is lower than the EU average (79.1%). The employment rate of IVET 
graduates is 3.5 percentage points lower than that for graduates from general education 
(the reverse applies 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,  though  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  young 
people in further education. 

37 

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

Overall transitions and employment trends 
In  this  section  all  data  refer  to  2013  (unless  otherwise  stated)  where  there  are  mixed 
results. Levels of early leaving from education and training in Estonia are below the EU 
average (9.7% of 18 to 24 year-olds in Estonia, 11.9% in the EU as whole); this achieves 
the Europe 2020 average target of 10% and is close to the national target of 9.5%. The 
share of 30 to 34 year-olds with tertiary-level education is higher than in the EU (43.7% 
compared  with  36.8%).  The  data  indicate  that  Estonia  has  now  exceeded  the  Europe 
2020 average target (40%) and the national target (also 40%).  

Estonia  has  a  relatively  small  percentage  of  adults  with  lower-level  educational 
attainment  (9.4%  compared  with  the  EU  average  of  24.8%).  The  NEET  rate  is  slightly 
lower than the EU on average (14.5% versus 17.0%) as is unemployment for 20 to 34 
year-olds  (11.2%  versus  15.1%).  Both  indicators  have  decreased  between  2010  and 
2013 in Estonia while they have increased across the EU as a whole. The employment 
rate  of  recent  graduates  decreased  between  2006  and  2010,  though  it  has  since 
increased to 76.8% compared to 75.4% in the EU in 2013.  

38 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

EE 

EU 

EE 

EU 

EE 

EU 

Change 2010-last 
available year 
EU 
EE 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

30.9 

24 
16 
6.5 
67 
20.4 

2.6 

0.58 
4 435 
1.1 

1.8 

51.9 
27.2 

34.2 
0.8 

50.1 
27.4 

34.1 
0.7 

50.4  (2) 
26.5  (2) 

-0.1 
-0.1 

0.3 
-0.9 

33 
16 

60 
46.5 

31 
14 
10.9 
68 
24.0 

38 
20 

66 
44.4 

  17.6(u) 

30.7 

12.6  10.5(b)  (3) 

1.7 

23.7 

45.0  (2) 

-0.3 

0.6 

12.6 

14.2 

6.6(b)  (3) 
5.9 
4.6 
4.4(b)  (3) 
13.4  10.0(b)  (3) 

0.0 
2.6 
6.3 

5.9 
2.0(u) 
7.1 
15.8 

9.5 

83.6 

80.2 

0.67 

0.71 
7 033  6 638  8 558  6 719  8 586 

0.68  (1) 
(1) 

0.76 

0.83 

-0.07 
81 

-0.03 
28 

0.9 

0.5 

0.8 

1.2(d) 

1.7 

1.2  (2) 

49.3 

32.0 

28.7 

43.5 

29.2  (2) 

8.6 
46.0 

7.3 
43.1 

14.0 
52.6 

7.4 
41.6 

14.6 

8.7  (3) 

0.6 

67.3 

79.1 

-3.5 

5.6 

13.7 

17.4 

90.7 
52.6 

89.8 
55.2 

13.5 
32.5 
11.4 
6.1 
84.6 

11.5 

11.6 
40.0 
19.1 
19.5 
64.5 

10.8 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

13.9 
33.4 
16.6 
13.1 
77.4 

9.7 
11.9 
43.7 
36.8 
14.5 
17.0 
11.2 
15.1 
76.8  75.4 

9.4 
27.3 
24.8 
68.5  73.3(b)  68.3 
82.3 
88.1 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.9 
3.7 
-4.6 
-8.3 
12.3 

-1.4 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

0.0 

0.5 

1.3 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

39 

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

7. 

Ireland 

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

200

300

400

500

600

700

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

0

100

64 

Adults in lifelong learning

70 

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

74 

53 

62 

73 

67 

Individuals who wanted to participate in training but did not

580 

Job-related non-formal education and training

108 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

123 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

83 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

204 

Innovative enterprises with supportive training practices

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

91 

Employment premium for IVET graduates (over general stream)

33 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

120 

106 

100 

Early leavers from education and training

71 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

143 

121 

108 

97 

94 

96 

106 

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.  

40 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Ireland  reports  relatively  low  levels  of  participation  in  both  IVET  and  adult  learning 
compared to the  EU.  The data for  2012  shows  the  share of  upper  secondary  students 
enrolled  in  vocational  programmes  as  lower  in  Ireland  (32.2%)  than  the  EU  average 
(50.4%).  

The percentage of adults participating in lifelong learning in 2013 in Ireland (7.3%) 
is  lower  than  the  EU  average  (10.5%)  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 
The share of 30 to 34 year-olds who have completed a tertiary level of VET (ISCED 5b) 
is  higher  (17.7%)  than  the  EU  average  (8.7%  in  2013),  showing  that  VET  plays  an 
important role in determining the high level of tertiary attainment for 30 to 34 year-olds.  

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED  3-4  (71.6%)  is  lower  than  the  EU  average  (79.1%).  IVET  graduates  in  Ireland 
enjoy a positive premium on their employment rate compared to graduates from general 
education at the same ISCED level, as well as to graduates at a lower ISCED level. The 
employment  rate  of  IVET  graduates  is  1.8  percentage  points  higher  than  that  for  their 
counterparts from general education (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 for those with lower-level 
qualifications  (this  premium  is  both  positive  and  above  the  EU  average  of  17.4 

41 

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

percentage points). All employment figures relate to 2009 and exclude young  people in 
further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

In Ireland, the NEET rate for 18 to 24 year-olds and the unemployment rate for 20 
to  34  year-olds  are  higher  (20.5%  and  16.3%,  respectively)  than  EU  averages  (17.0% 
and  15.1%).  The  employment  rate  for  the  20  to  64  year-olds  is  65.5%  in  Ireland  and 
68.3%  across  the  EU.  All  unemployment-  and  employment-related  indicators  show  a 
clear improvement since 2010 while the opposite tends to be true for the EU as a whole. 
The share of 30 to 34 year-olds with tertiary-level education is higher than the EU 
average  (52.6%  versus  36.8%)  and  the  share  of  early  leavers  from  education  and 
training is lower (8.4% versus 11.9%).  

42 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

IE 

EU 

IE 

EU 

IE 

EU 

Change 2010-last 
available year 
EU 
IE 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

33.4 
7.3 

51.9 
27.2 

37.5 
13.4 

50.1 
27.4 

32.2 

50.4  (2) 
26.5  (2) 

-5.3 

0.3 
-0.9 

49 

7.3 
67 
35.2 

33 
16 

60 
46.5 

6.8 

39.0 

38 
20 

66 
44.4 

16.3 

30.7 

2.7 
6.9 

14.2 

3.9(b) 
2.7 
7.1 
55.1 

9.5 

86.6 

80.2 

7.3  10.5(b)  (3) 

0.5 

33.5 

45.0  (2) 

-5.5 

0.6 

6.6(b)  (3) 
4.1 
3.2 
4.4(b)  (3) 
6.7  10.0(b)  (3) 

0.2 
0.5 
-0.4 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

0.35 

0.67 

0.71 

5 331  7 033  10 91

8 558  10 54

0.68  (1) 
8 586  (1) 

-367 

-0.03 
28 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 

Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

0 

3 

1.5 

0.9 

0.8 

0.9 

1.0 

1.2(d) 

1.0 

1.2  (2) 

0.0 

32.0 

28.7 

29.2  (2) 

7.3  20.0(b) 
43.1 

7.4 
41.6 

17.7 

8.7  (3) 

-2.3 

0.0 

0.5 

1.3 

71.6 
1.8 

79.1 
5.6 

20.9 

17.4 

94.9 
55.3 

89.8 
55.2 

12.1 
41.3 
11.8 

11.5 
15.4 
50.1 
28.8 
15.1 
24.1 
10.6  17.5(b
) 

13.9 
33.4 
16.6 
13.1 

8.4  11.9 
52.6  36.8 
20.5  17.0 
16.3 
15.1 

(3) 

(3) 

(3) 

(3) 

-3.1 
2.5 
-3.6 
-1.2 

-2.0 
3.4 
0.4 
2.0 

88.5 

79.0 

71.0 

77.4 

73.0  75.4 

(3) 

2.0 

-2.0 

33.4 

30.0 
27.2 
68.9  64.6(b) 

27.3 
68.5 

23.3  24.8 
65.5 
68.3 
82.3 
86.9 

(3) 

(3) 

-3.9 
0.9 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

43 

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

8.  Greece 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

IVET-students as % of all upper secondary students

66 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

42 

30 

28 

42 

58 

54 

Older adults in lifelong learning

Low-educated adults in lifelong learning

12 

9 

Unemployed adults in lifelong learning

27 

Individuals who wanted to participate in training but did not

182 

Job-related non-formal education and training

89 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

63 

58 

30-34 year-olds with tertiary VET attainment

149 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

100 

83 

Employment premium for IVET graduates (over low-educated)

34 

Workers helped to improve their work by training

Workers with skills matched to their duties

81 

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

85 

94 

168 

263 

Employment rate of recent graduates (age-group 20-34)

53 

Adults with lower level of educational attainment

132 

Employment rate for 20-64 year-olds

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

78 

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.  

44 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  chart  illustrates  that  Greece  has  relatively  low  figures  on  many  indicators  in  this 
group compared with the EU average. The share of upper secondary students enrolled 
in IVET is low (33.1% compared to 50.4% for the EU). Female enrolment figures differ 
even  more:  26.1%  of  females  in  upper  secondary  education  are  enrolled  in  IVET 
compared  to  45.0%  in  the  EU  in  2012.  The  percentage  of  adults  involved  in  lifelong 
learning  in  2013  (2.9%)  is  also  lower  than  the  EU  average  (10.5%),  and  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  (0.4%),  unemployed 
adults (2.7%) and older adults (0.8%) is also lower in Greece than the EU. 

Based on 2010 CVTS data, employee participation in CVT courses and on-the-job 
training  suggest  that  employer-sponsored  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 (17.3%) is higher than the 
EU average (9.5%) (based on 2011 data). 

Skill development and labour market relevance 
Data  are  missing  for  several  indicators  of  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  higher  percentage  (12.9%)  of  30  to  34  year-olds  has  completed  tertiary-level 
VET (ISCED 5b) than in the EU (8.7% in 2013).  

Based on 2009 data, the employment rate of 20 to 34 year-old IVET graduates at 
medium  level  of  education  (ISCED  3-4)  differs  little  from  the  EU  average  (78.7%  in 
Greece  and  79.1%  in the EU). IVET graduates  in Greece  enjoy  a positive premium  on 

45 

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

their  employment  rate  compared  to  graduates  from  general  education  at  the  same 
ISCED level, as well as to graduates at a lower ISCED level. Their employment rate is 
4.6 percentage points higher than that of their counterparts from general education; this 
is  a  positive  employment  premium,  even  though  lower  than  the  EU  average  of  5.6 
percentage  points.  The  employment  rate  of  IVET  graduates  is  5.9  percentage  points 
higher  than  those  with  lower-level  qualifications  (also  a  positive  employment  premium, 
though  much  lower  than  the  EU  average  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The NEET rate in Greece (28.6%) and the unemployment rate for 20 to 34 year-
olds  in  the  country  (39.6%)  are  much  higher  than  the  corresponding  EU  averages 
(17.0% and 15.1%, respectively). At 39.8%, the employment rate of recent graduates is 
less than half the corresponding value for the EU as a whole (75.4%). All unemployment- 
and  employment-related  indicators  have  changed  substantially  in  an  unfavourable 
direction between 2010 and 2013.  

The  share  of  30  to  34  year-olds  who  have  completed  tertiary-level  education 
(34.6%) is less than the EU average (36.8%). At this level, it is below the Europe 2020 
average target (40%) but above the national target (32%). The share of adults with lower 
level of education is also markedly higher (32.8%) than in the EU (24.8%). 

The  early  leaver  rate  from  training  and  education  is  lower  than  the  EU  average 
(10.1%  compared  to  11.9%)  and  it  decreased  more  than in  the  EU  between  2010  and 
2013  (3.6  percentage  points  and  2.0  percentage  points  respectively).  At  10.1%,  it  is 
slightly above the Europe 2020 average target (10%) and the national target (9.7%). 

46 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

EL 

EU 

EL 

EU 

EL 

EU 

Change 2010-last 
available year 
EU 
EL 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

33.9 

14 
4 
1.9 
21 
26.1 

0.3 
2.2 
17.3 

0.3 

0.8 

7.8 

14.2 

0.67 
7 033 
0.9 

32.0 

7.3 
43.1 

51.9 
27.2 

33 
16 

60 
46.5 

30.7 

16 
6 
3.0 
28 
22.7 

50.1 
27.4 

38 
20 

66 
44.4 

33.1 

50.4  (2) 
26.5  (2) 

2.4 

0.3 
-0.9 

2.9  10.5(b)  (3) 

-0.1 

26.1 

45.0  (2) 

3.4 

0.6 

16.6 

30.7 

0.8(b) 
0.5 
3.4 
17.3 

9.5 

71.2 

80.2 

0.71 
8 558 
0.8 

1.2(d) 
28.7 

7.4 
41.6 

0.5 

0.7 

8.9 

78.7 
4.6 

79.1 
5.6 

5.9 

17.4 

89.8 
55.2 

13.9 
33.4 
16.6 
13.1 
77.4 

44.6 

13.7 
28.4 
20.6 
19.4 
58.5 

6.6(b)  (3) 
0.8 
0.4 
4.4(b)  (3) 
2.7  10.0(b)  (3) 

0.0 
-0.1 
-0.7 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

0.7 

1.2  (2) 
29.2  (2) 

0.0 

12.9 

8.7  (3) 

4.0 

0.0 
0.5 

1.3 

10.1 
11.9 
34.6 
36.8 
28.6 
17.0 
39.6 
15.1 
39.8  75.4 

32.8 
53.2 
75.1 

24.8 
68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-3.6 
6.2 
8.0 
20.2 
-18.7 

-4.7 
-10.8 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

15.5 
26.7 
16.1 
14.2 
66.6 

15.4 
28.8 
15.1 
10.6 
79.0 

41.0 
65.7 

30.0 
68.9 

37.5 
64.0 

27.3 
68.5 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

47 

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

9.  Spain 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

0

50

100

90 

IVET work-based students as % of upper secondary IVET

12 

150

200

250

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

126 

100 

106 

114 

94 

93 

93 

132 

102 

107 

103 

Enterprise expenditure on CVT courses as % of total labour cost

100 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

148 

57 

59 

60 

91 

91 

106 

96 

111 

141 

197 

228 

181 

79 

85 

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. 

48 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The percentage of all upper secondary students participating in IVET in Spain is 45.5%, 
slightly below the EU average of 50.4% (data for 2012). At 3.2%, a small share of IVET 
students  are  involved  in  combined  work-  and  school-based  training  compared  with  the 
EU average of 26.5%. Spain has proportionally more adults (11.1%) involved in lifelong 
learning than the EU as a whole (10.5%). This figure has been stable between 2010 and 
2013 and it is still below the target (15%) set by the strategic framework education and 
training 2020. The proportions of older adults and adults with relatively low qualifications 
participating  in  lifelong  learning  are  comparable  to  corresponding  EU  averages. 
Participation  of  unemployed  adults  in  lifelong  learning  is  higher  than  in  the  EU:  13.2% 
compared  with  10.0%  across  the  EU.  Employer  provision  of  training  is  also  higher:  it 
stands at 75% in Spain compared with 66% across the EU (based on 2010 CVRS data). 
The percentage of employees receiving employer-sponsored CVT courses is 48%, also 
higher than the EU average of 38%.  

Skill development and labour market relevance 
In Spain the percentage of 30 to 34 year-olds who have completed tertiary-level VET is 
high,  at  12.9%  compared  with  8.7%  in  the  EU  in  2013.  In  contrast,  training  to  support 
innovation is provided by 23.5% of innovative enterprises, which is much lower than the 
EU average of 41.6% (data for 2010). 

The employment rate of IVET graduates at ISCED 3-4 aged 20-34 years is 72.2%, 
lower than the EU average of 79.1% (data for 2009). In Spain, IVET graduates enjoy a 
positive  premium  on  their  employment  rate  compared  to  graduates  from  general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
Their  employment  rate  is  3.3  percentage  points  higher  than  that  of  their  counterparts 
from  general  education  (though  this  is  lower  than  the  EU  average  premium  of  5.6 

49 

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

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 young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

At  23.5%,  the  share  of  early  leavers  from  education  and  training  is  significantly 
higher  than  the  EU  average  of  11.9%.  Although  this  percentage  has  decreased  over 
recent years, it is still above the Europe 2020 average target (10%) and also the national 
target (15%). The unemployment rate of 20 to 34 year-olds has increased substantially 
from 25.3% in 2010 to 34.3% in 2013, to stand at a level that is significantly higher the 
EU  average  of  15.1%.  The  employment  rate  of  recent  graduates  has  decreased 
substantially from 70.6% in 2010 to 59.9% in 2013, to stand at a level that is much lower 
than the EU average of 75.4%. The employment rate for 20 to 64 year-olds (58.2%) is 
also lower than in the EU (68.3%), and has been decreasing much faster in Spain than 
in  the  EU  as  a  whole.  The  percentage  of  adults  who  have  low-level  educational 
attainment  (44.8%)  is  higher  than  the  EU  average  (24.8%).  More  favourably,  the 
percentage  of  30  to  34  year-olds  with  tertiary-level  educational  attainment  at  40.7%  is 
higher than the EU average of 36.8%. This parameter is above the Europe 2020 average 
target (40%) and close to Spain’s national target (44%). 

50 

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 2011/12/13 updates (where 
available) 

Indicator label 

2006 

2010 

Last available 
year 

ES 

EU 

ES 

EU 

ES 

EU 

Change 2010-last 
available year 
EU 
ES 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

42.5 
5.1 

51.9 
27.2 

44.6 
5.0 

50.1 
27.4 

45.5 
3.2 

50.4  (2) 
26.5  (2) 

0.9 
-1.8 

0.3 
-0.9 

33 
19 
10.6 
47 
40.2 

33 
16 

60 
46.5 

48 
20 
11.0 
75 
41.2 

38 
20 

66 
44.4 

28.7 

30.7 

11.1  10.5(b)  (3) 

0.1 

42.3 

45.0  (2) 

1.1 

0.6 

5.3 
4.4 
15.4 
8.4 

5.8 
4.9 
13.3 
10.2 

14.2 

9.5 

6.6(b)  (3) 
6.1 
4.5 
4.4(b)  (3) 
13.2  10.0(b)  (3) 

0.3 
-0.4 
-0.1 

82.5 

80.2 

0.67 
7 033 
0.9 

0.8 

0.71 
8 558 
0.8 

1.2(d) 

0.6 

1.0 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

1.2  (2) 

0.0 

0.5 

1.3 

28.9 

32.0 

28.9 

28.7 

26.5 

29.2  (2) 

-2.4 

12.6 
10.4 

7.3 
43.1 

12.8 
23.5 

7.4 
41.6 

12.9 

8.7  (3) 

0.1 

72.2 

79.1 

3.3 

5.6 

10.4 

17.4 

95.0 
53.1 

89.8 
55.2 

30.5 
38.1 
13.6 
10.4 
82.9 

15.4 
28.8 
15.1 
10.6 
79.0 

28.4 
40.6 
22.4 
25.3 
70.6 

13.9 
33.4 
16.6 
13.1 
77.4 

23.5  11.9 
40.7  36.8 
24.0  17.0 
34.3 
15.1 
59.9  75.4 

50.6 
68.7 

30.0 
68.9 

47.4 
62.5 

27.3 
68.5 

44.8  24.8 
58.2 
68.3 
82.3 
75.2 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-4.9 
0.1 
1.6 
9.0 
-10.7 

-2.6 
-4.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

51 

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

10.  France 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

70 

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

100

88 

102 

118 

115 

86 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

93 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

11 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

108 

98 

97 

97 

95 

109 

120 

82 

86 

95 

100 

100 

102 

101 

150

200

250

169 

203 

182 

170 

200 

199 

145 

145 

145 

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.  

52 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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 scores have been calculated are presented in the table, 
which also shows changes over time. A technical definition of each indicator is provided 
in the annex, which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The share of upper secondary students in vocational programmes in France (44.2%) is 
slightly  below  the  EU  average  (50.4%;  data  for  2012).  At  upper  secondary  level, 
participation in combined work- and school-based vocational programmes is in line with 
the EU average (27.0% in France; 26.5% across the EU). Data for 2013 reveal that the 
share  of  adults  who  participate  in  lifelong  learning  is  higher  (17.7%)  than  the  EU  as 
whole (10.5%). The figure for France now exceeds 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 higher than the 
corresponding EU averages.  

