Interim evaluation of the 2021-2030 European Education Area strategic framework : report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions.
Date: 2025-07-02
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: European identity, cooperation in the field of education, cross-border cooperation, education policy, educational exchange, foreign student, freedom of movement, learning, recognition of studies, student mobility, teacher training, university research, young person, youth policy

Report from the Commission to  
the European Parliament, the Council,  
the European Economic and Social Committee 
and the Committee of the Regions 

on the interim evaluation of the 2021-2030  
European Education Area strategic framework 

1 

 
 
EUROPEAN COMMISSION 

Directorate-General for Education, Youth, Sport and Culture 
Directorate A — Policy Strategy and Evaluation 
Unit A.1 — Strategy and Investments 

E-mail:   EAC-EEA-EVALUATION@ec.europa.eu 

European Commission 
B-1049 Brussels 

 
 
 
 
EUROPEAN COMMISSION 

Interim evaluation of the 2021-2030  
European Education Area strategic 
framework 
Report from the Commission to the European Parliament, the 
Council, the European Economic and Social Committee and the 
Committee of the Regions 

2025 

EN 

Directorate-General for Education, Youth, Sport and Culture 
European Education Area 

Manuscript completed in May 2025 

Luxembourg: Publications Office of the European Union, 2025 

© European Union, 2025 

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Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 
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Print 
PDF 

ISBN 978-92-68-28995-2 
ISBN 978-92-68-28994-5 

doi:10.2766/3759650        NC-01-25-116-EN-C 
doi:10.2766/2668196        NC-01-25-116-EN-N 

 
 
 
Interim evaluation of the 2021-2030  
European Education Area strategic framework 

Contents 

1. 

Introduction .............................................................................................. 6 

2.  Conclusions from the evaluation ........................................................... 6 

2.1.  Strengths ............................................................................................... 6 

2.2.  Room for improvement .......................................................................... 9 

3.  A new context ......................................................................................... 10 

4. 

Issues for discussion ............................................................................ 11 

4.1.  Updating priorities to the new reality for Europe’s competitiveness and 

preparedness ....................................................................................... 11 

4.2.  Governance reform and cross-sectoral coordination to raise the level of 
ambition and steer structural reforms .................................................. 12 

4.3.  Filling knowledge gaps ........................................................................ 13 

5.  Conclusion ............................................................................................. 14 

Annex: Proposed EU-level targets for the 2026-2030 cycle........................ 15 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

1.  Introduction 

Developing the European Education Area (EEA) (1) as a genuine, common space 
for  quality  education  and  lifelong  learning  for  all  is  the  overarching  political 
objective  of  the  2021-2030  strategic  framework  for  European  cooperation  in 
education and training (2). The EEA is a comprehensive EU policy and investment 
strategy for quality, inclusive education and training in all contexts and sectors, 
from early childhood to adult life. Between 2021 and 2025, the building blocks of 
the EEA were put in place. This work was driven by shared strategic priorities (3), 
EU-level  targets,  European  cooperation,  joint  policy  delivery,  and  national 
reforms. In response to the Council’s invitation, the Commission carried out an 
evaluation  on  the  basis  of  extensive  consultations  and  an  external  support 
study (4).  The  evaluation  will  inform  Council  deliberations  on  the  review  of  the 
strategic framework ahead of its second, 2026-2030 cycle. This includes possible 
adjustments  of  EU-level  targets,  governance  and  priority  areas (5).  The 
Commission  Staff  Working  Document  (SWD)  summarises  the  findings  of  the 
evaluation, including the study. In addition to the key findings from this evaluation, 
the Union of Skills Communication (6) provides the most recent EU-level strategic 
orientation for education and skills. This also needs to be reflected in the review 
of the framework. 

