Strategic development group Update on education and lifelong learning statistics 17/6/2009

Context Coherent framework for LLL indicators Post Lisbon strategy on education and LLL Employment guidelines Flexicurity New skills for new job Bologna process More globally: strategy for employment, growth and innovation … 17/6/2009

Education system statistics An implementing act to cover the education systems statistics is on-going (UOE data collection) Currently implemented on a gentlemen’s agreement basis To keep compatibility with UOE data collection manual, other org. and to remain flexible To focus on EU policy relevant data as compulsory Submitted at the September ETS and DSS meeting Adoption by the ESSc early 2010 17/6/2009

ISCED revision Started in 2007 at the UNESCO general conference – to be submitted at the same body in 2011 UIS in the driving seat, creation of a ISCED Technical Advisory Group Main Eurostat concerns: ISCED 5 in the context of the Bologna process ISCED 4 and its various implementations Relations between orientations (gen/voc) and destination (ABC) Consistency with Classification of learning activities, and fields of activities Educational attainment of the population ISCED implementation and governance Intermediate outcomes to be presented at the ETS and DSS September meetings 17/6/2009

Lifelong learning: overall strategy Review of the three sample surveys providing results on participation in education and training. Revision of implementing act for the 2010 CVTS Possible revision of implementing act for the LFS (2013/2014 with tests before – to improve quality and comparability) Coherence with the 2011 AES implementing act. Context: structural indicator (target: 12.5% by 2010) used in: - Open method of coordination in the domain of education and training (Standing Group on Indicators and Benchmarks) -benchmarks and core indicators ("Education and Training 2010“) - Employment guidelines (Employment Committee Indicators Group) 17/6/2009

Lifelong learning: overall strategy (cont.) Surveys on participation in education and training: Survey Main use Reference period AES Provides detailed information on the participation of individuals in education and training activities 12 months LFS Provides annual evolutions for a limited set of indicators (structural indicator 'lifelong learning') 4 weeks CVTS Focuses on enterprise strategies for employee skills development 17/6/2009

Impact on the LFS Distinction formal education and non-formal education and training (minor impact) Improvement of coverage of non-formal education and training activities Identification and recommendations on questions on different types of non-formal education and training activities Explicit exclusion of the guided on the job training  In line with the CLA, improve coherence between the AES and the LFS, improve the comparability among countries. Reduction of the scope of the variables on education and training The availability of AES results will allow for a reduction of the scope of the variables characterising the participation in the LFS (e.g. fields of the education and training in the last 4 weeks). NOTE: TF discussion also on the possible use of a 12 months reference period for the LFS 17/6/2009

Impact on CVTS 4 a) Simplification of the CVTS questionnaire For all information which would be collected by the AES and which does not need to be crossed with other results at micro data level. Coherence with AES/CLA Age and sex breakdowns (AES) Disadvantaged groups (LFS and ad-hoc modules) Other simplifications: hours of training, IVT costs b) Few additional questions on skill needs Communication of the Commission on 'new skills for new jobs‘ CVTS as one possible tool to complete the scarce information available In line with the adaptation of the survey towards enterprise strategies. c) Extension of the NACE sectors covered Sectors L, M, and N in NACE Rev 1 = O, P, and Q in NACE Rev 2) Highly relevant for CVTS results Other EU enterprise surveys have extended the sample to these sectors 17/6/2009

Extension of the survey to individuals aged 15-24 Impact on the AES Extension of the survey to individuals aged 15-24 Focus of the LFS on trends and improvement on coverage of non-formal activities Via reduction in the scope of the education and training variables (e.g. fields of the education and training in the last 4 weeks). Implies a better coverage in the AES of the younger age groups Drop-outs (pilot AES question BG13) Context of the discussion: ISCED review and 'early school leavers‘ Complementary statistics on drop-outs, i.e. on persons having attended a given education programme without completing it. Repeat 2007 AES question BG14 (did you ever start a level of education higher than the level you mentioned ion BG 10 but had to abandon it?) 17/6/2009

Variables required for the coherence with CVTS Impact on the AES Variables required for the coherence with CVTS Scope of the CVTS: enterprises with 10 employees or more in selected economic sectors (at EU level). Coherence with the AES results is not fully ensured for breakdowns by enterprise types and the economic sector (local unit) Coherence for overall results (CVTS related breakdowns by. age and sex, participants by field of education and training): Activity financed in total or at least partially by the enterprise:  Did the training activity took place during working hours?  Full or partial payment of the activity by the employer? (if the activity takes place outside working hours) Trainees and apprentices to be isolated (excluded from the core questionnaire of the CVTS) 17/6/2009

Time table ETS – DSS presentation in September 2009 Adaptations for a presentation of CVTS and AES acts in May 2010 at the ESSc 2011: implementation of AES and CVTS regulations and LFS tests 2012: LFS test results and proposals for adaptations in the legal acts 17/6/2009