Skill development and labour market relevance 
Data  for  2011  on  VET  expenditure  give  relatively  high  scores  for  France.  Public 
expenditure on IVET is EUR 14 554 per student, compared to EUR 8 586 for the EU as 
a whole.  In 2010,  company  expenditure  on  CVT courses  was  1.6%  of  labour  cost;  this 
was 0.8% for the EU as a whole. The percentage of upper secondary IVET graduates in 
STEM subjects (28.6%) is slightly below the EU average (29.2% in 2012). The share of 
enterprises  which  provide  training  to  support  innovation  (60.3%)  exceeded  the  EU 
average share in 2010 (41.6%).  

Based  on  2009  data,  the  employment  rate  for  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (76.6%) is slightly below the EU average (79.1%). IVET graduates in France 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
Their  employment  rate  is  0.6  percentage  points  higher  than  that  of  their  counterparts 
from  general  education  (a  positive  but  small  premium  and  lower  than  the  EU  average 
premium  of  5.6  percentage  points).  The  employment  rate  of  IVET  graduates  is  16.9 

53 

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

percentage  points  higher  than  the  employment  rate  of  graduates  with  lower-level 
qualifications  (close  to  the  EU  average  premium  of  17.4  percentage  points).  All  these 
employment figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The percentage of early leavers from education and training (9.7%) is lower than 
the  EU  average  (11.9%).  France  is  below  the  Europe  2020  average  target  (10%),  but 
slightly above its national target (9.5%).  

The percentage of 30 to 34 year-olds with tertiary-level education is relatively high, 
and  has  been  rising  from  2006  to  2013.  The  share  of  adults  with  lower  levels  of 
educational attainment (24.9%) is in line with the EU as a whole (24.8%).  

The  employment  rate  for  20  to  64  year-olds  (69.5%)  and  for  recent  graduates 
(75.6%), the unemployment rate for 20 to 34 year-olds (14.3%), and the NEET rate (for 
18 to 24 year-olds) (14.6%) differ little from those of the EU as a whole.  

54 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

FR 

EU 

FR 

EU 

FR 

EU 

Change 2010-last 
available year 
EU 
FR 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

(d) 
26.9 

51.9 
27.2 

44.3 
27.6 

50.1 
27.4 

44.2 
27.0 

50.4  (2) 
26.5  (2) 

-0.1 
-0.6 

0.3 
-0.9 

46 
7 

74 
(d) 

33 
16 

45 
14 

60 
46.5 

76 
39.2 

38 
20 

66 
44.4 

30.7 

17.7(b)  10.5(b)  (3) 

38.7 

45.0  (2) 

-0.5 

0.6 

6.6(b)  (3) 
13.4(b) 
8.0(b) 
4.4(b)  (3) 
14.5(b)  10.0(b)  (3) 

14.2  13.8(b) 

9.5 

  74.9(b) 

80.2 

0.67 

0.71 

7 033  14 86

8 558  14 55

9 
1.6 

0.9 

0.8 

4 

0.68  (1) 
8 586  (1) 

-315 

-0.03 
28 

1.2 

1.2(d) 

1.3 

1.2  (2) 

0.1 

12 71
5 
1.4 

1.1 

0.0 

0.5 

1.3 

30.9 

32.0 

26.0 

28.7 

28.6 

29.2  (2) 

2.6 

16.5 
54.5 

7.3 
43.1 

18.1 
60.3 

7.4 
41.6 

17.3 

8.7  (3) 

-0.8 

76.6 

79.1 

0.6 

5.6 

16.9 

17.4 

85.5 
59.9 

89.8 
55.2 

39.7 

78.6 

32.7 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

43.5 

77.5 

29.2 

9.7(b)  11.9 
13.9 
33.4 
44.0  36.8 
16.6  14.6(b)  17.0 
13.1  14.3(b)  15.1 
75.6  75.4 
77.4 

27.3 
24.9  24.8 
68.5  69.5(b)  68.3 
82.3 
82.7 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

0.5 

-1.9 

-4.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

55 

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

11.  Croatia 

VET indicators for Croatia for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

61 

75 

Adults in lifelong learning

23 

Enterprises providing training

86 

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

50 

0

20

40

60

80

100

120

140

160

180

200

141 

143 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

108 

94 

130 

104 

92 

Early leavers from education and training

31 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

70 

70 

82 

79 

149 

178 

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

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.  

56 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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 scores have been calculated are presented in the table, 
which also shows changes over time. A technical definition of each indicator is provided 
in the annex, which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Croatia has a relatively high proportion of upper secondary students participating in IVET 
(71.3%  compared  with  50.4%  in  the  EU  in  2012).  Of  all  women  in  upper  secondary 
education 64.3% are involved in IVET, above the corresponding rate in the EU as a whole 
(45.0%).  At  2.4%,  Croatia  has  proportionately  fewer  adults  involved  in  lifelong  learning 
than the EU average of 10.5% (2013 data). Data from CVTS 2010 indicate the extent to 
which  employees  and  enterprises  engage  in  CVET.  In  2010  23%  of  all  Croatian 
employees participated in CVT courses compared with 38% in the EU, and 15% of them 
took  part  in  of  employer-sponsored  on-the-job  training,  compared  with  20%  across  the 
EU. The percentage of enterprises providing training is 57%, lower than the EU average 
of 66%. 

Skill development and labour market relevance 
Data for many of the indicators related to skill development and labour market relevance 
are  unavailable.  For  most  of  the  available  indicators,  Croatia’s  performance  is 
comparable  to the respective  EU  averages.  The  percentage  of  30  to  34 year-olds  with 
tertiary-level  VET  (ISCED  5b)  at  8.1%  is  slightly  lower  than  the  EU  average  of  8.7% 
(data for 2013). Enterprise expenditure on CVT courses, as a percentage of total labour 
costs  (0.4%),  is  half  that  for  Europe  as  a  whole,  which  is  in  line  with  the  relatively  low 
levels  of  enterprise  participation  in  training  recorded  in  the  2010  CVTS.  Croatian 
innovative enterprises are more likely to provide training to support innovation: 54.3% of 
innovative enterprises compared with 41.6% in the EU (based on CIS data for 2010). 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

57 

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

The share of early leavers from education and training at 3.7% is much lower than 
the  EU  average  of  11.9%,  lower  than  the  Europe  2020  average  target  of  10%,  and 
slightly  lower  than  the  national  target  (4%).  The  percentage  of  30  to  34  year-olds  with 
tertiary-level education is lower than in the EU (25.9% compared with 36.8% in the EU), 
and is below the Europe 2020 average target (40%) and the national target (35%). As a 
result  of  a  steady  reduction  since  2006,  the  share  of  adults  who  have  completed 
relatively low-level of education at 20.3% is lower than the EU average of 24.8%.  

The  employment  rate  of  recent  graduates  (52.7%)  is  much  lower  than  the  EU 
average  (75.4%),  following  a  sharp  17.6%  percentage  point  drop  between  2010  and 
2013.  The  unemployment  rate  for  20  to  34  year-olds  is  26.7%,  higher  than  the  EU 
average  of  15.1%,  and  the  NEET  rate  is  25.4%,  also  substantially  higher  than  the  EU 
figure  of  17.0%.  The  unemployment  rate  of  20-34  year  olds  has  increased  by  8.3 
percentage points between 2010 and 2013, and the NEET rate by 6.1 percentage points 
over the same period.  

58 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

HR 

EU 

HR 

EU 

HR 

EU 

Change 2010-last 
available year 
EU 
HR 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

73.6 

2.9 

66.9 

0.6(u) 

3.2(u) 
14.6 

51.9 
27.2 

33 
16 

60 
46.5 

14.2 

72.1 

23 
15 
2.2 
57 
66.1 

0.2(u) 

2.3(u) 

50.1 
27.4 

38 
20 

66 
44.4 

30.7 

9.5 

80.2 

71.3 

50.4  (2) 
26.5  (2) 

-0.8 

0.3 
-0.9 

2.4  10.5(b)  (3) 

0.2 

64.3 

45.0  (2) 

-1.8 

0.6 

0.3(u) 

6.6(b)  (3) 
4.4(b)  (3) 
1.5(u)  10.0(b)  (3) 

0.1 

-0.8 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.4 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

1.2 

1.3 

1.2(d) 

1.3 

1.2  (2) 

0.0 

32.0 

28.7 

29.2  (2) 

6.2 
61.9 

7.3 
43.1 

7.6 
54.3 

7.4 
41.6 

8.1 

8.7  (3) 

0.5 

0.0 

0.5 

1.3 

79.1 

5.6 

17.4 

93.0 
50.9 

89.8 
55.2 

4.7(u) 
16.7 
18.6 
16.1 
71.2 

15.4 
28.8 
15.1 
10.6 
79.0 

3.7 
24.3 
19.3 
18.4 
70.3 

13.9 
33.4 
16.6 
13.1 
77.4 

3.7  11.9 
25.9 
36.8 
25.4  17.0 
26.7 
15.1 
52.7  75.4 

25.9 
60.6 

30.0 
68.9 

23.3 
58.7 

27.3 
68.5 

20.3 
53.9 
86.2 

24.8 
68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

0.0 
1.6 
6.1 
8.3 
-17.6 

-3.0 
-4.8 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

59 

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

12.  Italy 

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

0

20

40

60

80

100

120

140

160

180

200

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary…

Young VET graduates in further education and training

55 

59 

95 

85 

117 

108 

105 

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

36 

50 

51 

Individuals who wanted to participate in training but did not

187 

Job-related non-formal education and training

87 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

50 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

2 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

------------------------------------------------------------------------
OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

117 

94 

77 

78 

103 

113 

61 

64 

88 

87 

139 

143 

144 

172 

169 

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.  

60 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Italy scores highly compared with the EU average for participation in IVET: the share of 
IVET  students  as  a  percentage  all  upper  secondary  students  is  proportionally  higher 
(59.2%) than  the  EU  average (50.4%)  (data for 2012). In contrast,  data for  2013  show 
that  Italy  has  fewer  adults  involved  in  lifelong  learning  (6.2%)  than  the  EU  as  a  whole 
(10.5%). At 6.2% Italy is still below the average target of 15% set by the education and 
training 2020 strategic framework. Older Italians and those with low-levels of educational 
attainment  are  less  likely  to  engage  in  lifelong  learning.  The  incidence  of,  and 
participation in, employer-sponsored training – derived from the 2010 CVTS data – have 
increased compared with 2005, but still stand below the EU averages. In 2010, 36% of 
employees  participated  in  CVT  courses  compared  with  38%  in  the  EU,  and  56%  of 
employers  reported  providing  training  compared  with  the  EU  average  of  66%. 
Differences  in  employee  participation  in  on-the-job  training  are  more  pronounced:  11% 
for Italy compared with 20% for the EU as a whole. The percentage of individuals  who 
wanted to train, but did not do so is also relatively large in Italy (17.8%) compared with 
the EU (9.5% in 2011).  

Skill development and labour market relevance 
In Italy the percentage of the 30 to 34 year-olds who have completed tertiary-level VET 
is particularly low, at 0.2% compared with 8.7% in the EU in 2013 – more than a twenty-
fold  difference.  Enterprise  expenditure  on  CVT  courses  as  percentage  of  total  labour 
costs  also  shows  a  big  difference:  Italy  scores  0.4%  compared  with  0.8%  for  the  EU 
(data  from  CVTS  2010).  For  other  indicators,  such  as  the  average  number  of  foreign 
languages  learned  in  IVET,  workers  with  skills  matched  to  their  duties,  and  workers 
helped  to  improve  their  work  by  training,  the  scores  are  slightly  higher  than  the  EU 
average. 

61 

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

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED  3-4 (74.6%)  is  lower  than the  EU  average (79.1).  Their  employment  rate  is  7.8 
percentage  points  higher  than  for  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  13.6  percentage  points  higher 
than  that  of  graduates  with  lower-level  qualifications  (but  this  is  lower  than  the  EU 
average  premium  of  17.4  percentage  points).  All  these  employment  figures  relate  to 
2009 and exclude young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

Comparative indicators for early leavers from education and training (17% in Italy, 
11.9% in the EU), the unemployment rate for 20 to 34 year-olds (21.7% in Italy, 15.1% in 
the EU), and the NEET rate for 18 to 24 year-olds (29.3% in Italy, 17.0% in the EU) are 
all  relatively  high.  The  percentage  of  early  leavers  decreased  from  18.8%  in  2010  to 
17.0% in 2013, nearly reaching the national target of 16%. Both the unemployment rate 
for 20-34 year olds and the NEET rate increased between 2010 and 2013 more than the 
EU-average.  The  employment  rate  of  recent  graduates  decreased  by  9.4  percentage 
points  between  2010  and  2013.  At  48.3%,  this  is  much  lower  than  the  EU  average 
(75.4%).  

The percentage of 30 to 34 year-olds who have completed tertiary-level education 
is lower than the EU-average (22.4% versus 36.8%): this is lower than both the national 
target  (26-27%)  and the  Europe  2020  average  target  (40%).  Between  2006  and  2010, 
and  between  2010  and  2013,  the  percentage  of  people  who  have  completed  tertiary-
level education increased, but at a lower rate than in the EU as a whole over the same 
periods. 

62 

 
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 2011/12/13 updates (where 
available) 

Indicator label 

2006 

2010 

Last available 
year 

IT 

EU 

IT 

EU 

IT 

EU 

Change 2010-last 
available year 
EU 
IT 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

59.2 

50.4  (2) 
26.5  (2) 

-0.8 

0.3 
-0.9 

6.2  10.5(b)  (3) 

0.0 

48.4 

45.0  (2) 

-0.7 

0.6 

6.6(b)  (3) 
3.3 
4.4(b)  (3) 
1.6 
5.1  10.0(b)  (3) 

0.3 
0.3 
-1.1 

51.9 
27.2 

33 
16 

60 
46.5 

60.0 

36 
11 
6.2 
56 
49.1 

50.1 
27.4 

38 
20 

66 
44.4 

32.2 

30.7 

3.0 
1.3 
6.2 
17.8 

14.2 

9.5 

69.9 

80.2 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.4 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

60.5 

29 
7 
6.1 
32 
49.4 

2.4 
1.1 
6.7 
19.2 

0.6 

1.4 

1.4 

1.2(d) 

1.4 

1.2  (2) 

0.0 

32.0 

28.7 

29.2  (2) 

0.7 
45.1 

7.3 
43.1 

0.3 
31.9 

7.4 
41.6 

0.2 

8.7  (3) 

-0.1 

0.0 

0.5 

1.3 

74.6 

79.1 

7.8 

5.6 

13.6 

17.4 

92.2 
62.1 

89.8 
55.2 

20.6 
17.7 
20.6 
11.2 
66.2 

15.4 
28.8 
15.1 
10.6 
79.0 

18.8 
19.8 
24.2 
14.5 
57.7 

13.9 
33.4 
16.6 
13.1 
77.4 

17.0  11.9 
22.4  36.8 
29.3  17.0 
21.7  15.1 
48.3  75.4 

48.7 
62.5 

30.0 
68.9 

44.8 
61.1 

27.3 
68.5 

41.8  24.8 
59.8  68.3 
71.3 

82.3  (3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.8 
2.6 
5.1 
7.2 
-9.4 

-3.0 
-1.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

63 

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

13.  Cyprus 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

IVET-students as % of all upper secondary students

26 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

97 

90 

Adults in lifelong learning

66 

Enterprises providing training

109 

Female IVET students as % of all female upper secondary students

10 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

53 

55 

Individuals who wanted to participate in training but did not

261 

Job-related non-formal education and training

97 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

51 

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

138 

100 

126 

111 

75 

76 

107 

85 

190 

194 

218 

Early leavers from education and training

76 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

130 

159 

144 

82 

87 

98 

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.  

64 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Participation in IVET in Cyprus is relatively low compared with the EU average in 2012. 
The  percentage  of  upper  secondary  students  enrolled  in  IVET  programmes  (13.2%)  is 
significantly  lower  than  the  EU  average  (50.4%).  For  women  the  difference  is  even 
greater  (4.6%  for  Cyprus;  45.0%  for  the  EU).  In  2013,  the  percentage  of  adults 
participating in lifelong learning is 6.9% compared with the EU average of 10.5%. 

Data from the 2010 CVTS suggest that the share of enterprises providing training 
in  Cyprus  is  higher  than  the  EU  average  (72%  Cyprus,  66%  the  EU);  it  was  lower  in 
2005. Employees are slightly less likely to participate in on-the-job training (18% Cyprus, 
20%  the  EU  in  2010).  The  proportion  of  individuals  who  wanted  to  train  but  did  not  is 
higher in Cyprus at 24.8% compared with 9.5% in the EU (data for 2011).  

Skill development and labour market relevance 
Figures  for  Cyprus  are  particularly  high  for  several  indicators  in  this  group.  The 
percentage of 30 to 34 year-olds who have completed tertiary-level VET (ISCED 5b) is 
higher  than  the  EU  average  (10.9%  compared  to  8.7%,  in  2013).  The  percentage  of 
innovative enterprises providing supportive training (90.7%) is much higher than the EU 
average  (41.6%)  (based  on  2010  data).  The  same  is  true  of  the  proportion  of  STEM-
graduates  from  upper  secondary  IVET  (56.8%  compared  with  29.2%  for  the  EU  as  a 
whole in 2012).  

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED  3-4 (88.1%)  is  also  above  the  EU  average  (79.1%). In Cyprus, IVET graduates 
enjoy a positive premium on their employment rate compared to graduates from general 
education at the same ISCED level, as well as to graduates at lower ISCED level. 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 

65 

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

percentage  points),  and  the  employment  rate  of  IVET  graduates  is  13.3  percentage 
points  higher  than  that  of  graduates  with  lower-level  qualifications.  These  employment 
figures relate to 2009 and exclude young people in further education. 

Public expenditure on IVET as a percentage of GDP in 2011 (0.35%) is below the 
EU average (0.68%) but expenditure per student is higher (EUR  16 327 in Cyprus and 
EUR 8 586 in the EU). 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The  unemployment  rate  for  20  to  34  year-olds  is  higher  than  the  EU  average 
(21.7%  versus  15.1%),  and  the  employment  rate  for  recent  graduates  is  much  lower 
(62.1%  versus  75.4%).  The  unemployment  rate  for  20-34  year-olds  appears  to  have 
grown  more  rapidly  in  Cyprus  than  in  the  EU  between  2010  and  2013  (12.9  and  2.0 
percentage  points,  respectively).  The  same  is  observed  for  the  NEET-rate.  The 
employment  rate  for  recent  graduates  has  dropped  substantially  (by  16.3  percentage 
points) between 2010 and 2013.  

The  share  of  early  leavers  from  education  and  training  has  decreased  by  3.6 
percentage points between 2010 and 2013. At 9.1% this share is lower than the Europe 
2020 average and national target (both set at 10%). The share of 30 to 34 year-olds with 
tertiary-level  education  already  exceeds  the  Europe  2020  average  target  (40%).  At 
47.8%, this share has also surpassed the national target (46%). 

