Statistics and indicators for VET and lifelong learning

Statistics and indicators by theme

• Education and Training 2020 (benchmarks)
• Initial vocational education and training
• Continuing vocational training and adult learning
• Employment and knowledge
• Economic and demographic background

Pipeline approach: statistics and indicators for VET and lifelong learning

• input
• process
• output
• outcome
• context indicators

Continuing vocational training and adult learning
At a time when Europes population is ageing rapidly, continuing vocational training and adult learning is of profound importance to Europes competitiveness and to the employability of its citizens.
Continuing vocational training takes place after initial education or entry into working life and aims to help people to improve or update their knowledge and skills or to acquire new ones.
Eurostats Continuing Vocational Training Survey (CVTS) is the main source of data on vocational training in enterprises, though further sources exist. Users should note the differences in methodologies (collection method, sample, time scale, definition, etc) between the various sources.
Continuing vocational training and adult learning    
Participation in CVT courses in enterprises  
Cost and financing of CVT course in enterprises
Non-formal learning within paid working hours
Adult participation in Lifelong learning
Hours in CVT courses per employee (all enterprises) by NACE
Participants in other forms of CVT by type of training
Vocational training allowances for unemployed
Non-formal education and training activities by provider
Relevant classifications and methodology    
The 3rd Continuing Vocational Training Survey Manual.
EU LFS manual.
ESSPROS Manual.
Terminology of vocational training policy (Cedefop puplication).
For more detailed data and further methodological information go to Eurostat. This data can be downloaded for free. Users are advised to reference the relevant data source.

Education and Training 2020: European benchmarks.
Indicators and benchmarks are an important means of measuring progress in education and training. In 2009 as part of the Education and Training strategy ("ET 2020"), the Council of the European Union concluded that five reference levels should be established and monitored for measuring progress in the period 2010-2020.
Reference levels of European average performance:
- Early leavers from education and training: by 2020, the share of early leavers from education and training should be less than 10%.
- Tertiary level attainment: by 2020, the share of 30-34 year olds with tertiary educational attainment should be at least 40%.
- Adult participation in lifelong learning: by 2020, an average of at least 15% of adults (25-64 years old) should participate in lifelong learning
- Early childhood education: by 2020, at least 95% of children between 4 years old and the age for starting compulsory primary education should participate in early childhood education
- Low achievers in basic skills: by 2020, the share of low-achieving 15-years olds in reading, mathematics and science should be less than 15%.

Initial vocational education and training.
Cedefops skill needs project has forecast a net employment increase of almost 9.5 million jobs at the medium educational level (ISCED level 3 and 4) between 2006 and 2015. This has major implications for the further development of initial vocational education, its financing and its policies.
Initial vocational education and training statistics provide information on general and vocational education carried out in the formal education system, usually before entering working life.
Initial vocational training, as covered by the UNESCO/OECD/Eurostat (UOE) data collection, includes solely school-based programmes and combined school and work-based programmes (if the school component accounts for at least 10 per cent and is part of the education system with appropriate oversight).