how does evidence inform european policy-making in the ... › cmsdata › 163744 ›...

0Education

and Training

Education

and Training

Lars Bo JakobsenHead of Unit

Education and Youth Policy Analysis

EACEA

21 May 2019

How Does Evidence Inform European Policy-making in the Educational Sphere?

Date: in 12 ptsEducation

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1

Structure

1. EU competence, governance and the role

of evidence

2. Monitoring and quantitative evidence

3. Structural indicators: Eurydice’s contribution

4. Conclusions


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Competences in the education field

Article: 165

Union shall contribute to the development of quality education by encouraging coope-

ration between Member States and, if necessary, by supporting and supplementing their

action, while fully respecting the responsibility of the Member States for the content of

teaching and the organisation of education systems and their cultural and linguistic

diversity.

– the Council, on a proposal from the Commission, shall adopt recommendations.

Lisbon strategy/ Europe 2020

Fixing guidelines, quantitative and qualitative indicators, benchmark, monitoring,

evaluation and per review. Guidance to Member States (CSRs)


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Evidence in a historic perspective

• 2000 Lisbon strategy - OMC

• 2001 Detailed work programme for Education&Training

• 2003 Benchmarks (reference levels of average performance)

• 2007 Knowledge-based policy in education and training

• 2009 ET2020

• 2010 Europe 2020


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Proposed by the Commission and agreed by the European Council in

March 2010: all Member States were invited to set national targets on this basis.

EMPLOYMENT

INNOVATION

CLIMATE /

ENERGY

EDUCATION

POVERTY

75% of the population aged 20-64 should be employed

3% of the EU's GDP should be invested in R&D

A reduction of greenhouse gas emissions by 20%

A share of renewable energies up to 20%

An increase in energy efficiency by 20%

The share of early school leavers should be under 10%

At least 40% of the younger generation should have a degree or diploma

Lifting at least 20 million people out of poverty

EU targets agreed for 2020


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ET 2020 - benchmarks

• at least 95% of children between the age of four and the age for starting compulsory primary education should participate in early childhood education;

• the share of 15-years olds with insufficient abilities in reading, mathematics and science should be less than 15%;

• the share of early leavers from education and training should be less than 10%;

• the share of 30-34 year olds with tertiary educational attainment should be at least 40%;

• an average of at least 15 % of adults (age group 25-64) should participate in lifelong learning.

• The share of employed recent graduates should be at least 82%;


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6

EU governance in Education

Overall strategic frameworks Europe 2020 and ET 2020

underpinned by:

1. Research/Analytical evidence + Progress monitoring

2. Agreed policy frameworks

3. Working groups linked to ET 2020 priority areas

4. Peer learning + dissemination of good practices

5. Dialogue with and guidance to Member States


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Evidence, monitoring,

Stock taking : EURYDICE

Agreed EU objectives, policyframeworks and targets

EU 2020: Policy guidance through CSRs

Nationalimplementation

New knowledge and identified challenges

Policy Process in the Education field Europe 2020


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Key EU policy frameworks

The EU has agreed the most appropriate policy

response in a number of fields including:

• Early Childhood Education and Care

• Early leaving from Education and Training

• Key competences

• Modernisation of higher education

• Adult Education


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Structure

1. EU competence, governance and the role of

evidence



4. Conclusions

10Education

and Training

11Education

and Training


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Early leavers from

education andtraining

Tertiary education

attainment

Employment rate of

recent graduates

Adult participation in

learning

Early childhood

education and care

Underachievement in

reading

Underachievement in

maths

Underachievement in

science

Germany

EU target

EU average

A comparative

country perspective


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13

Structure

1. EU competences, governance and the role of

evidence



4. Conclusions


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Eurydice

Network in 2016

38 COUNTRIES

42 NATIONAL UNITS(under Ministries’ responsibility)

14


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Eurydice background report to the

Education and Training Monitor

Additional information about the

indicators in the Monitor:

• definitions, national context and

country examples;

• detailed figures;

• policy changes and reforms

Coverage of 34 countries

1

5


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Eurydice Structural indicators in support of the Monitor

ECEC

Basic skills

ELET

Highereducation

Mobility

Graduateemployability


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Europe 2020 Headline target on tertiary attainment

Europe 2020 headline target: The share of 30-34 year olds withtertiary educational attainment should be at least 40%

Eurydice structural indicators:

Higher

Education

Targets for

widening

participation of

under-repre-

sented groups

Monitoring of

characteristics

of student

body

Recognition of

informal and

non-formal

learning

Completion

rate as a

requirement in

external

Quality

Assurance

Performance-

based funding

with focus on

social

dimension


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1

8

Table 2.2.2. Tertiary attainment: a selection of structural indicators

Recognition of

informal or non-formal learning

Quantitative

targets for under-represented

groups

Monitoring of

socio-economic background of

students

Completion rates

as a required criterion in

external QA

Performance-based funding

mechanisms with a social dimension

focus

BE fr

BE de

BE nl

BG

CZ

DK

DE :

EE

IE

EL

ES

FR

HR

IT

CY

LV

LT

Source: European Commission/EACEA/Eurydice (2015), Structural indicators to

monitor education and training systems: Eurydice background report

(http://eacea.ec.europa.eu/education/eurydice).


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Figure 3.1: Quantitative targets for widening participation in and/or completion of

higher education by under-represented groups, 2015/16

Source: Eurydice.

Quantitative targets for entry to and/or

participation in higher education

Quantitative targets for the completion of

higher education and/or finding employment

No quantitative targets

Not available


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20

Structure

1. EU competences, governance and the role of

evidence



4. Conclusions


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Education policy is a relatively new phenomenon at

European level

Evidence plays an important role in the dialogue with

Member States in relation to ET 2020/EU 2020:

• -The Commission needs quantitative and structural

evidence to legitimately enter into dialogue with MS

• -Instruments for highlighting, sharing, learning

Conclusions


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Thank you for your attention!

http://eacea.ec.europa.eu/

eurydice/index_en.php

http://eacea.ec.europa.eu/education/eurydice/index_en.php

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