66 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

CY 

EU 

CY 

EU 

CY 

EU 

Change 2010-
last available 
year 

CY 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

13.3 

30 
6 
7.1 
51 
4.5 

51.9 
27.2 

33 
16 

60 
46.5 

13.2 

37 
18 
7.7 
72 
4.4 

50.1 
27.4 

38 
20 

66 
44.4 

  16.5(u) 

30.7 

13.2 

50.4 
26.5 

(2) 

(2) 

0.0 

0.3 
-0.9 

6.9 

10.5(b) 

(3) 

-0.8 

4.6 

45.0 

(2) 

0.2 

0.6 

1.2 
5.2(u) 
32.9 

14.2 

3.8(b) 
1.1(u) 
5.4(u) 
24.8 

9.5 

3.5 
1.1(u) 
5.5 

6.6(b) 
4.4(b) 
10.0(b) 

(3) 

(3) 

(3) 

-0.3 
0.0 
0.1 

77.5 

80.2 

0.34 

0.34 
13 144  7 033  15 66

0.67 

0.71 

0.68 
8 558  16 327  8 586 

0.35 

(1)  0.01 
(1)  666 

-0.03 
28 

0.8 

0.9 

1 
1.1 

0.8 

1.2 

1.1 

1.2(d) 

1.2 

1.2 

(2) 

0.1 

0.0 

52.7 

32.0 

57.7 

28.7 

56.8 

29.2 

(2) 

-0.9 

0.5 

20.3 
97.8 

7.3 
43.1 

14.1 
90.7 

7.4 
41.6 

10.9 

8.7 

(3) 

-3.2 

1.3 

88.1 

79.1 

4.2 

5.6 

13.3 

17.4 

95.9 
46.8 

89.8 
55.2 

14.9 
46.1 
14.5 

80.5 

30.5 

15.4 
28.8 
15.1 
10.6 
79.0 

12.7 
45.3 
16.7 
8.8(b) 
78.4 

13.9 
33.4 
16.6 
13.1 
77.4 

30.0 
26.0 
68.9  75.0(b) 

27.3 
68.5 

9.1 
47.8 
27.1 
21.7 
62.1 

21.5 
67.1 
83.0 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

(3) 

(3) 

-3.6 
2.5 
(3)  10.4 
(3)  12.9 
-
(3) 
16.3 
-4.5 
-7.9 

(3) 

(3) 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown; 
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

67 

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

14.  Latvia 

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

IVET-students as % of all upper secondary students

77 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

105 

63 

62 

61 

71 

56 

59 

76 

135 

101 

62 

45 

50 

30-34 year-olds with tertiary VET attainment

41 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

43 

Employment rate for 20-64 year-olds

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

133 

193 

158 

106 

92 

86 

92 

86 

82 

111 

95 

92 

104 

102 

102 

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.  

68 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The percentage of upper secondary students enrolled in IVET in Latvia (39.0% in 2012) 
is  lower  than  the  EU  average  (50.4%).  The  share  of  adults  participating  in  lifelong 
learning (6.5% in 2013) is also lower than the EU average (10.5%): Latvia remains 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 
(3.7%)  and  unemployed  people  (7.6%))  are  relatively  low  when  compared  with  the  EU 
(6.6%  and  10.0%  respectively).  Based  on  2010  CVTS  data,  the  percentage  of 
enterprises providing training (40%) is below the EU average (66%), and the percentage 
of employees participating in CVT courses at 24% is also below the EU average of 38%, 
while employee participation in on-the-job training is on par. 

Skill development and labour market relevance 
Indicators  on  skill  development  and  labour  market  relevance  show  a  mixed  picture.  At 
0.43%, IVET expenditure as a share of overall GDP is below the EU average of 0.68%. 
This is also reflected in the lower spend per student (EUR 3 865 compared with the EU 
average EUR 8 586) (data on expenditure refer to 2011 and to IVET at ISCED 3-4). The 
percentage  of  graduates  in  STEM  subjects  from  upper  secondary-level  IVET  is  higher 
than on average in the EU (38.9% and 29.2% respectively). The share of 30 to 34 year-
olds who have completed tertiary-level VET (3.5%) is lower than the corresponding EU 
average (8.7% in 2013). Data from 2010 reveal that enterprises are less likely to provide 
training to support innovation (35.7% compared with 41.6% in the EU). 

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED  3-4  (73.0%)  is  lower  than  the  EU  average  (79.1%).  In  Latvia  IVET  graduates 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 

69 

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

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 27.5 percentage points higher than that of graduates with lower-
level qualifications (also above the EU average premium of 17.4 percentage points). All 
these employment figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

The  percentage  of  early  leavers  from  education  and  training  (9.8%)  is  below  the 
EU average (11.9%): it is also below both the Europe 2020 average target (10%) and the 
national  target  (13.4%).  The  percentage  of  30  to  34  year-olds  with  tertiary-level 
education  is  higher  than  the  EU  average  (40.7%  and  36.8%)  and  the  percentage  of 
people with low-level education is relatively low (10.6% compared with 24.8% in the EU). 
By  2013,  30  to  34  year-olds  in  tertiary-level  education  (40.7%)  had  surpassed  the 
national  target  (34-36%)  as  well  as  the  Europe  2020  average  target  (40%).  The 
employment  rate for  20  to  64  year-olds  (69.7%)  is  slightly  higher  than  the EU  average 
(68.3%). The employment rate of recent graduates (78.2%) is also higher than the EU-
average  (75.4%)  and  has  increased  by  14.8  percentage  points  since  2010.  The  NEET 
rate (16.2%) is near the EU average (17.0%). The unemployment rate of 20 to 34 year-
olds  (13.9%)  is  lower  than  the  EU  average  (15.1%)  and  has  decreased  by  8.9 
percentage points since 2010. 

70 

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 2011/12/13 updates (where 
available) 

Indicator label 

2006 

2010 

Last available year 

LV 

EU 

LV 

EU 

LV 

EU 

Change 2010-
last available 
year 

LV 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

34.3 

51.9 
27.2 

36.0 

15 
7 

33 
16 

24 
21 

36 
27.0 

60 
46.5 

40 
28.9 

50.1 
27.4 

38 
20 

66 
44.4 

30.7 

39.0 

50.4 
26.5 

(2) 

(2) 

3.0 

0.3 
-0.9 

6.5(b)  10.5(b) 

(3) 

31.8 

45.0 

(2) 

2.9 

0.6 

6.6(b) 
3.7(b) 
2.6(b) 
4.4(b) 
7.6(b)  10.0(b) 

(3) 

(3) 

(3) 

12.0 

14.2 

12.8 

9.5 

81.1 

80.2 

0.43 

0.67 
3 123  7 033 
0.9 

0.4 

0.42 
3 492 
0.4 

0.71 

0.43 
0.68 
8 558  3 865  8 586 

(1) 

(1) 

0.01 
373 

-0.03 
28 

0.8 

1.2 

1.2(d) 

1.1 

1.2 

(2) 

-0.1 

0.0 

41.7 

32.0 

36.3 

28.7 

38.9 

29.2 

(2) 

2.6 

0.5 

7.3 
43.1 

35.8 

7.4 
41.6 

35.7 

3.5(b) 

8.7 

(3) 

1.3 

73.0 

79.1 

10.8 

5.6 

27.5 

17.4 

94.8 
47.2 

89.8 
55.2 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

78.5 

22.8(b) 
63.4 

9.8(b)  11.9 
13.9 
33.4  40.7(b)  36.8 
16.6  16.2(b)  17.0 
13.9 
13.1 
15.1 
78.2  75.4 
77.4 

27.3  10.6(b)  24.8 
68.5  69.7(b)  68.3 
82.3 
83.6 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-8.9 
14.8 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown; 
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

71 

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

15.  Lithuania  

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

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

0

50

100

150

200

250

57 

50 

54 

46 

45 

125 

79 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

87 

109 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

50 

48 

63 

75 

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

91 

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

116 

163 

146 

109 

106 

110 

225 

Early leavers from education and training

53 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

27 

Employment rate for 20-64 year-olds

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

139 

89 

91 

100 

102 

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.  

72 

 
 
 
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 the most recent data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
IVET  students  comprise  a  relatively  low  share  of  the  overall  upper  secondary  student 
population (28.7% compared with 50.4% in the EU in 2012). Data for 2013 show that the 
percentage of adults participating in lifelong learning (5.7%) is just more than half the EU 
average  (10.5%)  and  is  well  below  the  average  target  (15%)  set  by  the  strategic 
framework  education and  training  2020.  Based on  2010  CVTS  data, the  percentage  of 
employers  providing  training  (52%)  is  lower  than  the  EU  average  (66%),  but  has 
increased from 46% in 2005. The percentage of employees participating in CVT courses 
at 19% is half the EU average of 38%, but the percentage of employees participating in 
on-the-job training at 25% is higher than the EU average of 20%. 

Skill development and labour market relevance 
Data for 2011 show that public expenditure on IVET as a percentage of GDP (0.35%) is 
just over half the EU average (0.68%). This is also reflected in the relatively low spend 
per  student  (EUR  4 111  compared  to  EUR  8 586  in  the  EU).  These  expenditure  data 
refer  to  2011  and  to  IVET  at  ISCED  3-4.  The  average  number  of  foreign  languages 
learned by upper secondary IVET students (0.9) is below the EU average (1.2 in 2012). 
The percentage of graduates in STEM subjects from upper secondary IVET (34.0%) is 
more  than  the  EU  average  (29.2%).  The  percentage  of  30  to  34  year-olds  who  have 
completed  tertiary-level  VET  (ISCED  5b)  is  relatively  high  compared  with  the  EU 
average  (14.1%  versus  8.7%  in  2013)  showing  VET  as  an  important  determinant  of 
tertiary-level attainment for young people.  

Data from 2009 show that the employment rate for IVET graduates (aged 20-34) at 
ISCED 3-4 (71.9%) is below the EU average (79.1%). IVET graduates in Lithuania enjoy 
a  positive  premium  on  their  employment  rate  compared  to  graduates  from  general 
education  at  the  same  ISCED  level,  and  to  graduates  at  a  lower  ISCED  level.  Their 

73 

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

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); it is 19.0 percentage points higher than that of graduates with lower-
level  qualifications  (this  is  also  a  higher  premium  than  the  EU  average  of  17.4 
percentage  points).  All  these  employment  figures  relate  to  2009  and  exclude  young 
people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The percentage of early leavers from education and training (6.3%) is lower than 
the  EU  average  (11.9%)  and  below  the  national  target  (9.0%)  and  the  Europe  2020 
average target (10%). Educational attainment is relatively high: the percentage of 30 to 
34  year-olds  who  have  completed  tertiary-level  education  (51.3%)  is  above  the  EU 
average  (36.8%).  This  value  rose  by  7.5  percentage  points  since  2010  and  now  it  is 
above  the  Europe  2020  average  target  (40%)  and  the  national  target  (48.7%).  The 
percentage of people with only lower-level educational attainment is relatively low (6.6% 
compared with 24.8% in the EU). 

Of 20 to 64 year-olds, 69.9% are employed, which is greater than the EU average 
(68.3%). The NEET rate and the unemployment rate for 20 to 34 year-olds are both low 
relative to the  EU  averages:  the  NEET  rate is  15.2%  compared  with  17.0%  across  the 
EU and the unemployment rate is 13.7% versus 15.1% for the EU. Both rates decreased 
in  Lithuania  between  2010  and  2013  but  the  figures  increased  for  EU  over  the  same 
period. 

74 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

LT 

EU 

LT 

EU 

LT 

EU 

Change 2010-
last available 
year 

LT 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

51.9 
27.2 

33 
16 

60 
46.5 

25.7 

15 
11 
4.7 
46 
19.5 

1.7(u) 

10.6 

14.2 

27.7 

19 
25 
3.9 
52 
20.0 

1.2(u) 

3.1(u) 
8.3 

50.1 
27.4 

38 
20 

66 
44.4 

30.7 

9.5 

87.8 

80.2 

28.7 

50.4 
26.5 

(2) 

(2) 

1.0 

0.3 
-0.9 

5.7  10.5(b) 

(3) 

1.8 

20.8 

45.0 

(2) 

0.8 

0.6 

2.9 

6.6(b) 
4.4(b) 
3.2(u)  10.0(b) 

(3) 

(3) 

(3) 

1.7 

0.1 

0.27 

0.67 
2 952  7 033 
0.9 

0.7 

0.34 
3 672 
0.5 

0.71 

0.35 
0.68 
8 558  4 111  8 586 

(1) 

(1) 

0.01 
439 

-0.03 
28 

0.8 

0.9 

1.1 

1.2(d) 

0.9 

1.2 

(2) 

-0.2 

0.0 

43.8 

32.0 

32.5 

28.7 

34.0 

29.2 

(2) 

1.5 

0.5 

18.9 
47.9 

7.3 
43.1 

11.9 
60.6 

7.4 
41.6 

14.1 

8.7 

(3) 

2.2 

1.3 

71.9 

79.1 

12.6 

5.6 

19.0 

17.4 

95.3 
60.5 

89.8 
55.2 

8.2 
39.4 
11.4 

83.1 

11.7 

15.4 
28.8 
15.1 
10.6 
79.0 

7.9 
43.8 
18.1 
21.9(b) 
73.7 

30.0 
68.9 

8.1 
64.3(b) 

13.9 
33.4 
16.6 
13.1 
77.4 

27.3 
68.5 

6.3  11.9 
51.3 
36.8 
15.2  17.0 
13.7 
15.1 
75.5  75.4 

6.6 
69.9 
92.4 

24.8 
68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.6 
7.5 
-2.9 
-8.2 
1.8 

-1.5 
5.6 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

75 

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

16.  Luxembourg 

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

0

20

40

60

80

100

120

140

160

180

200

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

51 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

39 

57 

120 

89 

100 

108 

110 

113 

134 

137 

129 

139 

174 

119 

95 

75 

75 

80 

164 

175 

182 

164 

114 

152 

90 

99 

98 

143 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

79 

Employment rate for 20-64 year-olds

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

105 

104 

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.  

76 

 
 
 
 
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  the  most  recent 
data  available  (this  differs  by  indicator).  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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Participation in IVET and CVET in Luxembourg is relatively high. Participation in IVET by 
upper secondary students (60.7%) is above the EU average (50.4% in 2012). In upper 
secondary  vocational  education,  combined  work-  and  school-based  programmes 
account  for  23.5%  of  enrolments  (26.5%  in  the  EU).  The  percentage  of  employees 
receiving  CVT  training  courses,  as  reported  by  their  employer  (derived  from  the  2010 
CVTS  data),  is  relatively  high  compared  with  the  EU  average  (51%  versus  38%). 
Similarly, indicators on participation in lifelong learning in 2013 for various target groups 
(such as the unemployed (17.4%), older adults (7.4%) and low-educated adults (6.1%)) 
are all well above the EU average, even though figures are based on small sample sizes 
and should be interpreted  with caution.  As a result of a slight increase since 2010, the 
overall rate of adult participation in lifelong learning now stands at 14.4% in Luxembourg. 
This figure is above the EU average of 10.5% and close to the average target (15%) set 
by the strategic framework education and training 2020.  

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

At  ISCED  levels  3-4,  public  expenditure  on  IVET  per  student  (EUR  14  117)  is 
significantly  higher  than  the  EU  average  (EUR  8  586)  (data  for  2011).  Although  the 
percentage  of  30  to  34  year-olds  who  completed  tertiary-level  VET  sharply  decreased 
between 2010 and 2013, this share in 2013 is still higher than the EU average (15.8% 
versus  8.7%  in  the  EU).  The  same  is  true  for  the  percentage  of  innovative  enterprises 
providing  supportive  training  (68.2%  versus  41.6%  in  the  EU  in  2010).  The  share  of 
graduates  in  STEM  subjects  from  upper  secondary  vocational  education  is  23.4% 
(29.2% in the EU in 2012).  

77 

 
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  (89.8%)  is 
higher  than  the  EU  average  (79.1%)  (data  for  2009).  IVET  graduates  in  Luxembourg 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
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);  it  is  15.6  percentage  points  higher  than  that  of  graduates  with  lower-level 
qualifications  (17.4  percentage  points  in  the  EU  as  a  whole).  All  these  employment 
figures relate to 2009 and exclude young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

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  education 
attainment are generally higher than in the EU overall, the unemployment rate of 20 to 
34 year-olds (8.5%) is lower (EU 15.1%), the NEET rate (6.7%) is lower (EU 17%), and 
the  employment  rate  of  20  to  64  year-olds  (79.1%)  is  higher  (EU  75.4%).  The 
unemployment  rate  for  20-34  years  olds  has  taken  an  unfavourable  turn  since  2010, 
rising from  6.2%  to  8.5%. The  employment  rate of recent graduates  has shown  a  10.4 
percentage point fall in the period between 2010 and 2013.  

78 

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

Score on VET indicators in Luxembourg and in the EU, 2006, 2010 and 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

LU 

EU 

LU 

EU 

LU 

EU 

Change 2010-
last available 
year 

LU 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training 
but did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% 
of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%)  
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

62.9 
22.0 

51.9 
27.2 

61.5 
23.5 

50.1 
27.4 

60.7 
23.5 

50.4  (2) 
26.5  (2) 

-0.8 
0.0 

0.3 
-0.9 

49 
23 

33 
16 

72 
59.4 

60 
46.5 

51 
20 
13.4(b) 
71 
58.6 

38 
20 

66 
44.4 

33.9 

30.7 

7.5(b) 
4.7(b) 
17.2(b) 
11.3 

14.2 

9.5 

75.9 

80.2 

14.4 

10.5(b)  (3) 

1.0 

58.0 

45.0  (2) 

-0.6 

0.6 

7.4 
6.1 
17.4 

6.6(b)  (3) 
4.4(b)  (3) 
10.0(b)  (3) 

-0.1 
1.4 
0.2 

0.54 

0.67 

0.60 

0.71 

0.51 

0.68  (1) 

-0.09  -0.03 

15 829  7 033  15 563  8 558  14 117  8 586 

(1)  -1 446  28 

0.8 

0.9 

0.6 

0.8 

1.9 

2.0 

1.2(d) 

2.1 

1.2  (2) 

0.1 

0.0 

26.2 

32.0 

25.4 

28.7 

23.4 

29.2  (2) 

-2.0 

0.5 

7.3 
43.1 

18.7(b) 
68.2 

7.4 
41.6 

84.5 

15.8 

8.7  (3) 

-2.9 

1.3 

89.8 

79.1 

8.5 

5.6 

15.6 

17.4 

89.3 
54.1 

89.8 
55.2 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

7.1(b) 
46.1(b) 
6.9(b) 
6.2 
89.5 

22.3(b) 
70.7 

13.9 
33.4 
16.6 
13.1 
77.4 

27.3 
68.5 

6.7 
91.1 

69.1 

6.1 
52.5 
6.7 
8.5 
79.1 

19.5 
71.1 
83.2 

11.9 
36.8 
17.0 
15.1 
75.4 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.0 
6.4 
-0.2 
2.3 
-10.4 

-2.0 
3.4 
0.4 
2.0 
-2.0 

(3) 

24.8 
68.3 
82.3  (3) 

(3) 

-2.8 
0.4 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

79 

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

17.  Hungary  

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

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

29 

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

13 

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

25 

27 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

263 

54 

50 

60 

74 

49 

105 

101 

104 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

48 

43 

Enterprise expenditure on CVT courses as % of total labour cost

163 

Average number of foreign languages learned in IVET

58 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

21 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

71 

Employment rate for 20-64 year-olds

167 

118 

90 

93 

113 

102 

85 

118 

99 

87 

92 

99 

93 

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

110 

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.  

80 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  share  of  all  upper  secondary  students  enrolled  in  vocational  programmes  in 
Hungary  (27.3%)  is  a  little  over  than  half  the  EU  average  (50.4%  in  2012).  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  (69.7% 
versus  26.5%).  Since  2010,  this  rate  has  shown  a  10.1  percentage  point  increase  in 
Hungary.  

Data  for  2013  on  the  share  of  adults  participating  in  lifelong  learning  reveal  a 
relatively low score (3.0% compared with 10.5% in the EU). Older people (0.8%), those 
with relatively low-level education (1.1%) and the unemployed (2.7%) are also much less 
likely to be in receipt of lifelong learning in Hungary than in the EU as a whole. At 49%, 
the share of employers providing training is less than the EU average of 66%, and only 
19% of employees benefit from employer-sponsored CVT courses, compared to 38% in 
the EU (CVTS 2010 data).  

Skill development and labour market relevance 

Public  expenditure  on  IVET  as  a  percentage  of  GDP  (0.33%)  is  less than  half  of 
the EU average (0.68%) (2011 data for ISCED 3-4). The amount spent per student (EUR 
3 686) is also significantly lower than average (EUR 8 586). The share of 30 to 34 year-
olds  who  have  completed  tertiary-level  VET  (1.9%)  almost  doubled  between  2010  and 
2013, yet it is still below the EU average (8.7%). Based on 2009 data, the employment 
rate for IVET graduates (aged 20-34) at ISCED 3-4 (73.4%) is somewhat below the EU 
average  (79.1%).  IVET  graduates  in  Hungary  enjoy  a  positive  premium  on  their 
employment  rate  compared  to  graduates  from  general  education  at  the  same  ISCED 
level,  as  well  as  to  graduates  at  a  lower  ISCED  level.  Their  employment  rate  is  6.3 
percentage points  higher  than that  of  their  counterparts from general  education  (this  is 

81 

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

higher than the EU average premium of 5.6 percentage points); their employment rate is 
29.1 percentage points higher than that of graduates with lower-level qualifications (also 
above  the  EU  average  premium  of  17.4  percentage  points).  All  these  employment 
figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

The percentage of early leavers (11.8%) is more or less equal to the EU average 
(11.9%). After a slight increase between 2010 and 2013 it is still higher than the Europe 
2020 average target and the national target (both at 10%). The share of 30 to 34 year-
olds who have completed tertiary-level education is relatively low at 31.9%, compared to 
the EU average 36.8%, but has been increasing, from 19.0% in 2006, to 25.7% in 2010, 
and then to 31.9% in 2013. This is still short of the Europe 2020 average target (40%), 
but  over  the  national  target  (30.3%).  The  percentage  of  30-34  year-olds  achieving 
tertiary-level  education  has  been  rising  at  twice  of  the  average  rate  of  the  EU.  The 
percentage of adults with low-level education is comparatively low (17.5% versus 24.8% 
in  the  EU).  The  employment  rate  for  20  to  64  year-olds  (63.2%)  is  lower  than  the  EU 
average  (68.3%),  but  has  increased  between  2010  and  2013  in  Hungary,  while 
decreasing in the EU as a whole. The unemployment rate for 20 to 34 year-olds (13.9%) 
is below the EU average (15.1%) and decreased between 2010 and 2013. In contrast, 
the  NEET  rate  is  slightly  higher  compared  with  the  EU  (20.1%  versus  17.0%)  and 
increased more than in the EU between 2010 and 2013.  