2.  Conclusions from the evaluation 

2.1.  Strengths 

The  evaluation (7)  points  to  the  EU  added  value  of  the  strategic  framework, 
bringing Member States together to discuss and agree on quantified targets and 
building  agreement  and  cooperation  around  shared  priorities  within  the  wider 

(1)  Communication on achieving the European Education Area by 2025, COM/2020/625 
(2)  Council  Resolution  on  a  strategic  framework  for  European  cooperation  in  education  and 
training  towards  the  European  Education  Area  and  beyond  (2021-2030)  (EEA  Strategic 
Framework Resolution) 
Improving quality, equity, inclusion, and success for all in education and training;  
Making lifelong learning and mobility a reality for all; 
Enhancing competences and motivation in the education profession; 
Reinforcing European higher education; 
Supporting the green and digital transitions in and through education and training. 

(3) 

(4)  Forthcoming, July 2025 
(5)  EEA Strategic Framework Resolution 
(6)  COM/2025/90 
(7)  Evidence in SWD 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

education  and  training  community,  including  through  the  working  groups.  The 
EEA, despite having no regulatory power, managed to deliver results and relevant 
improvements, combining different support mechanisms, quantified targets, EU 
policy frameworks with concrete guidance and cooperation, mobilising EU funds, 
monitoring progress, and supporting the evaluation of reforms (8). Progress has 
been  made  on  EEA  strategic  priorities,  with  trends  toward  several  EU-level 
targets showing a positive upward convergence (e.g. early school leavers), but 
limited  or  decreasing  on  others  (e.g.  basic  skills) (9).  The  delivery  and 
combination of EEA implementation instruments were assessed as effective and 
coherent with each other and the priorities overall, while acknowledging the need 
for more efficiency and speed.  

Many EU-level policy initiatives (10) have been developed and set in motion, in 
areas ranging from inclusive and digital education, to learning for sustainability, 
promoting  mobility,  and  reinforcing  European  higher  education (11).  Evidence 
shows that the EEA succeeded in delivering important new EU-level actions (e.g. 
Erasmus+ Teacher Academies), in inspiring and supporting national reforms (see 
Box 1), and establishing structural, systemic and sustainable pathways for deeper 
European  cooperation  between  education  institutions  (e.g.  the  European 
Universities  Initiative).  Actions  supported  cooperation  between  Member  States 
and  education  and  training  institutions  at  the  EU  level,  contributed  to  policy 
progress and reforms at the national and regional levels, and improved the use 
of knowledge and best practices at the organisational level. 

(8)  Table 1 in SWD on EEA implementation instruments 
(9)  SWD 4.1, 5.1. For trends towards targets see also annex. 
(10)  19  strategic  EEA  initiatives  and  17  EU-level  projects  and  calls  were  analysed  in  the 

evaluation. Annex III of SWD, footnotes 4 and 5 show the full list. 

(11)  e.g.  Council  Recommendations  on  Pathways  to  school  success,  Europe  on  the  move, 
Learning for the  green transition and sustainable development, Improving  the provision of 
digital  skills  in  education  and  training,  or  Commission  Communications  on  a  European 
strategy for universities or a Blueprint for a European Degree. 

7 

 
 
Interim evaluation of the 2021-2030  
European Education Area strategic framework 

Box 1 – National EEA reforms 

In Lithuania, a reform embedded in the Education Development Programme 
aims to improve access to early childhood education and care (ECEC) for all 
children, especially those with disabilities and from vulnerable backgrounds. It 
was stimulated by the 2019 Council Recommendation on high-quality ECEC 
systems.  Its  adjustment  was  inspired  by  knowledge  shared  through  the 
Working  Group  (WG)  ECEC,  and  supported  by  the  European  Social  Fund+ 
(ESF+) and the Recovery and Resilience Facility (RRF). 