82 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

HU 

EU 

HU 

EU 

HU 

EU 

Change 2010-
last available 
year 

HU 

EU 

Access, attractiveness and flexibility 
IVET-students as % of all upper secondary students  23.7(p) 
IVET work-based students as % of upper secondary 
54.6 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

16 
13 
3.8 
49 
18.5(p) 

0.7 
0.7 
3.6 

51.9  25.8(p) 
59.6 
27.2 

50.1  27.3(p) 
69.7 
27.4 

50.4 
26.5 

(2) 

(2) 

1.5 
10.1 

0.3 
-0.9 

33 
16 

19 
12 
2.8 
49 

38 
20 

3.0  10.5(b) 

(3) 

0.2 

66 
44.4  22.2(p) 

45.0 

(2) 

1.8 

0.6 

60 
46.5  20.4(p) 

32.2 

30.7 

0.6 
0.7 
2.4 
9.6(b) 

14.2 

9.5 

  83.4(b) 

80.2 

6.6(b) 
0.8 
4.4(b) 
1.1 
2.7  10.0(b) 

(3) 

(3) 

(3) 

0.2 
0.4 
0.3 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

0.67 

0.40 

0.68 
3 765  7 033  3 444  8 558  3 686  8 586 

0.33 

0.32 

0.71 

(1) 

(1) 

0.01 
242 

-0.03 
28 

1.3 

0.9 

1.3 

0.8 

0.7 
36.4 

32.0 

0.8 
35.3 

1.2(d) 
28.7 

0.7 
34.6 

1.2 
29.2 

(2) 

(2) 

-0.1 
-0.7 

0.0 
0.5 

7.3 
43.1 

1.0 
37.6 

7.4 
41.6 

47.3 

1.9 

8.7 

(3) 

0.9 

1.3 

73.4 
6.3 

79.1 
5.6 

29.1 

17.4 

91.6 
47.0 

89.8 
55.2 

12.6 
19.0 
16.3 
9.6 
79.8 

15.4 
28.8 
15.1 
10.6 
79.0 

10.5 
25.7 
16.5 
14.6 
74.4 

13.9 
33.4 
16.6 
13.1 
77.4 

11.8  11.9 
31.9  36.8 
20.1  17.0 
13.9  15.1 
74.7  75.4 

21.9 
62.6 

30.0 
68.9 

18.7 
60.4 

27.3 
68.5 

17.5  24.8 
63.2  68.3 
82.3 
90.1 

1.3 
6.2 
3.6 
-0.7 
0.3 

-1.2 
2.8 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional. Data for indicators 1010 and 1070 underestimates the importance of upper 
secondary VET compared to national definition and figures. For international statistical purposes, students in 
general education grades of secondary vocational schools are entirely classified as enrolled in general education, 
although a combination of general and vocational education is provided to them;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

83 

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

18.  Malta  

VET indicators for Malta for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

IVET-students as % of all upper secondary students

23 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

95 

75 

71 

82 

Female IVET students as % of all female upper secondary students

20 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

62 

57 

Individuals who wanted to participate in training but did not

248 

Job-related non-formal education and training

118 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

49 

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

175 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

NEGATIVE 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

83 

104 

89 

113 

123 

108 

100 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

71 

60 

Unemployment rate for 20-34 year-olds

45 

176 

Employment rate of recent graduates (age-group 20-34)

122 

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

95 

74 

238 

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.  

84 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Based  on  2012  data,  the  share  of  upper  secondary  students  enrolled  in  IVET 
programmes  in  Malta  is  11.8%.  This  should  be  interpreted  with  caution  since,  even 
though  with  big  fluctuations,  values  for  Malta  have  been  much  higher  before  a  recent 
break in series. Malta has proportionately fewer adults involved in lifelong learning than 
the  EU  as  a  whole  (7.5%  compared  with  an  EU  average  of  10.5%  in  2013).  This 
percentage is below the average target (15%) set by the strategic framework education 
and training 2020.  

Skill development and labour market relevance 
Data from 2011 show that public expenditure on IVET as a percentage of GDP (0.33%) 
is  below  the  EU  average  (0.68%).  Similarly,  data  from  2010  show  that  the  share  of 
enterprises providing training to support innovation is relatively low (36.9% of innovative 
enterprises) compared to the EU average (41.6%). 

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED  3-4  (89.7%)  is  higher  than  the  EU  average  (79.1%).  IVET  graduates  in  Malta 
have  an  employment  rate  3.6  percentage  points  lower  than  their  counterparts  from 
general  education;  for  the  EU  as  a  whole,  the  opposite  situation  occurs  with  IVET 
graduates,  enjoying  an  average  positive  premium  of  5.6  percentage  points.  However, 
IVET graduates  in  Malta  have  an  employment  rate  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 young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

85 

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

The  percentage  of  early  leavers  from  education  and  training  (20.9%)  is  much 
higher  than  the  EU  average  (11.9%),  and  much  higher  than  the  Europe  2020  average 
and  national  target  (both  set  at  10%).  This  figure  has  decreased  by  5.0  percentage 
points  between  2010  and  2013.  The  percentage  of  30  to  34  year-olds  who  have 
completed  tertiary-level  education  (26.0%)  is  lower  than  the  EU  average  (36.8%).  The 
figure for Malta remains lower than both the national target (33%) and the Europe 2020 
average target (40%). There is a much higher share of adults with low-level education in 
Malta compared with the EU (59.0% versus 24.8%).  

The employment rate for 20 to 64 year-olds (64.9%) is lower than the EU average 
of 68.3%, while the 92.2% employment rate of recent graduates is much higher (75.4% 
in the EU). The NEET rate is lower than the EU average (10.2% compared to 17.0%) as 
is  the  unemployment  rate  for  20  to  34  year-olds  which  is  much  lower  in  Malta  (6.8%) 
than in the EU (15.1%). 

86 

 
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 2011/12/13 updates (where 
available) 

Indicator label 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 

2006 

2010 

Last available year 

MT 

EU  MT 

EU 

MT 

EU 

Change 2010-
last available 
year 

MT 

EU 

51.9 
27.2 

33 
16 

60 
46.5 

36 
15 
6.0 
54 

32 
17 
5.5 
46 

2.7 
2.9 
10.8(u) 
27.4 

3.2 
3.3 
  15.2 
14.2  23.6 

50.1  11.8(b)(p) 
27.4 

50.4 
26.5 

(2) 

(2) 

0.3 
-0.9 

38 
20 

66 
44.4 

30.7 

9.5 

7.5 

10.5(b) 

(3) 

1.5 

9.1(b)(p) 

45.0 

(2) 

0.6 

6.6(b) 
4.1 
2.5 
4.4(b) 
7.3(u)  10.0(b) 

(3) 

(3) 

(3) 

0.9 
-0.8 
-7.9 

80.2 
Skill development and labour market relevance 

  94.4 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of total 
labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 

0.38 

0.67  0.46 

5 473  7 033 
0.9 

1.0 

1.4 

0.71 
8 558 
0.8 

0.33 

0.68 
8 586 

(1) 

(1) 

-0.13  -0.03 

28 

1.0  1.2(d) 
28.7 

32.0  44.2 

1.0 
30.3 

1.2 
29.2 

(2) 

(2) 

0.0 
-13.9 

3.3 
38.1 

7.3 

43.1  36.9 

7.4 
41.6 

8.7 

(3) 

0.0 
0.5 

1.3 

  89.7 

79.1 

-3.6 

5.6 

  21.4 

17.4 

  96.7 
  55.3 

89.8 
55.2 

Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 20-
34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

33.1 
21.6 
11.2 
7.0 
91.1 

15.4  25.9 
28.8  21.5 
15.1  10.6 
6.3 
10.6 
79.0  92.9 

13.9 
33.4 
16.6 
13.1 
77.4 

68.9 
57.6 

30.0  64.8 
68.9  60.1 

27.3 
68.5 

20.9 
26.0 
10.2 
6.8 
92.2 

59.0 
64.9 
61.0 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

-5.0 
4.5 
-0.4 
0.5 
-0.7 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-5.8 
4.8 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

87 

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

19.  The Netherlands  

VET indicators for the Netherlands for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

100 

103 

Employees participating in on-the-job training

70 

200

250

150

138 

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

120 

166 

151 

150 

178 

205 

160 

99 

108 

121 

106 

150 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

75 

59 

30-34 year-olds with tertiary VET attainment

32 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

39 

48 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

94 

115 

84 

79 

91 

102 

77 

117 

116 

112 

98 

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.  

88 

 
 
 
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 the most 
recent  data  available  (this  differs  by  indicator).  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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  Netherlands  has  relatively  high  scores  within  this  group  of  indicators.  The 
percentage  of  IVET  students  in  upper  secondary  education  (69.5%)  is  higher  than  the 
EU  average  (50.4%  in  2012).  VET  graduates  are  more  likely  to  continue  in  further 
education  and  training  (46.2%)  than  in  the  EU  (30.7%,  data  for  2009).  Participation  in 
lifelong learning is also relatively high at 17.4% compared with 10.5% in the EU (data for 
2013). Older adults are also more likely to participate in lifelong learning (11.7% versus 
6.6% in the EU), as are lower-educated people (9.0% versus 4.4% in the EU), and the 
unemployed  (16.0%  versus  10.0%  in  the  EU),  though  the  latter  two  figures  have 
decrease  slightly  over  recent  years.  The  Netherlands  also  scores  highly  regarding  the 
proportion  of  people  engaging  in  job-related  non-formal  education  and  training  (87.0% 
versus 80.2% in the EU in 2011).  

Skill development and labour market relevance 
The  performance  of  the  Netherlands  on  this  set  of  indicators  is  mixed.  Levels  of 
expenditure on training (IVET and CVET) are relatively high, but the percentage of both 
those  graduating  from  upper  secondary  school  with  a  STEM  qualification  (2012)  and 
those aged 30 to 34 with tertiary-VET educational attainment (2013) are relatively low. 

The level of expenditure on IVET, at 0.83% of GDP, is higher than the EU average 
of 0.68%. The average level of expenditure per student at EUR 9 068 is higher than the 
EU  average  of  EUR  8 586.  Expenditure  on  CVT  by  enterprises  –  as  a  percentage  of 
labour costs – is relatively high at 1.2% compared to 0.8% in the EU (data drawn from 
CVTS 2010). 

89 

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

The  percentage  of  those  graduating  from  upper  secondary  school  with  a  STEM 
qualification (17.2%) is lower than the EU average (29.2%). The percentage of 30 to 34 
year-olds with tertiary-level VET attainment (2.8%) is much lower than the EU average 
(8.7%). 

A  relatively  high  percentage  of  those  aged  20  to  34  graduating  from  the  VET 
stream at medium education level are likely to be in employment (90.6% compared with 
79.1% in the EU) (data from 2009). In the Netherlands, IVET graduates enjoy a positive 
premium on their employment rate compared to graduates from general education at the 
same  ISCED  level,  as  well  as  to graduates  at  a  lower  ISCED  level.  Their  employment 
rate  is  4.7  percentage  points  higher  than  that  of  their  counterparts  from  general 
education  (this  is  a  positive  employment  premium,  but  smaller  than  the  EU  average 
premium  of  5.6  percentage  points);  the  employment  rate  of  IVET  graduates  is  13.7 
percentage  points  higher  than  that  of  graduates  with  lower-level  qualifications  (the 
corresponding  EU  average  premium  is  17.4  percentage  points).  All  these  employment 
figures relate to 2009 and exclude young people in further education.  

Overall transitions and employment trends  
In this section all data refer to 2013 unless otherwise stated.  

The  Netherlands  scores  favourably  on  nearly  all  indicators  in  this  group.  The 
percentage  of  early  leavers  from  education  at  9.2%  is  lower  than  the  EU  average  of 
11.9%  and  below  the  Europe  2020  average  target  of  10%,  but  still  higher  than  the 
national target of 8%. The percentage of 30 to 34 year-olds who have achieved tertiary-
level education is higher than the EU average: 43.1% in the Netherlands versus 36.8% 
in  the  EU.  This  is  higher  than  both  the  national  target  and  the  Europe  2020  average 
target of 40%.  

The  percentage  of  young  people  who  are  NEET  at  6.7%  is  much  lower  than  the 
EU  average  of  17.0%,  and  the  employment  rate  of  recent  graduates  (87.1%)  is  higher 
than in the EU (75.4%). It is important to mention that every recent employment-related 
figure showed a noticeable decline compared with 2010. In spite of this, there is still only 
one  indicator  where  the  performance  of  the  Netherlands  is  slightly  less  favourable 
compared  with  that  of  the  EU,  which  is  the  forecast  for  2020  on  the  proportion  of 
employment which is projected to be medium- or highly-qualified (78.7% versus 82.3%).  

90 

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 2011/12/13 
updates (where available) 

Indicator label 

2006 

2010 

Last available 
year 

NL 

EU 

NL 

EU 

NL 

EU 

Change 2010-
last available 
year 

NL 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

51.9 
27.2 

50.1 
27.4 

69.5d) 
26.4d) 

50.4  (2) 
26.5  (2) 

0.3 
-0.9 

34 
11 

75 

33 
16 

39 
14 
  16.6(b) 
79 

60 
46.5 

38 
20 

66 
44.4 

17.4  10.5(b)  (3) 

0.8 

68.0d) 

45.0  (2) 

0.6 

46.2 

30.7 

9.3(b) 
  17.6(b) 
9.4 

14.2 

9.6 

9.5 

87.0 

80.2 

11.7(b)  6.6(b)  (3) 
4.4(b)  (3) 
9.0 
16.0  10.0(b)  (3) 

-0.3 
-1.6 

0.77 

0.84 
0.67 
8 538  7 033  8 924 
1.2 

1.0 

0.9 

0.71 
8 558 
0.8 

0.83 

0.68  (1) 
(1) 

-0.01 
144 

-0.03 
28 

9 068  8 586 

1.2(d) 

0.9 

1.2  (2) 

0.0 

18.9 

32.0 

15.6 

28.7 

17.2 

29.2  (2) 

1.6 

0.5 

7.3 
43.1 

2.9(b) 
39.2 

39.2 

90.6 
4.7 

7.4 
41.6 

79.1 
5.6 

13.7 

17.4 

81.3 
56.3 

89.8 
55.2 

15.4  10.0(b) 
28.8  41.4(b) 
5.8(b) 
15.1 
4.9b) 
10.6 
92.6 
79.0 

30.0  27.7(b) 
68.9  76.8(b) 

13.9 
33.4 
16.6 
13.1 
77.4 

27.3 
68.5 

92.7 

2.8 

8.7  (3) 

-0.1 

1.3 

9.2  11.9 
43.1  36.8 
6.7  17.0 
7.3  15.1 
87.1  75.4 

24.2  24.8 
76.5  68.3 
82.3 
78.7 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-0.8 
1.7 
0.9 
2.4 
-5.5 

-3.5 
-0.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

91 

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

20.  Austria  

VET indicators for Austria for the most recent year available  
Index numbers (EU=100) 

0

50

100

150

200

250

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

87 

60 

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

149 

172 

132 

132 

156 

107 

109 

127 

215 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

81 

96 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

69 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

157 

142 

152 

100 

100 

111 

91 

106 

106 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

61 

74 

51 

44 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

68 

Employment rate for 20-64 year-olds

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

120 

111 

104 

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.  

92 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points  

Access, attractiveness and flexibility 
Levels  of  participation  in  Austria  tend  to  be  higher  than  the  EU  average,  especially  for 
participation  in  IVET  and  lifelong  learning.  The  share  of  upper  secondary  students 
enrolled in vocational programmes (75.3%) is higher than the corresponding EU average 
(50.4%) (data for 2012). Data for 2013 show that Austria has a relatively high share of its 
adult  population  participating  in  lifelong  learning  (13.9%  compared  with  10.5%  in  the 
EU), even more so for the unemployed (21.5% for Austria versus 10.0% for the EU as a 
whole). The share of adults participating in lifelong learning increased from 2006 to 2010 
and again slightly from 2010 to 2013. Employers in Austria are more likely to report the 
provision  of  training  (87%  of  employers  do  so,  compared  to  66%  in  the  EU;  based  on 
2010  CVTS  data).  In  contrast,  the  shares  of  employees  participating  in  employer-
sponsored  CVT  courses  (33%  compared  with  38%  per  cent  in  the  EU)  and  on-the-job 
training (12% compared with 20%) are both lower in Austria than in the EU as a whole 
(based on 2010 CVTS data).  

Skill development and labour market relevance 
Indicators of skill development and labour market relevance tend to show higher  levels 
than  the  corresponding  EU  averages.  Public  expenditure  on  IVET  at  ISCED  3-4 
accounted for 1.08% of GDP, higher than in the EU (0.68%) (data for 2011). Austria also 
has a relatively high percentage of innovative enterprises providing supportive training in 
the workplace (59.1% compared with 41.6% in the EU, based on data for 2010).  

The  employment  rate  for  young  IVET  graduates  (aged  20-34)  at  ISCED  levels  3 
and  4  (88.0%)  is  also  higher  than  the  EU  average  (79.1%)  (data  for  2009  excluding 
individuals in further education). In Austria, IVET graduates enjoy a positive premium on 
their  employment  rate  compared  to  graduates  from  general  education  at  the  same 
ISCED level, as well as to graduates at a lower ISCED level. Their employment rate is 

93 

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

5.1  percentage  points  higher  than  that  of  their  counterparts  from  general  education 
(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 (above the EU average premium of 17.4 percentage points).  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The share of early leavers from education and training (7.3%) is lower than the EU 
average (11.9%). This  percentage has  decreased  over  recent  years  and  is  below  both 
the  Europe  2020  average  target  (10%)  and  the  national  target  (9.5%).  The  NEET  rate 
(8.7%) and the unemployment rate of 20 to 34 year-olds (6.6%) are below the averages 
for  the  EU  (17.0%  and  15.1%  respectively).  The  employment  rate  for  20-64  year  olds 
(75.5%) and that of recent graduates (90.2%) are both relatively high compared with the 
EU (68.3% and 75.4% respectively). The share of adults with a low level of educational 
attainment  is  relatively  small  (16.9%  in  Austria,  24.8%  in  the  EU).  The  only  indicator 
where Austria compares less favourably with the EU is the share of 30 to 34 year-olds 
who have completed tertiary-level education (27.3% in Austria; 36.8% in the EU).  

94 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

Access, attractiveness and flexibility 

2006 

2010 

Last available year  Change 2010-last 
available year 

AT 

EU 

AT 

EU 

AT 

EU 

AT 

EU 

33 
9 
13.1 
81 
73.3 

IVET-students as % of all upper secondary students  77.9 
IVET work-based students as % of upper secondary 
42.4 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

4.6 
18.6 
9.2 

0.97 

0.8 

1.3 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

9.8 
21.2 
9.3 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%)  19.7 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

90.1 

51.9 
27.2 

76.8 
45.1 

50.1 
27.4 

75.3 
45.7 

50.4  (2) 
26.5  (2) 

-1.5 
0.6 

0.3 
-0.9 

33 
16 

60 
46.5 

33 
12 
13.7 
87 
71.9 

38 
20 

66 
44.4 

32.8 

30.7 

4.5 
19.4 
7.7 

14.2 

9.5 

76.7 

80.2 

0.67 
7 033 
0.9 

1.04 

0.8 

0.71 
8 558 
0.8 

13.9 

10.5(b)  (3) 

0.2 

70.1 

45.0  (2) 

-1.8 

0.6 

8.3(b) 
4.8 
21.5 

6.6(b)  (3) 
4.4(b)  (3) 
10.0(b)  (3) 

0.3 
2.1 

1.08 

0.68  (1) 
(1) 

8 586 

0.04 

-0.03 
28 

1.2 

1.2(d) 

1.2 

1.2  (2) 

0.0 

0.0 

32.0 

28.7 

29.2  (2) 

7.3 
61.6 

7.3 
43.1 

6.2 
59.1 

7.4 
41.6 

6.0 

8.7  (3) 

-0.2 

0.5 

1.3 

88.0 
5.1 

79.1 
5.6 

26.4 

17.4 

94.9 
58.5 

89.8 
55.2 

8.3 
23.5 
8.8 

88.7 

17.5 

13.9 
33.4 
16.6 
13.1 
77.4 

27.3 
68.5 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

7.3 
27.3 
8.7 
6.6(b) 
90.2 

11.9 
36.8 
17.0 
15.1 
75.4 

16.9 
75.5(b) 
85.4 

24.8 
68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.0 
3.8 
-0.1 

1.5 

-0.6 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

95 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
0

20

40

60

80

100

120

140

160

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

21.  Poland  

VET indicators for Poland for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

41 

33 

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

17 

18 

Unemployed adults in lifelong learning

41 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

47 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

40 

Employment rate for 20-64 year-olds

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

56 

55 

96 

82 

83 

125 

101 

106 

133 

135 

133 

83 

50 

63 

93 

86 

113 

101 

108 

96 

96 

97 

95 

110 

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.  

96 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The percentage of all upper secondary students participating in IVET in Poland is 48.2%, 
close  to  the  EU  average  of  50.4%.  The  share  of  female  upper  secondary  students 
participating in IVET is, 37.2%, lower than the EU average of 45.0%. At 14.7%, the share 
of  IVET-students  in  combined  work-  and  school-based  programmes  is  relatively  low 
compared  with  the  EU  average  of  26.5%.  Young  VET  graduates  are  more  likely  to 
participate in further education and training (38.4%) than in the EU as a whole (30.7%) 
(data for 2009). 

Adult participation in lifelong learning is much lower in Poland (4.3%) than across 
the  EU  (10.5%)  (data  for  2013).  For  older  (1.1%)  and  lower-educated  adults  (0.8%), 
participation level differences are even more substantial: participation rates are less than 
a fifth of EU average rates. According to 2010 CVTS data, 22%  of employers reported 
providing  training  compared  with  66%  in  the  EU,  and  31%  of  all  Polish  employees 
undertook CVT courses compared with 38% in the EU. 

Skill development and labour market relevance 
Public  expenditure  on  IVET  as  a  percentage  of  GDP  is  0.57%,  lower  than  the  EU 
average of 0.68% (2011 data). The amount spent per student (EUR 4 330) is also below 
the EU average of EUR 8 586. STEM graduates account for 39.4% of all graduates from 
upper  secondary  VET  which  is  above  the  corresponding  EU  average  of  29.2%.  At 
55.4%, the share of Polish innovative enterprises providing training to support innovation 
is also relatively high compared with the EU average of 41.6%. The average number of 
foreign languages learned by students in upper-secondary-level IVET (1.6) is higher than 
the EU average of 1.2. 

97 

 
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  levels  3-4  is 
73.8%, lower than the EU average of 79.1%. IVET graduates in Poland enjoy a positive 
premium on their employment rate compared to graduates from general education at the 
same  ISCED  level,  as  well  as  to graduates  at  a  lower  ISCED  level.  Their  employment 
rate  is  4.8  percentage  points  higher  than  their  counterparts  from  general  education 
(although  their  premium  is  lower  than  the  EU  average  of  5.6  percentage  points),  and 
19.6  percentage  points  higher  than  those  with  lower-level  qualifications (above  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 
In this section all data refer to 2013 unless otherwise stated.  

The rate of early leaving from education and training is 5.6%, much lower than the 
EU average of 11.9%. Poland is already below the Europe 2020 average target (10%), 
but not yet below its national target of 4.5%. At 40.5%, the share of 30 to 34 year-olds 
who have completed tertiary-level education is higher than the EU average of 36.8%. It 
has  increased  faster  than  in  the  EU  as  a  whole,  and  as  a  result  it  is  higher  than  the 
Europe  2020  average  target  (40%)  but  still  below  the  national  target  (45%).  The 
percentage of  adults  who have  completed  low-level  education  (9.9%)  is  lower  than  the 
EU average of 24.8%.  

The unemployment rate is 14.4% (15.1% in the EU) and the NEET rate is 16.4% 
(17.0% in the EU), both slightly lower than in the EU. The employment rate for 20 to 64 
year-olds (64.9%) is lower than that of the EU (68.3%). 

98 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

PL 

EU 

PL 

EU 

PL 

EU 

Change 2010-
last available 
year 

PL 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

44.0 
14.3 

51.9 
27.2 

48.2 
13.7 

50.1 
27.4 

48.2 
14.7 

50.4 
26.5 

(2) 

(2) 

0.0 
1.0 

0.3 
-0.9 

21 
15 
4.7 
35 
33.0 

33 
16 

60 
46.5 

31 
11 
5.2 
22 
36.9 

38 
20 

66 
44.4 

38.4 

30.7 

1.1 
0.6 
3.7 
9.0 

14.2 

1.4 
0.8 
5.8 
9.6 

9.5 

85.2 

80.2 

4.3 

10.5(b) 

(3) 

-0.9 

37.2 

45.0 

(2) 

0.3 

0.6 

1.1 
0.8 
4.1 

6.6(b) 
4.4(b) 
10.0(b) 

(3) 

(3) 

(3) 

-0.3 
0.0 
-1.7 

0.67 

0.57 

0.57 
0.55 
3 041  7 033  3 998  8 558  4 330 

0.71 

0.68 
8 586 

(1) 

0.02 

(1)  332 

-0.03 
28 

0.7 

0.9 

0.5 

0.8 

1.6 

1.2(d) 

1.6 

1.2 

(2) 

0.0 

0.0 

46.0 

32.0 

40.7 

28.7 

39.4 

29.2 

(2) 

-1.3 

0.5 

7.3 
43.1 

55.4 

7.4 
41.6 

54.4 

8.7 

(3) 

1.3 

73.8 
4.8 

79.1 
5.6 

19.6 

17.4 

91.0 
59.6 

89.8 
55.2 

5.4 
24.7 
17.2 
17.8 
71.3 

15.4 
28.8 
15.1 
10.6 
79.0 

5.4 
34.8 
14.5 
13.1 
76.3 

13.9 
33.4 
16.6 
13.1 
77.4 

14.2 
60.1 

30.0 
68.9 

11.5 
64.3 

27.3 
68.5 

5.6 
40.5 
16.4 
14.4 
73.2 

9.9 
64.9 
88.8 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

0.2 
5.7 
1.9 
1.3 
-3.1 

-1.6 
0.6 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

99 

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

22.  Portugal  

VET indicators for Portugal for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

0

50

100

87 

150

200

250

300

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

71 

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

15 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

NEGATIVE 

Employment premium for IVET graduates (over low-educated)

15 

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

105 

100 

93 

98 

86 

107 

105 

125 

85 

103 

88 

83 

136 

106 

105 

123 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

161 

148 

79 

111 

90 

96 

242 

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.  

100 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Portugal’s  performance  has  improved  and  approached  or  surpassed  the  European 
average on several indicators. CVTS data for 2010 show that employee participation in 
CVT courses (40%) has surpassed the EU average of 38% and enterprise provision of 
training (65%) and employee participation in on-the-job training (20%) are also close, or 
equal  to  the  EU  average  (66%  and  20%  respectively).  The  percentage  of  upper 
secondary students enrolled in IVET (43.6%) in 2012 is still lower than the EU average 
of  50.4%,  but  a  substantial  increase  was  observable  between  2006  and  2010  (7.3 
percentage points) and between 2010 and 2013 (4.8 percentage points).  

At 9.8%, adult participation in lifelong learning is close to the EU average of 10.5%. 
The percentage of young VET graduates in further education and training is above the 
EU average (32.8% in Portugal; 30.7% in the EU, based on 2009 data). 

Skill development and labour market relevance 
The  percentage  of  30  to  34  year-olds  with  tertiary-level  VET  qualification  (ISCED  5b) 
stands at 1.3%, much lower than the corresponding EU average of 8.7% (data for 2013). 
In  contrast,  at  56.6%  (41.6%  in  the  EU)  Portugal  scores  higher  than  the  EU  in  the 
percentage of innovative enterprises that support innovation with training practices, and 
also  in  the  percentage  of  workers  with  skills  matched  to  their  duties  (67.8%  compared 
with 55.2% in the EU). 

The employment rate of IVET graduates (aged 20-34) at 83.5% is higher than the 
EU average of 79.1% (based on 2009 data for ISCED levels 3-4). IVET graduates have 
an  employment  rate  1.4  percentage  points  lower  than  their  counterparts  from  general 
education;  on  average,  and  in  most  countries,  there  is  a  positive  premium  attached  to 
IVET. IVET graduates have an employment rate 2.6 percentage points higher than those 
with  lower-level  qualifications,  but  this  positive  employment  premium  is  lower  than  that 

101 

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

observed across the EU (17.4 percentage points). All these employment figures relate to 
2009 and exclude young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. For many indicators, data 
for 2013 cannot be compared with earlier years because of a change in methodology. 

The share of early leavers from education and training at 19.2% is nearly twice the 
EU  average  of  11.9%.  Although  it  has  been  strongly  decreasing  between  both  2006-
2010  and  2010-2013,  the  figure  for  the  indicator  is  still  higher  than  the  Europe  2020 
average  target  and  the  national  target  (both  set  at  10%).  The  percentage  of  30  to  34 
year-olds who have completed tertiary-level education is 29.2%, relatively low compared 
with the EU average of 36.8%, and it is still well below the Europe 2020 average target 
and the national target (both set at 40%). The difference between Portugal and the EU 
average in the share of adults who have completed lower-level education is substantial 
(60.0% compared with 24.8% in the EU). Portugal scores above the European average 
both in the NEET rate for 18-24 year olds (18.8% compared to 17.0% in the EU) and in 
the  unemployment  rate  of  20-34  year  olds  (22.3%  compared  to  15.1%  in  the  EU).  At 
67.8%, the employment rate of recent graduates is well below the European average of 
75.4%.  

102 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

PT 

EU 

PT 

EU 

PT 

EU 

Change 2010-last 
available year 
EU 
PT 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and training 
(%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but did 
not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of total 
labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training practices 
(%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over general 
stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 20-34) 
(%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

31.5 

51.9  38.8 
27.2 

50.1 
27.4 

43.6 

50.4  (2) 
26.5  (2) 

4.8 

0.3 
-0.9 

28 
9 

33 
16 

40 
20 

38 
20 

44 
26.0 

65 
60 
46.5  36.0 

66 
44.4 

  32.8 

30.7 

9.8(b)  10.5(b)  (3) 

38.8 

45.0  (2) 

2.8 

0.6 

6.6(b)  (3) 
4.7(b) 
4.6(b) 
4.4(b)  (3) 
12.5(b)  10.0(b)  (3) 

6.5 

14.2 

8.1 

9.5 

  82.3 

80.2 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.7 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

0.7  1.2(d) 
28.7 

1.0 

1.2  (2) 
29.2  (2) 

0.3 

0.5 

0.9 

32.0 

7.3 

0.0 
0.5 

1.3 

54.6 

43.1  56.6 

1.3(d) 

8.7  (3) 

7.4 
41.6 

  83.5 
-1.4 

79.1 
5.6 

2.6 

17.4 

  94.1 
  67.8 

89.8 
55.2 

39.1 

12.4 

82.9 

15.4  28.7 
28.8 
15.1  14.8 
10.6 
79.0  80.7 

13.9 
19.2  11.9 
33.4  29.2(d)  36.8 
18.8  17.0 
16.6 
13.1  22.3(b)  15.1 
67.8  75.4 
77.4 

30.0 
68.9 

27.3  60.0(d)  24.8 
68.5  65.6(b)  68.3 
82.3 
48.6 

-9.5 

4.0 

-12.9 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

103 

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

23.  Romania  

VET indicators for Romania for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

47 

50 

Adults in lifelong learning

19 

Enterprises providing training

36 

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

11 

11 

Unemployed adults in lifelong learning

25 

0

20

40

60

80

100

120

140

160

180

123 

119 

130 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

102 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

50 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

19 

167 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

87 

87 

74 

73 

104 

109 

145 

125 

62 

77 

89 

96 

94 

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.  

104 

 
 
 
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 the most recent data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Students in IVET programmes account for a relatively high share of all students in upper 
secondary  education  (61.9%  compared  with  50.4%  in  the  EU  in  2012).  Adult 
participation in lifelong learning is 2.0%, much lower than the EU-average of 10.5% (data 
for 2013). The unemployed are less likely to engage in lifelong learning (2.5%) compared 
with the EU average (10.0%). The same holds for older people (0.7% versus 6.6% in the 
EU),  and  low-educated  adults  (0.5%  versus  4.4%  in  the  EU).  Data  from  CVTS  2010 
indicate the extent to which employees and enterprises engage in CVET. In 2010, 24% 
of  employers  reported  providing  training  compared  with  66%  in  the  EU,  and  18%  of 
employees  undertook  CVT  courses  compared  with  38%  in the  EU.  Similarly,  a  smaller 
share of employees engaged in on-the-job training: 10% in Romania and 20% in the EU. 
When the  CVTS  data of  2010  and  2005  are  compared,  it  shows  that the  gap  between 
Romania and the EU with regard to employer participation in CVT has increased.  

Skill development and labour market relevance 
The percentage of 30 to 34 year-olds who have completed tertiary-level VET (ISCED 5b) 
is  1.6%  in  2013,  less  than  fifth  of  the  EU  average  of  8.7%.  Enterprise  expenditure  on 
CVT as a proportion of total labour costs (0.4%) is half that for Europe as a whole (data 
for  2010). The  average number  of foreign  languages learned in  upper  secondary  IVET 
education is relatively high (2.0 compared with 1.2 in the EU overall).  

The employment rate for IVET graduates aged 20-34 years at ISCED levels 3-4 is 
82.1%,  three  percentage  points  above  the  EU  average  of  79.1%.  IVET  graduates  in 
Romania  enjoy  a  positive  premium  on  their  employment  rate  compared  to  graduates 
from  general  education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower 
ISCED  level.  Their  employment  rate  is  4.1  percentage  points  higher  than  that  of  their 
counterparts from general education (even though this positive employment premium is 

105 

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

lower  than  the  EU  average  premium  of  5.6  percentage  points).  They  also  have  an 
employment rate 15.1 percentage points higher than those with lower-level qualifications 
(lower  than  the  EU  average  of  17.4  percentage  points).  All  these  employment  figures 
relate to 2009 and exclude young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

The  share  of  early  leavers  from  education  and  training  is  17.3%,  higher  than  the 
EU average of 11.9%, and higher than the Europe 2020 average target (10%) and the 
national  target  (11.3%).  While  the  percentage  of  30  to  34  year-olds  with  tertiary-level 
education has increased significantly (from 12.4% in 2006 to 18.1% in 2010, and then to 
22.8% in 2013), it is still below the average EU of 36.8%, and the Europe 2020 average 
target (40%) and the national target (26.7%).  

The employment rate of recent graduates (66.8%) is lower than in the EU (75.4%); 
this rate has also shown a 4.4 percentage points reduction since 2010, which is greater 
than in the EU (2 percentage points). The NEET rate (21.2%) is higher than in the EU 
overall  (17.0%),  but  the  general  unemployment  rate  of  20  to  34  year-olds  (11.6%)  is 
lower  (15.1%  in  the  EU).  This  unemployment  rate  has  increased  less  rapidly  between 
2010  and  2013  in  Romania  than  across  the  EU  as  a  whole  (by  0.7  percentage  points 
versus 2.0 percentage points in the EU).  

106 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

Access, attractiveness and flexibility 

2006 

2010 

Last available 
year 

RO 

EU 

RO 

EU 

RO 

EU 

Change 2010-last 
available year 
EU 
RO 

17 
14 
1.3 
40 
57.6 

IVET-students as % of all upper secondary students  64.9 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

8.5 

61.9 

50.4  (2) 
26.5  (2) 

-1.9 

0.3 
-0.9 

2.0  10.5(b)  (3) 

0.7 

53.5 

45.0  (2) 

-2.5 

0.6 

6.6(b)  (3) 
0.7 
4.4(b)  (3) 
0.5 
2.5  10.0(b)  (3) 

1.1 

51.9 
27.2 

33 
16 

60 
46.5 

63.8 

18 
10 
1.3 
24 
56.0 

50.1 
27.4 

38 
20 

66 
44.4 

40.1 

30.7 

1.4(u) 

14.2 

9.5 

81.7 

80.2 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.4 

0.68  (1) 
(1) 

8 586 

1.8 

1.2(d) 

2.0 

1.2  (2) 

0.2 

0.7 

1.4 

57.1 

32.0 

55.3 

28.7 

29.2  (2) 

2.3 
37.1 

7.3 
43.1 

1.8 
36.3 

7.4 
41.6 

1.6 

8.7  (3) 

-0.2 

-0.03 
28 

0.0 

0.5 

1.3 

82.1 
4.1 

79.1 
5.6 

15.1 

17.4 

97.7 
40.3 

89.8 
55.2 

17.9 
12.4 
18.2 
10.1 
74.7 

15.4 
28.8 
15.1 
10.6 
79.0 

18.4 
18.1 
20.0 
10.9 
71.2 

13.9 
33.4 
16.6 
13.1 
77.4 

25.8 
64.8 

30.0 
68.9 

25.7 
63.3 

27.3 
68.5 

17.3 
22.8 
21.2 
11.6 
66.8 

23.7 
63.9 
78.8 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

-1.1 
4.7 
1.2 
0.7 
-4.4 

-2.0 
0.6 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

107 

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

24.  Slovenia  

VET indicators for Slovenia for the most recent year available  
Index numbers (EU=100) 

0

50

100

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

66 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

86 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

75 

200

250

185 

150

131 

113 

125 

118 

103 

101 

131 

130 

126 

176 

218 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

33 

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

68 

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

58 

Employment rate for 20-64 year-olds

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

108 

112 

107 

109 

97 

99 

86 

109 

103 

98 

98 

106 

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.  

108 

 
 
 
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  the most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

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  (66.2%  in  Slovenia, 
50.4% in the EU in 2012). Among female upper secondary students, enrolment in VET is 
lower  (58.8%)  but  still  above  the  EU  average  (45.0%).  In  2010,  few  students  in  upper 
secondary VET are in combined work- and school-based programmes (0.4%) compared 
with the EU (27.4%). 

The  percentage  of  adults  participating  in  lifelong  learning  (12.4%)  is  higher  than 
the EU average (10.5% in 2013), even though it has been even higher previously (16.2% 
in  2010).  The  percentage  of  unemployed  adults  participating  in  lifelong  learning  is 
favourably  higher  (13.0%  for  Slovenia,  10.0%  for  the  EU)  and  the  percentage  of  older 
adults in lifelong learning is on par with the EU average (both at 6.6%). In contrast, the 
percentage of low-educated adults in lifelong learning is lower (at 2.9% in 2013) than in 
the EU (4.4%). 

Skill development and labour market relevance 
A  relatively  high  percentage  of  VET  students  graduate  in  STEM  subjects  (32.7%  in 
Slovenia compared with 29.2% in the EU in 2012). The percentage of 30 to 34 year-olds 
with tertiary-level VET (ISCED 5b) (15.2%) is higher than the corresponding percentage 
in the EU (8.7%), contributing substantially to tertiary-level education of the young. 

Based  on  2009  data,  the  employment  rate  for  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (85.8%) is higher than the EU average (79.1%). IVET graduates in Slovenia, 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
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); 

109 

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

and  it  is  also  16.9  percentage  points  higher  than  that  of  graduates  with  lower-level 
qualifications  (EU  average  premium  is  17.4  percentage  points).  All  these  employment 
figures relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The percentage of early leavers from education and training (3.9%) is much lower 
than the EU average (11.9%), and is already below the 2020 national target (5%). Levels 
of  educational  attainment  overall  are  high.  The  percentage  of  30  to  34  year-olds  with 
tertiary-level  education  (40.1%)  is  above  the  EU  average  (36.8%);  this  figure  has 
increased  from  34.8%  in  2010.  The  2013  level  just  exceeds  both  the  Europe  2020 
average target and the national target (both set at 40%). The percentage of adults with 
low-level education is lower (14.5%) than in the EU (24.8%).  