To  address  the  country-specific  recommendations  on  education,  Romania 
adopted  two  education  laws  in  2023  (addressing  equity  gaps,  attendance, 
learning  outcomes,  progression  to  higher  education  and  employment)  in  the 
framework  of  key  strategic  plans  (Educated  Romania  project,  Government 
programme  2021-2024).  The  EEA  and  its  key  initiative,  Pathways  to  School 
Success, referenced in the national documents, inspired these national reforms 
that  were  supported  with  funding  from  the  RRF,  the  Technical  Support 
Instrument (TSI), and the ESF+. 

In Spain, 2021 educational reforms made citizenship education a compulsory 
subject. The reform outlines competences for citizenship education in primary 
and compulsory secondary education. Through the EEA strategic framework, 
the Spanish Council Presidency facilitated cooperation and the sharing of good 
practices,  hosting  a  peer  learning  activity  for  members  of  WG  Equality  and 
Values in 2023. Work under the WG informed the 2023 Council conclusions on 
the contribution of education and training to strengthening common European 
values  and  democratic  citizenship.  This  helped  to  connect  the  technical  and 
political  levels  of  the  EEA  strategic  framework.  Jean  Monnet  actions  also 
contributed. 

In  Czechia,  comprehensive  digital  education  reform  focused  on:  (1)  Digital 
literacy reform to modernise the curriculum; (2) Teacher support; (3) Preventing 
digital  exclusion;  (4)  Adult  learning  targeting  digitally  excluded  vulnerable 
groups. The reform, informed by discussions in WG DELTA (12), aligns with the 
Digital  Competence  Framework 
country-specific 
recommendations  under  the  European  Semester.  It  includes  significant 
investments  in  digital  infrastructure  and  skills  development  through  the  RRF 
and the TSI. 

for  Citizens  and 

The  strategic  framework’s  strength  lies  in  its  strong  foundation  of  voluntary 
cooperation  and  co-creation.  Throughout  consultations  for  the  evaluation, 
Member  States  confirmed  their  strong  will  to  continue  cooperation  via  the 
strategic framework. 

EEA  governance  structures  (the  High-Level Group  on  Education  and  Training, 
reinforced by a new Coordination Board) ensured stronger political steering and 
more  strategic  agenda  setting,  compared  to  previous  cooperation  frameworks. 

(12)  Working Group of the EEA strategic framework on digital education: learning, training and 

assessment. 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

Working  groups  and  their  peer  learning  activities  served  as  critical  spaces  to 
discuss policy issues, to provide inspiration for national reforms, and encourage 
innovation. The EEA promoted a genuine European dimension to education 
and training (e.g. through the European Universities alliances and Learning EU 
initiatives), going beyond the legacy of earlier cooperation frameworks. 

its  original  ambitions. 

The  evaluation  shows  that  in  some  cases,  EU-level  cooperation  exceeded 
expectations  and 
lines  of 
communication and coordinated response acting as a hub for crisis management 
(e.g.  helping  Member  States  to  maintain  the  continuity  of  education  during 
COVID-19, and to integrate displaced Ukrainian learners into their education and 
training systems), boosting the EU’s resilience in face of crises. 

It  provided  efficient 

A strong consensus has emerged from the evaluation that the major challenges, 
structured through the strategic priorities identified by the Council in 2021 and in 
line  with  the  2023  Council  Resolution (13),  remain  relevant.  At  the  same  time, 
findings  suggest  that  the  Council  might  consider  updating  the  priorities  to 
adapt to the new reality. 

2.2.  Room for improvement 

2.2.1.  While  progress has  been made,  significant  challenges  remain.  These 
include deteriorating basic skills, teacher shortages, insufficient number of STEM 
graduates,  disparities  in  access  and  outcomes,  unmet  demand  for  learning 
mobility, 
learning,  and  weakening  democratic 
engagement among young people. The persistent incapacity to reach some of 
the targets calls for an urgent increase of focus, efficiency and speed in delivering 
reform. 