The  employment  rates  for  20  to  64  year-olds  (67.2%)  and  recent  graduates 
(73.8%)  are  slightly  less  than  the  EU  averages  (68.3%  and  75.4%  respectively).  The 
NEET rate (11.5%) is below that of the EU (17.0%). The unemployment rate for 20 to 34 
year-olds  (15.5%)  is  slightly  higher  than  the  EU  average  (15.1%).  The  unemployment 
rate of 20 to 34 year-olds and the NEET rate have both risen since 2010 and at a higher 
rate than the EU averages. 

110 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

Change 2010-last 
available year 

SI 

EU 

SI 

EU 

SI 

EU 

SI 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

66.2 

51.9 
27.2 

64.6 
0.4 

50.1 
27.4 

66.2 

50.4  (2) 
26.5  (2) 

1.6 

0.3 
-0.9 

50 
20 
15.0 
73 
59.7 

33 
16 

60 
46.5 

43 
25 
16.2 
68 
56.8 

38 
20 

66 
44.4 

56.9 

30.7 

12.4  10.5(b)  (3) 

-3.8 

58.8 

45.0  (2) 

2.0 

0.6 

6.6 
3.8 
19.9 
13.1 

7.8 
3.4 
18.4 
12.0 

14.2 

9.5 

6.6(b)  (3) 
6.6 
2.9 
4.4(b)  (3) 
13.0  10.0(b)  (3) 

-1.2 
-0.5 
-5.4 

69.1 

80.2 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.6 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

1.3 

1.2(d) 

1.3 

1.2  (2) 

0.0 

1.0 

1.4 

30.6 

32.0 

35.8 

28.7 

32.7 

29.2  (2) 

-3.1 

11.5 
49.0 

7.3 
43.1 

13.2 
44.4 

7.4 
41.6 

15.2 

8.7  (3) 

2.0 

85.8 

79.1 

12.2 

5.6 

16.9 

17.4 

89.2 
47.7 

89.8 
55.2 

0.0 

0.5 

1.3 

5.6 
28.1 
10.4 
9.1 
80.8 

15.4 
28.8 
15.1 
10.6 
79.0 

5.0 
34.8 
8.9 
10.9 
80.7 

13.9 
33.4 
16.6 
13.1 
77.4 

18.4 
71.5 

30.0 
68.9 

16.7 
70.3 

27.3 
68.5 

3.9 
11.9 
40.1 
36.8 
11.5 
17.0 
15.5 
15.1 
73.8  75.4 

14.5 
67.2 
87.3 

24.8 
68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.1 
5.3 
2.6 
4.6 
-6.9 

-2.2 
-3.1 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

111 

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

25.  Slovakia  

VET indicators for Slovakia for the most recent year available  
Index numbers (EU=100) 

0

50

100

150

200

250

300

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

28 

Enterprises providing training

139 

163 

116 

105 

105 

Female IVET students as % of all female upper secondary students

144 

Young VET graduates in further education and training

90 

Older adults in lifelong learning

18 

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

11 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

49 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

9 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

68 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

102 

113 

105 

113 

106 

94 

98 

95 

142 

147 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

33 

Employment rate for 20-64 year-olds

54 

73 

105 

128 

93 

95 

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

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.  

254 

112 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Slovakia  has  a  relatively  high  proportion  of  upper  secondary  students  participating  in 
IVET  (70.3%  compared  with  50.4%  in  the  EU;  data  for  2012). Within  upper  secondary 
vocational education, the share of IVET students involved in combined work- and school-
based  programmes  (43.1%)  is  more  than  one  and  a  half  times  higher  than  the  EU 
average  (26.5%);  this  value  increased  by  2.6  percentage  points  between  2010  and 
2012. Slovakia scores well below the EU average regarding the share of adults involved 
in lifelong learning (2.9% compared with 10.5% in the EU in 2013); this is lower than the 
average target of 15% set by the strategic framework education and training 2020. The 
general picture from 2010 CVTS data on the training activities of employers shows that 
Slovakian  employers  are  close  to,  or  perform  better  than,  the  EU  average.  Employees 
are slightly more likely to be in receipt of CVT courses (44% in Slovakia, 38% in the EU) 
and  the  percentage  of  companies  providing  training  is  also  slightly  higher  than  the  EU 
average  (69%  versus  66%  in the  EU).  2011  AES  data  show  that  non-formal  education 
and training is more often job-related (90.5%) compared with the situation across the EU 
(80.2%).  

Skill development and labour market relevance 
Public expenditure on IVET as a percentage of GDP (0.72%) is slightly higher than the 
EU average (0.68%), but the amount spent per student (EUR 4 165) is much below the 
EU average (EUR 8 586) (based on 2011 data for ISCED levels 3-4). The share of 30 to 
34  year-olds  who  have  completed  tertiary-level  VET  (ISCED  5b)  at  0.8%  is  less  than 
one-tenth of the EU average of 8.7%.  

The  employment  rate  of  IVET  graduates  (aged  20-34)  at  ISCED  levels  3-4  at 
74.7%  is  lower  than  the  EU  average  of  79.1%  (data  for  2009).  IVET  graduates  in 
Slovakia enjoy a positive premium on their employment rate compared to graduates from 

113 

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

general education at the same ISCED level, as  well as to graduates at a lower ISCED 
level. The employment rate of IVET graduates is 3.8 percentage points higher than that 
of their counterparts from general education (even though this 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 young people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

The rate of early leaving from education and training (6.4%) is much lower than for 
the EU as a whole (11.9%). Slovakia has proportionately fewer people with a low-level of 
education (8.1%) compared with the EU average (24.8%). In contrast, the share of 30 to 
34 year-olds with tertiary-level education is lower (26.9%) than the EU average (36.8%). 
Although this percentage has increased over recent years in Slovakia, it is still below the 
Europe  2020  average  target  and  the  national  target  (both  set  at  40%).  The 
unemployment rate of 20 to 34 year-olds (19.2% compared with 15.1% in the EU) and 
the NEET rate of 18 to 24 year-olds (17.8% compared with 17.0% in the EU) are both 
higher than in the EU.  

114 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

SK 

EU 

SK 

EU 

SK 

EU 

Change 2010-last 
available year 
EU 
SK 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

73.7 
41.9 

51.9 
27.2 

71.3 
40.5 

50.1 
27.4 

70.3 
43.1 

50.4  (2) 
26.5  (2) 

-1.0 
2.6 

0.3 
-0.9 

38 
20 
4.1 
60 
68.6 

33 
16 

60 
46.5 

44 
21 
2.8 
69 
65.9 

38 
20 

66 
44.4 

27.6 

30.7 

1.6 
13.1 

14.2 

1.6 
9.7 

9.5 

90.5 

80.2 

2.9  10.5(b)  (3) 

0.1 

64.6 

45.0  (2) 

-1.3 

0.6 

1.2(b) 

6.6(b)  (3) 
4.4(b)  (3) 
1.1  10.0(b)  (3) 

-0.5 

0.69 

0.67 

0.76 

0.71 

0.72 

2 714  7 033  4 272  8 558  4 165  8 586 

0.68  (1) 
(1) 

-0.04 
-107 

-0.03 
28 

0.8 

0.9 

0.9 

0.8 

1.3 
38.0 

32.0 

1.5 
31.5 

1.2(d) 
28.7 

1.7 
31.1 

1.2  (2) 
29.2  (2) 

0.2 
-0.4 

0.8 
55.3 

7.3 
43.1 

0.8 
61.3 

7.4 
41.6 

0.8 

8.7  (3) 

0.0 

0.0 
0.5 

1.3 

74.7 
3.8 

79.1 
5.6 

44.2 

17.4 

88.1 
52.4 

89.8 
55.2 

6.6 
14.4 
18.6 

77.5 

11.2 

4.7 
22.1 
18.6 

69.4 

9.0 

15.4 
28.8 
15.1 
10.6 
79.0 

30.0 
68.9 

6.4  11.9 
13.9 
26.9  36.8 
33.4 
17.8  17.0 
16.6 
13.1  19.2(b)  15.1 
70.3  75.4 
77.4 

8.1  24.8 
27.3 
68.5  65.0(b)  68.3 
82.3 
95.9 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

1.7 
4.8 
-0.8 

0.9 

-0.9 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

115 

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

26.  Finland  

VET indicators for Finland for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

112 

150 

237 

264 

255 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

139 

105 

59 

60 

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

96 

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

54 

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

185 

190 

112 

98 

105 

100 

94 

83 

99 

111 

100 

115 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

78 

74 

67 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

57 

Employment rate for 20-64 year-olds

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

123 

106 

107 

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.  

116 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  share  of  all  upper  secondary  school  students  enrolled  in  IVET  (70.1%)  is  much 
higher  than  the  EU  average  (50.4%  in  2012).  Enrolment  among  women  is  also  higher 
(67.6%  versus  45.0%).  The  share  of  students  in  upper  secondary  VET  enrolled  in 
combined  work-  and  school-based  programmes  (15.7%)  is  lower  than  the  EU  average 
(26.5% in 2012). Adult participation in lifelong learning (24.9%) is much higher than the 
EU  average  (10.5%  in  2013)  and  well  above  the  average  target  (15%)  set  by  the 
strategic framework education and training 2020. Older adults (17.3%), adults with low-
level education (11.2%) and the unemployed (18.5%) are all more likely to participate in 
lifelong  learning  in Finland  than  across  the  EU, and their  participation  rates  have  been 
rising since 2010. 

Data for 2010 indicate that enterprises are more likely to engage in training than in 
the  EU  (74%  versus  66%),  but  employees  are  less  likely  to  participate  in  on-the-job 
training  (12%  versus  20%).  Participation  in  employer-sponsored  CVT,  however,  is 
slightly above the EU average (40% versus 38% in 2010). 

Skill development and labour market relevance 
Data  from  2011  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 (0.68%), even 
though  expenditure  per  student  (EUR  9 014)  is  close  to  the  EU  average  (EUR  8 586). 
The  percentage  of  graduates  in  STEM  subjects  (27.6%)  is  slightly  lower  than  the  EU 
average  (29.2%  in  2012).  The  percentage  of  enterprises  providing  training  to  support 
innovation is also lower  than in the EU (34.7% versus 41.6% in the EU, based on data 
for  2010). While  63.4%  of  workers  in  Finland  report  that  their  skills  match  their  duties, 
only 55.2% do so across the EU. 

117 

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

Based  on  2009  data,  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%).  IVET  graduates  in 
Finland enjoy a positive premium on their employment rate compared to graduates from 
general education at the same ISCED level, as  well as to graduates at a lower ISCED 
level.  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  is  higher  than  the  EU 
average  employment  premium  of  17.4  percentage  points).  These  employment  figures 
relate to 2009 and exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The share of early leavers from education and training (9.3%) is lower than across 
the EU on average (11.9%): Finland is below the Europe 2020 average target (10%) but 
still exceeds its national target (8%). Educational attainment is relatively high:  45.1% of 
the  30  to  34  year-olds  have  tertiary-level  education.  This  is  above  the  EU  average 
(36.8%). The percentage of people with low-level education (14.1%) is lower than the EU 
average (24.8%). The employment rate for 20 to 64 year-olds (73.3% for Finland; 68.3% 
for  the  EU)  and  for  recent  graduates  (79.8%  for  Finland,  75.4%  for  the  EU)  are  both 
higher, and the NEET rate and the 20 to 34 year-olds unemployment rate are both lower 
than for the EU.  

118 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

Change 2010-last 
available year 

FI 

EU 

FI 

EU 

FI 

EU 

FI 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

65.4 
16.6 

51.9 
27.2 

69.7 
19.2 

50.1 
27.4 

70.1 
15.7 

50.4  (2) 
26.5  (2) 

0.4 
-3.5 

0.3 
-0.9 

39 
16 
23.1 
77 
62.5 

33 
16 

60 
46.5 

40 
12 
23.0 
74 
66.7 

38 
20 

66 
44.4 

29.6 

30.7 

24.9  10.5(b)  (3) 

1.9 

67.6 

45.0  (2) 

0.9 

0.6 

15.8 
10.6 
17.9 
11.5 

14.2 

15.3 
9.8 
16.8 
10.6 

9.5 

6.6(b)  (3) 
17.3 
11.2 
4.4(b)  (3) 
18.5  10.0(b)  (3) 

2.0 
1.4 
1.7 

78.7 

80.2 

1.09 

0.67 

1.32 

0.71 

1.30 

7 537  7 033  8 750  8 558  9 014  8 586 

0.68  (1) 
(1) 

-0.02 
264 

-0.03 
28 

0.8 

0.9 

0.8 

0.8 

29.0 

32.0 

28.8 

1.2(d) 
28.7 

15.3 
39.4 

7.3 
43.1 

4.9 
34.7 

7.4 
41.6 

1.2  (2) 
29.2  (2) 

-1.2 

8.7  (3) 

-4.1 

27.6 

0.8(u) 

0.0 
0.5 

1.3 

78.6 
3.0 

79.1 
5.6 

19.4 

17.4 

89.9 
63.4 

89.8 
55.2 

15.4 
28.8 
15.1 
10.6 
79.0 

(d) 
45.7 
(d) 
10.3 
79.7 

13.9 
33.4 
16.6 
13.1 
77.4 

9.3  11.9 
45.1  36.8 
12.6  17.0 
10.2 
15.1 
79.8  75.4 

46.2 

9.3 
79.7 

20.4 
73.9 

30.0 
68.9 

17.0 
73.0 

27.3 
68.5 

14.1  24.8 
73.3 
68.3 
82.3 
88.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-1.0 
-0.6 
0.1 
-0.1 
0.1 

-2.9 
0.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

119 

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

27.  Sweden  

VET indicators for Sweden for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

350

400

450

500

IVET-students as % of all upper secondary students

98 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

124 

120 

132 

106 

142 

268 

327 

448 

450 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

76 

100 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

131 

136 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

113 

92 

99 

102 

107 

56 

67 

Employment premium for IVET graduates (over low-educated)

138 

Workers helped to improve their work by training

Workers with skills matched to their duties

89 

96 

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

60 

58 

75 

68 

131 

113 

117 

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.  

120 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator. 

Key points 

Access, attractiveness and flexibility 
Sweden  differs  from  the  EU  average  on  several  indicators  in  this  group.  The  share  of 
upper secondary students in IVET (49.4%) is slightly below the EU average (50.4%) in 
2012  and  decreased  by  6.7  percentage  points  since  2010.  The  percentage  of  female 
students  in  upper  secondary  education  participating  in  IVET  is  higher  than  the  EU 
average (47.5% compared to 45.0% in 2012), although this value also decreased by 5.5 
percentage points since 2010 but slightly increased in the EU as a whole.  

Data  for  2013  show  that  Sweden  compares  favourably  with  EU  averages  on 
participation in lifelong learning:  the percentage of adults in lifelong learning (28.1%) is 
much higher than the EU average (10.5%) and well above the average target (15%) set 
by  the  strategic  framework  education  and  training  2020.  Older  people  (21.5%), 
unemployed  adults  (45%)  and  those  with  relatively  low-level  education  (19.7%)  are  all 
much more likely to participate in education and training than is the case across the EU 
(the  figures  for  Sweden  are  around  three  to  four  times  greater  than  the  corresponding 
EU averages). The share of adults, in 2011, who wanted to participate in training but did 
not do so (7.2%) is lower than the EU average (9.5%). Data from the same source (AES) 
show that non-formal education and training is largely job-related (80.1%, on par with the 
EU average of 80.2%). 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%).  

Skill development and labour market relevance 
For many indicators in this group, Sweden records values close to the EU average, but 
there  are  some  differences.  Public  expenditure  on  IVET  as  a  percentage  of  GDP  is 
higher (0.90%) than in the EU overall (0.68%) (based on 2011 data for ISCED 3-4). This 
is also reflected in greater average expenditure per student; EUR 11 678 compared with 
the EUR 8 586 spent in the EU.  

121 

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  (84.3%)  is 
higher  than the  EU  average (79.1%),  based  on  2009  data.  IVET  graduates  in  Sweden 
enjoy a positive premium on their employment rate compared to graduates from general 
education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower  ISCED  level. 
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  (much  higher  than  the  EU 
average  of  17.4  percentage  points).  All  these  employment  figures  relate  to  2009  and 
exclude young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

Sweden performs favourably on these indicators. The percentage of early leavers 
from education and training (7.1%) is lower than the EU average (11.9%) and lower than 
the Europe 2020 average target and the national target (both set at 10%). The share of 
30  to  34  year-olds  who  have  completed  tertiary-level  education  (48.3%)  is  higher  than 
the EU average (36.8%) and exceeds the Europe average target (40%) and the national 
target  (40-45%).  A  relatively  small  share  of  adults  in  Sweden  has  low-level  education 
(16.8% compared with 24.8% in the EU).  

The  employment rate  for  20  to  64  year-olds (79.8%)  and the  employment  rate of 
recent graduates (84.9%) are both higher than the corresponding EU averages (68.3% 
and 75.4%, respectively).  

In  Sweden,  the  NEET  rate  (9.9%)  is  much  lower  than  in  the  EU  (17.0%).  The 
unemployment  rate  for  20  to  34  year-olds  (11.3%)  is  also  lower  than  the  EU  average 
(15.1%).  

122 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available year 

SE 

EU 

SE 

EU 

SE 

EU 

Change 2010-
last available 
year 

SE 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

55.1 

51.9 
27.2 

56.1 

46 
21 

33 
16 

78 
52.0 

60 
46.5 

47 
24 
24.4(b) 
87 
53.0 

50.1 
27.4 

38 
20 

66 
44.4 

49.4 

50.4  (2) 
26.5  (2) 

-6.7 

0.3 
-0.9 

28.1 

10.5(b)  (3) 

3.7 

47.5 

45.0  (2) 

-5.5 

0.6 

43.7 

30.7 

18.3(b) 
15.8(b) 
40.3(b) 
7.2 

9.5 

80.1 

80.2 

7.8 

14.2 

21.5 
19.7 
45.0 

6.6(b)  (3) 
4.4(b)  (3) 
10.0(b)  (3) 

3.2 
3.9 
4.7 

0.67 

0.84 

0.68  (1) 
9 140  7 033  11 617  8 558  11 678  8 586  (1) 

0.94 

0.71 

0.90 

-0.04  -0.03 
61 

28 

0.9 

0.9 

0.9 

0.8 

1.1 
31.0 

32.0 

8.3 
33.6 

7.3 
43.1 

8.6 
39.5 
12.3 
9.7 
83.3 

15.4 
28.8 
15.1 
10.6 
79.0 

21.1 
78.8 

30.0 
68.9 

1.1 
32.4 

7.5 
23.5 

84.3 
3.7 

1.2(d) 
28.7 

7.4 
41.6 

79.1 
5.6 

24.0 

17.4 

79.5 
53.2 

89.8 
55.2 

6.5 
45.3 
10.6 
11.7 
83.0 

18.8 
78.1 

13.9 
33.4 
16.6 
13.1 
77.4 

27.3 
68.5 

1.1 
29.1 

8.9 

1.2  (2) 
29.2  (2) 

0.0 
-3.3 

0.0 
0.5 

8.7  (3) 

1.4 

1.3 

7.1 
48.3 
9.9 
11.3 
84.9 

16.8 
79.8 
82.1 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

0.6 
3.0 
-0.7 
-0.4 
1.9 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.0 
1.7 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

123 

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

28.  The United Kingdom 

VET indicators for the United Kingdom for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

0

50

100

150

200

250

77 

82 

121 

86 

101 

168 

150 

153 

188 

175 

155 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

102 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

88 

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

NEGATIVE 

Employment premium for IVET graduates (over low-educated)

71 

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

66 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

99 

102 

95 

104 

102 

129 

87 

111 

110 

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.  

196 

124 

 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

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  (38.6%)  than  the  EU  average  (50.4%  in  2012). 
Similarly, the percentage of women participating in IVET in upper secondary school – as 
a share of all female upper secondary school students – at 38.6% is lower than the EU 
average  of  45.0%.  Both  indicators  have  increased  by  more  than  6  percentage  points 
between 2010 and 2012. 

The percentage of adults participating in lifelong learning in 2013 (16.1%) is higher 
than the corresponding EU average (10.5%) and above the average target (15%) set by 
the  strategic  framework  education  and  training  2020.  The  percentage  of  older  adults 
(12.5%),  people  with  low-level  education  (7.7%),  and  the  unemployed  (15.5%) 
participating in lifelong learning is higher in the UK than in the EU. 

Employers  in  the  UK  are  more  likely  to  report  the  provision  of  training  (80% 
compared  to  66%  in  the  EU,  based  on  2010  CVTS  data).  The  UK  also  has  a  higher 
percentage of employees participating in on-the-job training (30% compared with the EU 
average  of  20%)  but  a  lower  percentage  of  employees  participating  in  CVT  courses 
(31% compared to 38% across the EU).  

Skill development and labour market relevance 
For the UK there are relatively few data available for this group of indicators.  

The  percentage  of  30  to  34  year-olds  with  tertiary  VET  attainment  is  higher  than 

the EU average (17.0% compared to 8.7%). 

Based  on  2009  data,  the  employment  rate  of  IVET  graduates  (aged  20-34)  at 
ISCED 3-4 (78.2%) is close to the EU average (79.1%). In the UK, IVET graduates have 
an  employment  rate  2.4  percentage  points  lower  than  their  counterparts  from  general 

125 

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

education  (the  EU  average  is  the  opposite,  with  an  employment  rate  5.6  percentage 
points higher for IVET graduates); IVET graduates in the UK have an employment rate 
12.3 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 young people in further education. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The percentage of early leavers from education and training (12.4%) is higher than 
the  corresponding  EU  average  (11.9%);  and  above  the  Europe  2020  average  target 
(10%).  The  percentage  of  30  to  34  year-olds  who  have  completed  tertiary-level 
education (47.6%) is higher than the EU average (36.8%) and above the Europe 2020 
average target (40%). The employment rate for the 20 to 64 year-olds (74.9%) is higher 
than in the EU overall (68.3%), as is the employment rate of recent graduates (83.8%, 
compared with the EU average of 75.4%). The NEET rate (17.3%) is higher (17.0% for 
the EU). The unemployment rate for 20 to 34 year-olds (9.9%) is below the EU average 
(15.1%). 

126 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

UK 

EU 

UK 

EU 

UK 

EU 

Change 2010-last 
available year 
EU 
UK 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

(d) 

32.1 

51.9 
27.2 

50.1 
27.4 

38.6 
44.6 

50.4  (2) 
26.5  (2) 

6.5 

0.3 
-0.9 

33 
16 

31 
30 

  19.4(b) 

60 
46.5 

80 
31.5 

38 
20 

66 
44.4 

(d) 

30.9 

30.7 

16.1  10.5(b)  (3) 

-3.3 

38.6 

45.0  (2) 

7.1 

0.6 

  14.5(b) 
9.6(b) 
  18.3(b) 

6.6(b)  (3) 
12.3 
7.7 
4.4(b)  (3) 
15.5  10.0(b)  (3) 

-2.2 
-1.9 
-2.8 

25.0 

14.2 

9.5 

81.6 

80.2 

0.67 
7 033 
0.9 

0.7 

32.0 

7.3 
43.1 

0.71 
8 558 
0.8 

1.2(d) 
28.7 

7.4  17.0(b) 
41.6 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

1.2  (2) 
29.2  (2) 

8.7  (3) 

0.0 
0.5 

1.3 

78.2 
-2.4 

79.1 
5.6 

12.3 

17.4 

91.2 
52.5 

89.8 
55.2 

15.4  14.9(b) 
28.8 
43.0 
15.1  17.7(b) 
9.9 
10.6 
81.6 
79.0 

13.9 
33.4 
16.6 
13.1 
77.4 

12.4  11.9 
47.6  36.8 
17.3  17.0 
9.9 
15.1 
83.8  75.4 

36.5 

6.7 
86.3 

27.3 
75.2 

30.0 
68.9 

23.9 
73.6 

27.3 
68.5 

21.6  24.8 
74.9 
68.3 
82.3 
88.5 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-2.5 
4.6 
-0.4 
0.0 
2.2 

-2.3 
1.3 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

127 

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

Part II 
Selected EFTA and 
candidate countries 

129 

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

29.  The former Yugoslav Republic of 

Macedonia 

VET indicators for the former Yugoslav Republic of Macedonia for the most recent year 
available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

0

50

100

150

200

250

300

119 

Adults in lifelong learning

33 

Enterprises providing training

Female IVET students as % of all female upper secondary students

122 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

7 

7 

Unemployed adults in lifelong learning

31 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

13 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

110 

106 

112 

96 

63 

57 

184 

255 

139 

Employment rate for 20-64 year-olds

74 

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.  

130 

 
 
 
 
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  situation  in  the  former  Yugoslav 
Republic of Macedonia with that of the EU, based on the most recent data available (this 
differs by indicator). Data in the chart are presented as an index where the EU average 
equals  100.  If  the  index  for  a  selected  indicator  for  the  former  Yugoslav  Republic  of 
Macedonia  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  former 
Yugoslav  Republic  of  Macedonia  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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Limited data are available for the former Yugoslav Republic of Macedonia. In 2012, the 
percentage of students in upper secondary education participating in IVET was relatively 
high at 59.8% compared with the EU average of 50.4%; the same is true for the share of 
female students  in  upper  secondary  education  undertaking  IVET  (54.8%  versus  45.0% 
for  the  EU).  The  percentage  of  adults  participating  in  lifelong  learning  (3.5%)  is 
significantly  lower  than  the  corresponding  EU  average  of  10.5%  (data  for  2013). 
Participation  rates  in  lifelong  learning  among  several  subgroups,  such  as  older  people 
(0.4%),  adults  with  low  levels  of  educational  attainment  (0.3%),  and  the  unemployed 
(3.1%), are below the EU average (though these rates should be interpreted with caution 
as they were based on data with small sample sizes).  

Skill development and labour market relevance 
Students in IVET are more likely to graduate in STEM subjects. In 2012, 32.2% of IVET 
upper secondary students graduated in STEM subjects compared with 29.2% in the EU. 
A relatively high share of trained workers report that training helped improve their work 
(95.6%  compared  with  89.8%  in  the  EU  in  2010),  and  a  high  percentage  confirm  that 
their skills are matched to their duties (62.0% compared with 55.2% in the EU in 2010). 
However,  the  percentage  of  30-34  year-olds  who  have  completed  tertiary-level  VET  at 
1.1% is much lower than the EU average of 8.7%. 

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated.  

131 

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

The  share  of  early  leavers  from  education  and  training  has  been  steadily 
decreasing since 2006 to stand at 11.4% in 2013, lower than the EU average of 11.9%. 
Greater differences are observable for other indicators: the percentage of 30 to 34 year-
olds  with  tertiary-level  education  (23.1%)  is  lower  than  that  of  the  EU  (36.8%)  and  the 
share  of  adults  with  a  low  level  of  educational  attainment  is  relatively  high  at  34.4% 
compared with 24.8% in the EU. The employment rate of 20 to 64 year-olds at 50.3% is 
much lower than the EU average of 68.3%. The employment rate of recent graduates is 
43.3%, lower than the 75.4% in the EU as whole. The NEET rate (31.2%) is nearly twice 
the EU average (17.0%), and the unemployment rate for 20 to 34 year-olds (38.4%) is 
roughly  two  and  a  half  times  as  high  as  the  EU  average  (15.1%).  The  NEET-rate, 
unemployment  rate  for  20-34  year  olds,  and  the  employment  rate  for  20-64  year  olds 
have  all  shown  a  favourable  trend  since  2006,  in  contrast  to  the  EU,  where  an 
unfavourable trend was observable over this period. 

132 

Score on VET indicators in the former Yugoslav Republic of Macedonia and in the EU, 
2006, 2010 and 2011/12/13 (where available) 

Indicator label 

2006 

MK 

EU 

MK 

2010 

Last available 
year 
EU  MK  EU 

Change 2010-last 
available year 
EU 
MK 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 

59.6 

2.3 

53.3 

0.4 
0.1(u) 
0.9 

51.9 
27.2 

33 
16 

60 
46.5 

14.2 

60.0 

50.1  59.8 
27.4 

50.4  (2) 
26.5  (2) 

-0.2 

0.3 
-0.9 

38 
20 

3.5  10.5(b)  (3) 

0.3 

66 
44.4  54.8 

30.7 

45.0  (2) 

-0.2 

0.6 

6.6(b)  (3) 
0.4 
0.3 
4.4(b)  (3) 
3.1  10.0(b)  (3) 

-0.3 
0.2 
1.6 

3.2 

55.0 

0.7 
0.1(u) 
1.5 

9.5 

80.2 

Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of total 
labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 20-34) 
(%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

0.67 
7 033 
0.9 

0.71 
8 558 
0.8 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

43.5 

32.0 

34.7 

1.8 

7.3 
43.1 

1.3 

0.0 
0.5 

1.3 

1.2(d) 
28.7  32.2 

1.2  (2) 
29.2  (2) 

-2.5 

1.1 

8.7  (3) 

-0.2 

7.4 
41.6 

79.1 
5.6 

17.4 

95.6 
62.0 

89.8 
55.2 

22.8 
11.6 
47.1 
45.5 
32.2 

15.4 
28.8 
15.1 
10.6 
79.0 

15.5 
17.1 
33.1 
39.7 
47.9 

13.9  11.4  11.9 
33.4  23.1  36.8 
16.6  31.2  17.0 
13.1  38.4  15.1 
77.4  43.3  75.4 

42.4 
43.9 

30.0 
68.9 

37.5 
48.1 

27.3  34.4  24.8 
68.5  50.3  68.3 
82.3 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-4.1 
6.0 
-1.9 
-1.3 
-4.6 

-3.1 
2.2 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

133 

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

30.  Iceland 

VET indicators for Iceland for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

350

400

450

IVET-students as % of all upper secondary students

67 

IVET work-based students as % of upper secondary IVET

168 

246 

307 

316 

398 

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

63 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

50 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

101 

Employment premium for IVET graduates (over general stream)

20 

Employment premium for IVET graduates (over low-educated)

67 

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

39 

48 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

85 

172 

119 

116 

112 

121 

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.  

134 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  percentage  of  all  upper  secondary  students  participating  in  IVET  in  Iceland  is 
33.6%, lower than the EU average of 50.4% (in 2012). Among upper secondary students 
in  IVET,  enrolment  in  combined  work-  and  school-based  programmes  is  relatively 
common; at 44.7% it is much higher than the EU average of 26.5%.  

A  relatively  high  share  of  Iceland’s  adult  population  participates  in  lifelong 
learning  (25.8%  compared  with  10.5%  across  the  EU).  This  is  also  reflected  in  the 
participation rates of specific groups: older people (20.2% versus 6.6% in the EU), adults 
with  low  levels  of  education  (17.5%  versus  4.4%  in  the  EU);  and  unemployed  adults 
(31.6% versus 10.0% in the EU) are all more likely to participate in lifelong learning than 
their counterparts in the EU.  

Skill development and labour market relevance 
In  upper-secondary  vocational  education,  the  average  number  of  foreign  languages 
learned per student is below the EU average (0.6 in Iceland compared with 1.2 across 
the EU).  

The  employment  rate  for  IVET  graduates  aged  20-34  years  at  ISCED  3-4  is 
80.1%, just one percentage point above the EU average (79.1%) (data for 2009). IVET 
graduates  in  Iceland  enjoy  a  positive  premium  on  their  employment  rate  compared  to 
graduates from general education at the same ISCED level, as well as to graduates at a 
lower  ISCED  level.  Their  employment  rate  is  1.1  percentage  points  higher  than  their 
counterparts  from  general  education  (although  their  premium  is  lower  than  the  EU 
average  of  5.6  percentage  points)  and  11.6  percentage  points  higher  than  those  with 
lower-level  qualifications  (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. 

135 

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

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The rate of early leaving from education and training  is 20.5%, much higher than 
the EU average of 11.9%. At 43.9% the country has a relatively high share of 30 to 34 
year-olds who have completed tertiary-level education compared with the EU average of 
36.8%. The proportion of adults aged 25 to 64 years who have a low level of educational 
attainment is also higher (27.8%) than in the EU (24.8%).  

The  employment  rate  for  20  to  64  year-olds  is  82.8%,  relatively  high  compared 
with  the  EU  average  of  68.3%.  The  same  is  true  for  the  employment  rate  of  recent 
graduates:  87.2%  in  Iceland  compared  with  75.4%  in  the  EU.  The  NEET  rate  at  6.6% 
and  the  unemployment  rate  of  20  to  34  year-olds  at  7.2%  are  both  lower  than  the 
corresponding  EU  averages  (17.0%  and  15.1%,  respectively).  A  favourable  trend  is 
observable in all of the employment- and unemployment-related indicators in the period 
since 2010 in contrast to the general trend across the EU. 

136 

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 2011/12/13 (where 
available) 

Indicator label 

2006 

2010 

Last available 
year 

Change 2010-last 
available year 

IS 

EU 

IS 

EU 

IS 

EU 

IS 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in 
IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training 
(%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment 
(%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

36.7 
48.1 

51.9 
27.2 

34.3 
46.6 

50.1 
27.4 

33.6 
44.7 

50.4  (2) 
26.5  (2) 

-0.7 
-1.9 

0.3 
-0.9 

27.9 

30.3 

21.0 
17.0 
30.0 

33 
16 

60 
46.5 

14.2 

0.67 
7 033 
0.9 

25.2 

29.4 

18.7 
16.0 
27.1 

38 
20 

66 
44.4 

30.7 

9.5 

80.2 

0.71 
8 558 
0.8 

25.8  10.5(b)  (3) 

0.6 

28.4 

45.0  (2) 

-1.0 

0.6 

6.6(b)  (3) 
20.2 
17.5 
4.4(b)  (3) 
31.6  10.0(b)  (3) 

1.5 
1.5 
4.5 

0.68  (1) 
(1) 

8 586 

-0.03 
28 

0.7 

0.6 

1.2(d) 

0.6 

1.2  (2) 

0.0 

26.3 

32.0 

21.2 

28.7 

29.2  (2) 

4.8 

7.3 
43.1 

2.4 

7.4 
41.6 

8.7  (3) 

0.0 

0.5 

1.3 

80.1 
1.1 

79.1 
5.6 

11.6 

17.4 

89.8 

55.2 

13.9 
33.4 
16.6 
13.1 
77.4 

25.6 
36.4 
5.1 

91.8 

15.4 
28.8 
15.1 
10.6 
79.0 

22.6 
40.9 
8.4 
11.3 
83.8 

20.5  11.9 
43.9 
36.8 
6.6  17.0 
7.2 
15.1 
87.2  75.4 

(3) 

(3) 

(3) 

(3) 

(3) 

-2.1 
3.0 
-1.8 
-4.1 
3.4 

-2.0 
3.4 
0.4 
2.0 
-2.0 

36.7 

30.0 

33.5 

27.3 

27.8 

24.8 

(3) 

-5.7 

-2.5 

86.3 

68.9 

80.4 

68.5 

82.8 
70.2 

68.3 
82.3 

(3) 

2.4 

-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

137 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
0

50

100

150

200

250

300

103 

110 

194 

207 

275 

229 

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

31.  Norway 

VET indicators for Norway for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

IVET-students as % of all upper secondary students

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

Female IVET students as % of all female upper secondary students

98 

Young VET graduates in further education and training

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

78 

115 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

50 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

36 

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

Employment premium for IVET graduates (over low-educated)

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

45 

34 

118 

140 

102 

112 

115 

133 

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

71 

84 

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.  

138 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The percentage of upper secondary students in IVET (52.0% in 2012) is slightly higher 
than the EU average (50.4%). The same indicator for female upper secondary students 
in IVET is slightly below the EU average (44.3% in Norway and 45.0% across the EU). 
These shares have decreased between 2010 and 2012 by around two percentage points 
in Norway but have increased by less than one percentage point for the EU as a whole. 
Students  in  combined  work-  and  school-based  programmes  accounted  for  29.3%  of 
students in upper secondary IVET, which is higher than the EU average of 26.5%. 

For  several  other  indicators,  the  values  for  Norway  are  markedly  higher  than  EU 
averages.  The  percentage  of  adults  participating  in  lifelong  learning  (20.4%)  is  nearly 
twice the EU average (10.5%, data for 2013). Older adults, 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  (based  on  2013  data).  Data  for  2011  show  that  non-
formal  education  and  training  is  nearly  exclusively  job-related  (91.9%  compared  with 
80.2% across the EU).  

The share of individuals who want to participate in training but who do not do so is 

lower in Norway (7.4%) than in the EU as a whole (9.5% in 2011).  

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 higher than the 
EU  average  for  some  of  these  indicators.  The  share  of  STEM  graduates  from  upper 
secondary VET (34.3%) is higher than the EU average (29.2%) (2012 data). The share 
of  workers  who  improved  their  work through  training  is  1.6  percentage  points  higher  in 
Norway  (91.4%)  than  across  the  EU  as  a  whole  (89.8%)  (in  2010).  Workers  are  more 
likely to report that their skills are matched to their duties in their jobs (61.6%) compared 
the EU average (55.2% in 2010). 

139 

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

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 0.6 while the EU average is 1.2. The share of 30 to 34 year-olds with 
tertiary-level VET (ISCED 5b) (3.1%) is less than half the EU average (8.7%). Data from 
2010  show  that  companies  are  considerably  more  likely  to  provide  training  to  support 
their innovation processes (at 58.5% it is 16.9 percentage points higher than the 41.6% 
EU  average).  The  score  for  Norway  on  this  indicator  has  increased  substantially 
between 2008 and 2010 by more than 32 percentage points.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

The percentage of early leavers from education and training (13.7%) is higher than 
the EU average (11.9%) but so is the share of 30 to 34 year-olds who have completed 
tertiary-level education (48.8% compared to the EU average of 36.8%). The same is true 
of the employment rate for 20 to 64 year-olds (79.6% for Norway, 68.3% for the EU).  

The  NEET  rate  of  18  to  24  year-olds  (7.7%)  is  much  lower  than  the  EU  rate 
(17.0%). It increased by 0.8 percentage points from 2010 to 2013, while the EU average 
rose  by  0.4  percentage points.  Similarly, the  unemployment rate for  20 to  34  year-olds 
(5.1%) is lower than the EU average (15.1%).  

140 

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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

NO 

EU  NO 

EU 

NO 

EU 

Change 2010-last 
available year 
NO 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

60.0 
23.2 

51.9  53.9 
27.2  28.4 

50.1 
27.4 

52.0 
29.3 

50.4  (2) 
26.5  (2) 

-1.9 
0.9 

0.3 
-0.9 

33 
16 

38 
20 

18.7 

  17.8 

20.4  10.5(b)  (3) 

2.6 

60 
46.5  46.5 

53.4 

12.9 
10.3 
19.7 
10.7 

  12.1 
  10.1 
  18.5 
7.4 

14.2 

66 
44.4 

30.7 

9.5 

  91.9 

80.2 

44.3 

45.0  (2) 

-2.2 

0.6 

6.6(b)  (3) 
13.6 
12.1 
4.4(b)  (3) 
22.9  10.0(b)  (3) 

1.5 
2.0 
4.4 

IVET public expenditure (% of GDP) 

0.67 

0.71 

0.68  (1) 

IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of total 
labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 20-
34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of total) 

7 033 
0.9 

8 558 
0.8 

8 586 

(1) 

1.0 
29.6 

26.0 

0.5  1.2(d) 
28.7 
7.4 
41.6 

32.0  36.5 
3.3 
43.1  58.5 

7.3 

0.6 
34.3 
3.1 

1.2  (2) 
29.2  (2) 
8.7  (3) 

0.1 
-2.2 
-0.2 

0.0 
0.5 
1.3 

79.1 
5.6 

17.4 

  91.4 
  61.6 

89.8 
55.2 

17.8 
41.9 
6.5 

15.4  17.4 
28.8  47.3 
6.9 
15.1 
10.6 
79.0 

13.9 
33.4 
16.6 
13.1 
77.4 

13.7  11.9 
48.8  36.8 
7.7  17.0 
5.1(b)  15.1 
75.4 

21.5 
79.5 

30.0  19.1 
68.9  79.6 

27.3 
68.5 

17.6  24.8 
79.6 
68.3 
82.3 
69.4 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-3.7 
1.5 
0.8 

-1.5 
0.0 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

141 

-
0.03 
28 

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

32.  Switzerland 

VET indicators for Switzerland for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

350

400

450

IVET-students as % of all upper secondary students

129 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

Enterprises providing training

349 

290 

Female IVET students as % of all female upper secondary students

131 

Young VET graduates in further education and training

82 

Older adults in lifelong learning

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

386 

225 

266 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

128 

92 

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

IVET public expenditure (EUR per student)

88 

101 

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

Employment premium for IVET graduates (over general stream)

91 

132 

109 

128 

Employment premium for IVET graduates (over low-educated)

87 

Workers helped to improve their work by training

Workers with skills matched to their duties

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

45 

51 

41 

52 

125 

112 

120 

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.  