low  participation 

in  adult 

2.2.2. The results of the evaluation show that there are opportunities to improve 
the effectiveness and external coherence of the EEA strategic framework (14): 

a)  Cross-sectoral  coordination  and  coherence  are  unclear  and 
suboptimal  between  the  different  sectoral  policy  areas  concerning 
education  and  skills.  This is especially  the  case between  education, 
employment,  and  economic  policy  and  actors (15).  The  fragmented 
approach  makes  it  difficult  to  set  coherent  policy  and  investment 
priorities  supporting  better  competences,  skills  and  innovation  with 

(13)  2023/C 185/08 
(14)  SWD, Section 4.1. Some areas for improvement were already identified in the 2023 Council 
Resolution  on  The  European  Education  Area:  Looking  to  2025  and  beyond.  Guiding 
principles were set out in the Council Resolution on the governance structure of the strategic 
framework  for  European  cooperation  in  education  and  training  towards  the  European 
Education  Area  and  beyond  (2021-2030):  ownership  and  inclusion;  responsibility  and 
collaboration; cooperation. 

(15)  SWD section 4.1.6 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

sustainable investment in education and training, from basic skills to 
adult  learning.  The  evaluation  underlines  the  importance  of  the 
Semester as a key channel for the EEA strategic framework to drive 
evidence-informed  reforms  and  investments  in  education  and  skills. 
This calls for reflection on how to reinforce the role of education and 
training  actors  and  the  coordination  and  synergies  among  policy 
areas (16). 

b)  The  voluntary  and  informal  nature  of  the  governance  model,  in 
addition to unclear responsibilities, gaps in information flow between 
governance  bodies,  and  in  the  dissemination  of  EEA  outputs  at  the 
national level, prevent the framework from reaching its full potential to 
drive  and  support  national  reforms  along  common  priorities (17).  An 
example  is  the  Digital  Education  Action  Plan:  here,  the  absence  of 
strategic steering by the High-Level Group reduced the effectiveness 
of the implementation of the relevant Council Recommendations. 

2.2.3.  Two  major  gaps  hamper  evidence-informed  policymaking.  First,  EU-
level targets proved successful in focusing and tracking reforms and in informing 
EU-level cooperation and mutual learning. Still, such targets are missing for some 
key  longstanding  or  emerging  priorities  (e.g.  STEM,  equity,  citizenship  skills). 
Second,  evidence  of  national  reforms  following  up  on  EU  initiatives  remains 
scattered.  EU-level  monitoring  in  any  open  method  of  coordination  requires 
systematic evidence of the outcome and impact of national policies in response 
to flagship EU initiatives. Such evidence would be needed for the EEA to live up 
to  its  full  potential  to  support  evidence-informed  policy (18)  through  mutual 
learning,  and  to  inform  a  smart  combination  of  available  EEA  implementation 
instruments. 

3.  A new context 

While the priorities agreed in 2021 for the strategic framework remain relevant, in 
its  second  cycle  the  framework  will  operate  in  a  new  reality.  New  political 
priorities, tackling challenges as highlighted in several 2024 reports (19), should 
therefore also be reflected.  

(16)  SWD section 4.1.2 
(17)  SWD sections 4.1.1-4.1.2 
(18)  Council conclusions on  promoting evidence-informed  policy and practice  in education and 

training to achieve the European Education Area, C/2024/3642 

(19)  Letta,  E.  Much  more  than  a  market;  Draghi,  M.  The  future  of  European  competitiveness; 
Heitor,  M.  Align,  act,  accelerate:  Research,  technology  and  innovation  to  boost  European 
competitiveness; Niinistö, S. Safer Together – Strengthening Europe’s Civilian and Military 
Preparedness and Readiness 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