142 

 
 
 
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 the most recent data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
Switzerland has higher levels of participation in IVET and in adult education and training 
than the EU average.  

The share of upper secondary students enrolled in IVET programmes at 65.2% is 
higher than the EU average of 50.4% (data for 2012). Combined work- and school-based 
programmes account for 92.6% of students in upper secondary IVET, much higher than 
the EU average of 26.5%. Participation in lifelong learning is 30.4%, almost three times 
as much as the EU-average of 10.5% (data for 2013). Older people in  Switzerland are 
more  likely  to  participate  in  lifelong  learning  (25.4%  versus  6.6%  in  the  EU),  as  are 
adults with low levels of educational attainment (9.9% versus 4.4% in the EU), and  the 
unemployed (26.6% versus 10.0% in the EU). 

Skill development and labour market relevance 
At  EUR  8 695,  public  expenditure  on  IVET  per  student  is  slightly  higher  than  the  EU 
average  of  8 586  (2011  data  for  ISCED  levels  3-4),  though  as  a  percentage  of  GDP 
(0.60%) it is lower than the EU average (0.68%). The share of 30 to 34 year-olds  who 
have completed tertiary-level VET (ISCED 5b) at 11.4% is higher than the corresponding 
EU average of 8.7%.  

The  employment  rate  for  IVET  graduates  (aged  20-34)  at  ISCED  levels  3-4  is 
86.4%,  higher  than  the  EU  average  of  79.1%  (data  for  2009).  IVET  graduates  in 
Switzerland enjoy a positive premium on their employment rate compared to graduates 
from  general  education  at  the  same  ISCED  level,  as  well  as  to  graduates  at  a  lower 
ISCED  level.  Their  employment  rate  is  7.2  percentage  points  higher  than  that  of  their 
counterparts from general education (above the corresponding EU average premium of 
5.6 percentage points), and 15.2 percentage points higher than that of those with lower-
level  qualifications  (slightly  below  the  corresponding  EU  average  premium  of  17.4 

143 

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

percentage  points).  All  these  employment  figures  relate  to  2009  and  exclude  young 
people in further education.  

Overall transitions and employment trends 
In this section all data refer to 2013 unless otherwise stated. 

Switzerland  generally  scores  favourably  compared  with  the  EU  average  in  this 
category.  Both  the  rate of  early  leaving  from  education  and  training  at  5.4%  (11.9%  in 
the  EU)  and  the  share  of  adults  who  have  completed  low-level  education  at  12.8% 
(24.8%  in  the  EU)  are  substantially  below  the  corresponding  EU  averages.  The 
percentage  of  30  to  34  year-olds  who  have  completed  tertiary-level  education  is 
relatively  high  (46.1%  versus  36.8%  in the  EU).  The  NEET  rate  at  8.6%  (17.0%  in  the 
EU)  and  the  unemployment  rate  of  20  to  34  year-olds  at  6.2%  (15.1%  in  the  EU)  are 
both  lower  than  in  the  EU.  The  employment  rate  for  20-64  year  olds  is  82.1%,  higher 
than the EU-average of 68.3%, as is the employment rate of recent graduates at 84.5% 
compared with 75.4% in the EU.  

144 

 
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 2011/12/13 updates 
(where available) 

Indicator label 

2006 

2010 

Last available 
year 

CH 

EU 

CH 

EU 

CH 

EU 

Change 2010-last 
available year 
CH 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary 
students 
IVET work-based students as % of upper 
secondary IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

IVET public expenditure (% of GDP) 
IVET public expenditure (EUR per student) 

Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-
olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over 
low-educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

64.2 

51.9 

66.2  50.1 

90.1 

27.2 

91.6  27.4 

65.2 

92.6 

50.4  (2) 

-1.0 

0.3 

26.5  (2) 

1.0 

-0.9 

33 
16 

  38 
  20 

30.6(d) 

30.4  10.5(b)  (3) 

-0.2 

60 
46.5 

  66 
59.7  44.4 

56.2 

58.8 

45.0  (2) 

-0.9 

0.6 

25.3  30.7 

25.9(d) 
10.3(d) 
24.7(d) 
12.2 

14.2 

9.5 

73.6  80.2 

6.6(b)  (3) 
25.4 
9.9 
4.4(b)  (3) 
26.6  10.0(b)  (3) 

-0.5 
-0.4 
1.9 

0.67 

0.66 

0.68  (1) 
0.63  0.71 
9 076  7 033  8 704  8 558  8 695  8 586  (1) 

0.60 

-0.03 
-9 

-0.03 
28 

0.9 

0.8 

28.0 

32.0 

  1.2(d) 
26.5  28.7 

9.6 

7.3 
43.1 

11.3 

7.4 
  41.6 

1.2  (2) 
29.2  (2) 

0.0 
0.5 

0.0 

8.7  (3) 

0.1 

1.3 

26.5 

11.4 

86.4  79.1 

7.2 

5.6 

15.2  17.4 

  89.8 
55.2 

35.0 

88.6 

14.8 

15.4 
28.8 
15.1 
10.6 
79.0 

6.6(d)   13.9 
44.2  33.4 
7.9(d)  16.6 
6.4(b)  13.1 
87.6  77.4 

30.0 
14.2  27.3 
68.9  81.1(b)  68.5 

5.4 
46.1 
8.6 
6.2 
84.5 

12.8 
82.1 
83.1 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

11.9 
36.8 
17.0 
15.1 
75.4 

24.8 
68.3 
82.3 

-1.2 
1.9 
0.7 
-0.2 
-3.1 

-1.4 
1.0 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

145 

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

33.  Turkey 

VET indicators for Turkey for the most recent year available  
Index numbers (EU=100) 

ACCESS, ATTRACTIVENESS AND FLEXIBILITY 

0

50

100

150

200

250

300

350

IVET-students as % of all upper secondary students

87 

IVET work-based students as % of upper secondary IVET

Employees participating in CVT courses

Employees participating in on-the-job training

Adults in lifelong learning

38 

Enterprises providing training

Female IVET students as % of all female upper secondary students

Young VET graduates in further education and training

94 

116 

Older adults in lifelong learning

10 

Low-educated adults in lifelong learning

Unemployed adults in lifelong learning

48 

76 

Individuals who wanted to participate in training but did not

Job-related non-formal education and training

------------------------------------------------------------------------
SKILL DEVELOPMENT AND LABOUR MARKET RELEVANCE 

IVET public expenditure (% of GDP)

63 

IVET public expenditure (EUR per student)

Enterprise expenditure on CVT courses as % of total labour cost

Average number of foreign languages learned in IVET

83 

STEM graduates from upper secondary IVET (% of total)

30-34 year-olds with tertiary VET attainment

Innovative enterprises with supportive training practices

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

180 

101 

81 

Employment premium for IVET graduates (over general stream)

200 

Employment premium for IVET graduates (over low-educated)

55 

Workers helped to improve their work by training

Workers with skills matched to their duties

117 

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

OVERALL TRANSITIONS AND EMPLOYMENT TRENDS 

Early leavers from education and training

30-34 year-olds with tertiary attainment

53 

NEET rate for 18-24 year-olds

Unemployment rate for 20-34 year-olds

Employment rate of recent graduates (age-group 20-34)

Adults with lower level of educational attainment

Employment rate for 20-64 year-olds

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

78 

82 

78 

188 

315 

275 

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.  

146 

 
 
 
 
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  the  most  recent  data 
available (this differs by indicator). 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  provided  in  the  annex, 
which also includes the years used to calculate each indicator.  

Key points 

Access, attractiveness and flexibility 
The  share  of  Turkish  upper  secondary  students  enrolled  in  vocational  programmes 
(43.9%) is slightly below the corresponding EU average (50.4%) (data for 2012).  

Adult participation in lifelong learning at 4.0% is relatively low compared to the EU 
average  of  10.5%.  This  difference  is  also  reflected  in  the  participation  rates  of  various 
subgroups.  The  rates  for  older  people  (0.6%),  low-educated  adults  (2.1%),  and 
unemployed people (7.6%) enrolled in lifelong learning are all lower than the respective 
EU  averages  (6.6%,  4.4%  and  10.0%).  Young  VET  graduates  are  more  likely  to 
participate  in  further  education  (35.6%)  than  in  the  EU  as  a  whole  (30.7%)  (data  for 
2009). 

As  far  as  data  are  available,  all  the  indicators  for  Turkey  in  this  section  reflect  a 

positive trend between 2006 and 2010 and the most recent update. 

Skill development and labour market relevance 
Public  expenditure  on  VET  as  a  percentage  of  GDP  at  0.43%  is  lower  than  the 
corresponding  EU  average  of  0.68%  (data  for  2011).  The  average  number  of  foreign 
languages learned by IVET students in upper secondary education (1.0) is comparable 
to  the  EU  average  of  1.2  (2012  data).  The  share  of  STEM  graduates  from  upper 
secondary VET (52.6%) is higher than the EU average (29.2%). 

The employment rate for IVET graduates at ISCED 3-4 aged 20-34 years at 63.7% 
is relatively low compared to the EU average of 79.1%. IVET graduates in Turkey enjoy 
a  positive  premium  on  their  employment  rate  compared  to  graduates  from  general 
education at the same ISCED level, as well as to graduates at a lower ISCED level. The 
employment  rate  of  IVET  graduates  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  9.6  percentage  points  higher  than  that  of  graduates  with  lower-level 

147 

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

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 this section all data refer to 2013 unless otherwise stated.  

The share of early leavers from education and training is higher in Turkey (37.5%) 
than the EU average (11.9%), but this indicator has shown steady improvement over the 
recent years. At 19.5%, the share of 30-34 year-olds with tertiary-level education is also 
below  the  EU  average  of  36.8%.  The  NEET  rate  (32.0%)  is  almost  twice  as  high  in 
Turkey  as  in  the  EU  (17.0%).  The  unemployment  rate  for  20  to  34  year-olds  between 
2010 and 2013 has fallen from 13.9% to 11.8% while increasing in the EU from 13.1% to 
15.1%,  giving  Turkey  a  rate  below  the  EU  average.  Employment  rates  for  20-64  year 
olds  and  recent  graduates  are  lower  than  in  the  EU,  but  have  increased,  while  these 
indicators have decreased over recent years in  the EU. The share of adults with a low 
level of educational attainment is much higher in Turkey (68.1%) than in the EU (24.8%). 

148 

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 2011/12/13 (where 
available) 

Indicator label 

2006 

2010 

Last available 
year 

Change 2010-last 
available year 

TR 

EU 

TR 

EU 

TR 

EU 

TR 

EU 

Access, attractiveness and flexibility 

IVET-students as % of all upper secondary students 
IVET work-based students as % of upper secondary 
IVET 
Employees participating in CVT courses (%) 
Employees participating in on-the-job training (%) 
Adults in lifelong learning (%) 
Enterprises providing training (%) 
Female IVET students as % of all female upper 
secondary students 
Young VET graduates in further education and 
training (%) 
Older adults in lifelong learning (%) 
Low-educated adults in lifelong learning (%) 
Unemployed adults in lifelong learning (%) 
Individuals who wanted to participate in training but 
did not (%) 
Job-related non-formal education and training (%) 
Skill development and labour market relevance 

36.3 

1.8 

32.1 

0.1 
0.5 
2.4 
12.8 

51.9 
27.2 

33 
16 

60 
46.5 

14.2 

43.9 

50.4  (2) 
26.5  (2) 

1.0 

0.3 
-0.9 

4.0  10.5(b)  (3) 

1.5 

42.1 

45.0  (2) 

1.6 

0.6 

42.9 

2.5 

40.5 

50.1 
27.4 

38 
20 

66 
44.4 

35.6 

30.7 

0.3 
1.1 
4.7 

6.6(b)  (3) 
0.6 
2.1 
4.4(b)  (3) 
7.6  10.0(b)  (3) 

0.3 
1.0 
2.9 

9.5 

80.2 

IVET public expenditure (% of GDP) 

0.31 

0.67 

0.40 

0.71 

0.43 

0.68  (1) 

0

-

1 904  7 033 
0.9 

8 558 
0.8 

.03 

8 586  (1) 

0.03 
28 

0.9 
57.2 

1.2(d) 
28.7 

1.0 
52.6 

1.2  (2) 
29.2  (2) 

0.1 
-4.6 

8.7  (3) 

0.0 
0.5 

1.3 

IVET public expenditure (EUR per student) 
Enterprise expenditure on CVT courses as % of 
total labour cost 
Average number of foreign languages learned in IVET 
STEM graduates from upper secondary IVET (% of 
total) 
30-34 year-olds with tertiary VET attainment (%) 
Innovative enterprises with supportive training 
practices (%) 
Employment rate for IVET graduates (20-34 year-olds) 
Employment premium for IVET graduates (over 
general stream) 
Employment premium for IVET graduates (over low-
educated) 
Workers helped to improve their work by training (%) 
Workers with skills matched to their duties (%) 
Overall transitions and labour market trends 

Early leavers from education and training (%) 
30-34 year-olds with tertiary attainment (%) 
NEET rate for 18-24 year-olds (%) 
Unemployment rate for 20-34 year-olds (%) 
Employment rate of recent graduates (age group 
20-34) (%) 
Adults with lower level of educational attainment (%) 
Employment rate for 20-64 year-olds (%) 
Medium/high-qualified employment in 2020 (% of 
total) 

0.8 
55.6 

3.5 

32.0 

7.3 
43.1 

48.8 
11.9 
45.2 
11.5 
56.1 

15.4 
28.8 
15.1 
10.6 
79.0 

7.4 
41.6 

42.0 

63.7 
11.2 

79.1 
5.6 

9.6 

17.4 

89.8 
55.2 

13.9 
33.4 
16.6 
13.1 
77.4 

64.5 

43.1 
15.5 
39.2 
13.9 
59.8 

37.5  11.9 
19.5 
36.8 
32.0  17.0 
11.8 
15.1 
61.7  75.4 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

(3) 

-5.6 
4.0 
-7.2 
-2.1 
1.9 

-3.5 
3.4 

-2.0 
3.4 
0.4 
2.0 
-2.0 

-2.5 
-0.2 

73.9 
48.2 

30.0 
68.9 

71.6 
50.0 

27.3 
68.5 

68.1 
53.4 

24.8 
68.3 
82.3 

NB:  b = break in series. When break in series occurs data cannot be compared. Consequently, when break in series 

occurs from 2011 onwards, data in the column ‘Last available year’ are not comparable with previous years. Also, 
when the break is before 2011 (i.e. any year between 2006 and 2010 included), the 2006 figure is not shown;  
d = change in definition. Data are treated in a similar way to breaks in series. When the change in definition is in 
2006 or 2010, these data are also not presented because comparability over time is affected;  
u = unreliable; p = provisional;  
(1) = year of reference: 2011; (2) = year of reference: 2012; (3) = year of reference: 2013. A few indicators use other 
years to approximate the 2006 and 2010 baselines (see annex).  

149 

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

References 

Cedefop (2010). The skill matching challenge: analysing skill mismatch and policy 

implications. Luxembourg: Publications Office. 
http://www.cedefop.europa.eu/files/3056_en.pdf 

Cedefop (2013). On the way to 2020: data for vocational education and training policies: 

country statistical overviews. Luxembourg: Publications Office. Cedefop research 
paper; No 31. http://www.cedefop.europa.eu/EN/Files/5531_en.pdf 

Cedefop (2014). On the way to 2020: data for vocational education and training policies: 
country statistical overviews. Update 2013. Luxembourg: Publications Office. 
Cedefop reference series; 97. http://www.cedefop.europa.eu/EN/Files/3066_en.pdf 

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 

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 

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 

Council of the European Union; European Commission (2010). The Bruges communiqué. 

http://ec.europa.eu/education/policy/vocational-policy/doc/brugescom_en.pdf 

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/Leuven_L
ouvain-la-Neuve_Communiqué_April_2009.pdf 

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 

European Parliament and Council of the European Union (2009). Recommendation of 
the European Parliament and of the Council of 18 June 2009 on the establishment 
of a European quality assurance reference framework for vocational education and 
training. Official Journal of the European Union, C 155, 8.7.2009, pp. 1-9. 
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0001:0010:EN:PDF 

150 

 
 
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 

1020 

IVET students as 
% of all upper 
secondary 
students  
IVET work-based 
students as % 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 

1120 

adults in lifelong 
learning (%) 
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-sponsored 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-sponsored 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) 

Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
2010 
column 
in the 
tables 

Year used 
for most 
recent 
year 
column in 
the table 

Year 
used 
for the 
chart 

2006 

2010 

2012 

2012 

2006 

2010 

2012 

2012 

2005 

2010 

2010 

2005 

2010 

2010 

2006 

2010 

2013 

2013 

2005 

2010 

2010 

2006 

2010 

2012 

2012 

2009 

2009 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2007 

2011 

2011 

1130  Job-related non-
formal education 
and training (%) 

Non formal job-related learning activities as % of all 
non-formal learning activities. The indicator 
considers activities carried out in the 12 months prior 
to the survey by adults aged 25-64 (Eurostat, AES) 

2007 

2011 

2011 

151 

 
 
 
 
 
 
 
 
 
 
 
Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
2010 
column 
in the 
tables 

Year used 
for most 
recent 
year 
column in 
the table 

Year 
used 
for the 
chart 

2006 

2010 

2011 

2011 

2006 

2010 

2011 

2011 

2005 

2010 

2010 

2006 

2010 

2012 

2012 

2006 

2010 

2012 

2012 

2006 

2010 

2013 

2013 

2008 

2010 

2010 

2009 

2009 

2009 

2009 

2009 

2009 

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

No 

Indicator 

Short description and source 

Skill development and labour market relevance 

2010 

2020 

IVET public 
expenditure (% of 
GDP) 
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) 

2100  Employment 

premium for IVET 
graduates (over 
low-educated) 

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 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) 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 calculations 
based on Eurostat, LFS, 2009 AHM)(a) 

152 

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

Year 
used for 
2006 
column 
in the 
tables  

Year 
used for 
2010 
column 
in the 
tables 
2010 

Year used 
for most 
recent 
year 
column in 
the table 

Year 
used 
for the 
chart 

2010 

2010 

2010 

No 

Indicator 

Short description and source 

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

2120  Workers with skills 

matched to their 
duties (%) 

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 

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 (%) 

3045  Employment rate 
of recent 
graduates (%) 

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) 

Percentage of the population aged 18-24 who have 
completed, 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) 

The share of employed graduates: the share of the 
employed population aged between 20 and 34 years 
old who graduated 1, 2 and 3 years before the 
reference year and who are not currently enrolled in 
any further education or training activity. (Eurostat, 
LFS) 
Percentage of the population aged 25-64 who have 
completed, at most, lower-secondary education 
(ISCED 97 levels 0-2) (Eurostat, LFS) 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

2006 

2010 

2013 

2013 

Percentage of the population aged 20-64 in 
employment (Eurostat, LFS) 

2006 

2010 

2013 

2013 

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 

Forecast 
for 2020 
(forecast 
produced 
in 2013)  

(a)  Data supplied at Cedefop request. 
(b)  EU averages are weighted averages of available country data. 

153 

 
 
 
 
 
 
 
 
 
 
 
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, such as 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  (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,  such  as  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. 

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-sponsored  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. 

154 

 
 
5
5
4
5
E
N

-
T
I
-

B
C
-
1
5
-
0
0
1
-
E
N
N

-

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

Country statistical overviews
2014 update

European policy-making in vocational education and training (VET) needs 
to be supported by sound evidence.

In this report, Cedefop has selected a set of 33 indicators to quantify some 
key  aspects  of  VET  and  lifelong  learning.  The  selection  is  based  on  the 
indicators’ policy relevance and their importance in achieving the Europe 
2020 objectives. This publication should be regarded as a valuable tool to 
help  policy-makers  better  understand  and  assess  VET  developments  in 
each country.

The report includes recent evidence from the European Statistical System.

While this set of indicators does not claim to assess national systems or 
policies,  they  could  be  used  to  reflect  on  progress  towards  the  strategic 
objectives set for Europe.

The  indicators  take  2010  as  the  baseline  year  and  present  statistical 
overviews in all European Union Member States and also the former Yugo-
slav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey.

Europe 123, 570 01 Thessaloniki (Pylea), GREECE
Postal address: PO Box 22427, 551 02 Thessaloniki, GREECE
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