The  European  Council  committed  to  pursuing  a  prosperous  and  competitive 
Europe,  stepping  up  investment  in  people’s  competences and  skills,  economic 
and  social  well-being,  training  and  education  throughout  their  lives,  and 
enhancing  economic,  social  and  territorial  cohesion,  as  well  as  a  free  and 
democratic Europe, by upholding European values within the Union and at the 
global level (20). This is relevant in the context of the Commission’s objective to 
continue  work on  the EEA  to  drive  a  common approach  to  skills development, 
learning  mobility,  quality  and  inclusiveness,  while  strengthening  the  Erasmus+ 
programme (21). Skills shortages and gaps, insufficient transformation speed and 
fragmented and inefficient governance are hampering the EU’s competitiveness. 
The 2025 Union of Skills Communication highlights education and skills as key 
enablers for the EU’s economic competitiveness, preparedness and stability. In 
line  with  this  heightened  ambition,  the  profile  of  education  and  training 
deserves to be raised to the highest political level.  

Providing  learners,  regardless  of  age,  gender,  socio-economic,  ethnic  or 
migration  background,  or  special  needs,  with  the  necessary  competences  and 
skills for the future, whatever it will entail, is the key purpose of all education and 
training  systems,  from  early  childhood  to  adult  learning.  In  this  context,  the 
evaluation points to the need to further support Member States in adapting their 
education systems for students and teachers to thrive. 

4.  Issues for discussion 

The  results  of  the  evaluation  set  out  in  the  SWD,  the  areas  for  improvement 
mentioned  above  (section  2.2)  and  the  new  political  context  (section  3)  can 
provide the Council with inspiration for the review of the strategic framework to 
reinforce  cross-sectoral  coordination,  strengthen 
update  priorities, 
governance,  and  boost  evidence  driving  stronger  impact.  Tackling  persistent 
challenges  (2.2.1)  requires  more  focus  and  faster  implementation  of  effective 
reforms in light of the new reality. To be competitive and prepared for the future, 
skills gaps need to be closed and governance needs to be cohesive and efficient. 

to 

4.1.  Updating  priorities  to  the  new  reality  for  Europe’s 

competitiveness and preparedness 

As part of the review of the strategic framework, the Council could increase focus 
and step up efforts to tackle the most persistent and emerging issues (graduates 
in  STEM,  basic  skills,  the  teaching  profession)  under  the  current  strategic 

(20)  Strategic Agenda 2024-2029 

(21)  Mission letter, Roxana Mînzatu 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

priorities (22).  The  Council  could  consider  promoting  lifelong  learning  and 
skills  development  as  a  horizontal  priority  across  all  levels  of  education, 
starting with basic skills and addressing citizenship education as a strategic 
priority supported by a new EU-level target (see 4.3. and annex). This would be 
in line with the results of the evaluation (23), the extension of the concept of basic 
skills to cover citizenship skills, as set out in the Action Plan on Basic Skills (24), 
and the request of the Council, the European Parliament, and the Conference on 
the Future of Europe (25). 

4.2.  Governance reform and cross-sectoral coordination 
to  raise  the  level  of  ambition  and  steer  structural 
reforms 

Better cross-sectoral coordination to overcome policy fragmentation (2.2.2a) 
is in line with the heightened ambition of the Union of Skills. Breaking down silos 
between  the  education  and  training  sector,  the  employment  sector,  and  the 
economic  and  financial  sector  is  key  to  driving  a  common  approach  to  skills 
development. The strategic framework, including its governance at the political 
and  technical  levels,  could  be  more  closely  aligned  with  the  European 
Semester.  

The  Commission  is committed  to  playing  a  leading  role  in  reinforcing  the  links 
between  the  EEA  and  the  European  Semester,  including  through  the  new 
European  Skills  High-Level  Board.  This  key  vehicle  will  inform  the  EU-27 
Recommendation  on  human  capital,  announced  in  the  Union  of  Skills 
Communication.  The  EU-27  Recommendation  could  provide  a  firm  anchor  to 
reinforce the role of education within the European Semester, in support of the 
effective acquisition, recognition, and retention of skills across the EU (26). 

The review of the strategic framework can reflect on how the political profile of 
education  can  be  raised  to  reinforce  support  for  Member  States  in  the 
implementation of evidence-informed reforms. Discussion is also necessary on 
how the strategic framework can be more closely aligned with the Union of Skills 
in relation to skills for life and work.  

(22)  Set out in the EEA strategic framework Resolution covering the period 2021-2030, foreseeing 

the option for a review before the 2026-2030 cycle. 

(23)  SWD, 4.3. 
(24)  COM (2025)88 final 
(25)  Council Conclusions on the contribution of education and training to strengthening common 
European  values  and  democratic  citizenship  (2023).  See  also:  EP  Resolution  on  the 
implementation of citizenship education actions (2022), EP Resolution on proposals of the 
European Parliament for the amendment of the Treaties (2023), Conference on the Future 
of Europe (2022). 

(26)  European Council Conclusions, March 2025 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

Stronger,  streamlined,  simplified  and  better  connected  governance 
arrangements  (2.2.2.b)  would  help  to  reinforce  and  ensure  more  targeted 
support for evidence-informed reform to Member States, strengthening the link 
between  EU-level  coordination  and  implementation  at  the  national  level.  The 
Council  review  could  aim  to  enhance  information  flows  and  cooperation  by 
providing  clearer  responsibilities  for  strategic  governance  bodies  in  charge  of 
political  and  policy  steering,  guiding  implementation,  and  the  monitoring  of 
progress. 

Efforts  should  concentrate  more  sharply  on  implementing  much-needed 
structural reforms with greater efficiency. As demonstrated by the evaluation, a 
smart combination of governance with flagship initiatives (in particular the Action 
Plan  on  Basic  Skills,  the  STEM  Education  Strategic  Plan,  and  the  European 
degree) could drive and frame national reform priorities and encourage stronger, 
faster impact (27). The Commission is working on a comprehensive technical EU-
level toolbox designed to enhance support for implementation, through thematic 
cooperation and mutual learning, benefitting from a more effective mobilisation of 
funding. Supplementing the Technical Support Instrument, this toolbox, including 
tools  for  mutual  and  peer  learning  activities,  peer  counselling,  Learning  Lab 
training, and funding for transnational reform projects, would offer tailored cross-
country support to Member States. This would boost their capacity to accelerate 
the design and implementation of relevant structural reforms. 

4.3.  Filling knowledge gaps 

to 

focus  national 

The  work  to  close  knowledge  gaps  (2.2.3)  to  promote  evidence-informed 
policymaking  is  not  starting  from  scratch.  Assessing  the  effectiveness  of 
education and training systems using EU-level targets and supporting indicators 
informed 
helped 
policymaking (28). The Education and Training Monitor, as demonstrated by the 
evaluation, has become a successful knowledge broker between evidence and 
policy. Designed to be accessible to non-specialists, the Monitor makes a wealth 
of knowledge digestible for policy debate. The online Monitor Toolbox responded 
to  the  Council’s  request  for  indicators  in  the  areas  of  equity,  the  teaching 
profession, and learning for sustainability. 

reforms,  and  guided  evidence 

To  focus  and  steer  the  policy  debate  for  the  2026-2030  cycle,  discussion  is 
needed on bringing together the sectoral targets of the EEA 2021-2025 cycle and 
the  thematic  targets  of  the  Union  of  Skills.  The  Council  review  could  consider 
completing  the  set  of  targets  with  two  new  EU-level  targets  on  equity  and 
citizenship education. This would help to recognise their crucial role in promoting 
basic skills and quality, inclusive education. A possible combination of thematic 

(27)  SWD 5.2, 5.7 
(28)  SWD 4.1.2, 5.3 

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Interim evaluation of the 2021-2030  
European Education Area strategic framework 

and  sectoral  targets  to  support  enhanced  progress  monitoring  is  detailed  in 
annex. 

In addition, in the 2026-2030 cycle, monitoring at the EU level can be reinforced 
by consistent reporting by Member States, feeding mutual learning and evidence-
informed policymaking. In line with the findings of the evaluation, a discussion in 
the Council could focus on such reporting, weighing countries’ reporting burden 
against the effectiveness of the EEA.  

The knowledge gained from such EU-level monitoring can feed into the new 
European  Skills  Intelligence  Observatory.  A  stronger  evidence  base  in  turn 
informs the European Skills High-Level Board and the EU-27 Recommendation 
on  human  capital  under  the  European  Semester.  This  would  help  to  guide 
investments in education and skills and link EU funds to structural reforms. 

5.  Conclusion 

The  evaluation  underlined  the  added  value  and  achievements  of  the  EEA 
strategic  framework,  its  strong  voluntary  cooperation  and  co-creation,  with 
practice at its core. It also shed light on limitations preventing the full realisation 
and  monitoring  of  impact  and  reforms  in  education  and  skills.  The  European 
Commission  is  committed  to  support  the  continuous  improvement  of  the  EEA. 
This is needed to ensure the education and training community is mobilised in 
driving  the  necessary  change  promoting  Europe’s  competitiveness,  social 
cohesion, preparedness and democracy. 

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Interim evaluation of the 2021-2030  
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Annex: Proposed EU-level targets for the 2026-2030 

cycle 

 – 

Target proposed in Union of Skills 
– 
Communication 
EEA target reaffirmed in the Union of 
 – 
Skills Communication 

– 

 – 

– 

Possible new target for EEA 2026-
2030 
Existing EEA target that could be 
reaffirmed in EEA 2026-2030 

– 

 – 

THEMATIC TARGETS 

1.  Basic skills 

By 2030, the share of underachievement in reading, mathematics and science should be less 
than 15%. [OECD PISA] 

Reading 
26.2% (2022) 

Mathematics 
29.5% (2022) 

Science 
24.2% (2022) 

30%

25%

20%

15%

10%

30%

25%

20%

15%

10%

Target

30%

25%

20%

15%

10%

Target

Target

2006 2009 2012 2015 2018 2022

2006 2009 2012 2015 2018 2022

2006 2009 2012 2015 2018 2022

By 2030, the share of top performance in reading, mathematics and science should be at least 
15%. [OECD PISA] 

Reading 
6.5% (2022) 

Mathematics 
7.9% (2022) 

Science 
6.9% (2022) 

15%

10%

5%

0%

Target

15%

10%

5%

0%

Target

15%

10%

5%

0%

Target

2009 2012 2015 2018 2022

2006 2009 2012 2015 2018 2022

2006 2009 2012 2015 2018 2022

By  2030,  the  share  of  underachievement  in 
computer  and  information  literacy  should  be 
less than 15%. [IEA ICILS] 

By 2030, the share of adequate performance 
in  civic  knowledge (29)  should  be  at  least 
85%. [IEA ICCS] 

42.5% (2023) 
[No trend available] 

63.1% (2022) 
[No trend available] 

(29)  This is a new target based on an indicator discussed with the standing group on indicators 
and  benchmarks  (SGIB)  during  its  meeting  of  18-19 June  2024.  It  concerns  the  share  of 
eighth graders (age 13-14) reaching at least competence level B in the International Civic 
and Citizenship Education Study (ICCS) conducted by the International Association for the 
Evaluation of Educational Achievement (IEA). 

15 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Interim evaluation of the 2021-2030  
European Education Area strategic framework 

2.  STEM 

By 2030, the share of students enrolled in STEM fields in initial medium-level VET should be 
at least 45%, with at least 1 out of every 4 students female. [UOE administrative data collection] 

Total: 36.3% (2023) 

Women (out of total): 15.4% (2023) 

Target

50%
48%
46%
44%
42%
40%
38%
36%
34%
32%
30%

Target

30%
28%
26%
24%
22%
20%
18%
16%
14%
12%
10%

5
1
0
2

6
1
0
2

7
1
0
2

8
1
0
2

9
1
0
2

0
2
0
2

1
2
0
2

2
2
0
2

3
2
0
2

5
1
0
2

6
1
0
2

7
1
0
2

8
1
0
2

9
1
0
2

0
2
0
2

1
2
0
2

2
2
0
2

3
2
0
2

By 2030, the share of students enrolled in STEM fields at tertiary level should be at least 32%, 
with at least 2 out of every 5 students female. [UOE administrative data collection] 

Total: 26.9% (2023) 

Women (out of total): 32.2% (2023) 

Target

34%
32%
30%
28%
26%
24%
22%
20%

45%

40%

35%

30%

25%

20%

Target

2018 2019 2020 2021 2022 2023

2018 2019 2020 2021 2022 2023

By 2030, the share of students enrolled in ICT PhD programmes should be at least 5%, with at 
least one out of every three students female. [UOE administrative data collection] 

Total: 3.8% (2023) 

Women (out of total): 24.3% (2023) 

6%

5%

4%

3%

2%

1%

0%

Target

Target

40%

30%

20%

10%

2018 2019 2020 2021 2022 2023

2018 2019 2020 2021 2022 2023

16 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Interim evaluation of the 2021-2030  
European Education Area strategic framework 

3.  International attractiveness 

4.  Equity 

By 2030, the number of inward degree mobile 
tertiary graduates from outside the EU should 
be at least 350 000. [UOE administrative data 
collection] 

learners 

the  share  of 

By  2030, 
from 
disadvantaged  socio-economic  backgrounds 
with  a  good  achievement  in  at  least  one 
domain (30) (reading, mathematics or science) 
should be at least 25%. [OECD PISA] 

269 740 (2023) 

16.3% (2022) 

Target

400 000

350 000

300 000

250 000

200 000

150 000

100 000

201820192020202120222023

SECTORAL TARGETS 

30%
28%
26%
24%
22%
20%
18%
16%
14%
12%
10%

Target

2015

2018

2022

1.  Pre-school 

2.  School 

By 2030, at least 96% of children between 3 
years old and the starting age for compulsory 
primary  education  should  participate  in  early 
[UOE 
childhood  education  and 
administrative data collection] 

care. 

By  2030,  the  share  of  early  leavers  from 
education  and  training  should  be  less  than 
7% (31). [EU Labour Force Survey] 

94.6% (2023) 

9.3% (2024) 

Target

100%

95%

90%

85%

11%

10%

9%

8%

7%

6%

5%

Target

2018 2019 2020 2021 2022 2023

2019 2020 2021 2022 2023 2024

3.  Vocational education and training 

A  decision  on  VET  targets  will  be  taken  as  part  of  the  European  strategy  for 
vocational education and training. 

(30)  This is a new target based on an indicator discussed with the SGIB during its meeting of 11-
12 December 2024. It concerns the share of 15-year-olds in the bottom quarter of an index 
for  economic,  social  and  cultural  status  reaching  at  least  competence  level  4  in  the 
Programme for International Student Assessment (PISA) conducted by the OECD. 

(31)  Target level was 9% in the EEA 2021-2025 cycle. 

17 

 
 
 
 
 
 
 
 
Interim evaluation of the 2021-2030  
European Education Area strategic framework 

4.  Tertiary 

5.  Adult learning 

By  2030,  the  share  of  25-34-year-olds  with 
tertiary  educational  attainment  should  be  at 
least 50% (32). [EU Labour Force Survey] 

By 2030,  at least 60% of adults should have 
participated  in  learning  during  the  last  12 
months. [Adult Education Survey] 

44.2% (2024) 

39.5% (2022) 

55%

50%

45%

40%

35%

Target

2019 2020 2021 2022 2023 2024

65%

55%

45%

35%

25%

15%

Target

2007

2011

2016

2022

(32)  Target level was 45% in the EEA 2021-2025 cycle. 

18 

 
 
 
 
 
 
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