EURYDICE Recent activities and publications Working Group Education and Training Statistics Luxembourg, 23-24 May 2011 EURYDICE Recent activities and publications Stanislav Ranguelov Education, Audiovisual and Culture Executive Agency Eurydice Unit 1

Adults in Formal Education: Policies and Practice in Europe Grade Retention during Compulsory Education in Europe: Regulations and Statistics Adults in Formal Education: Policies and Practice in Europe Forthcomming publications: Teaching reading in Europe: contexts, policies and practices Key Data report on Learning and Innovation Through ICTs in Schools Modernising higher education in Europe: funding and the social dimension

Grade Retention during Compulsory Education in Europe The study compares how grade retention – making pupils repeat a school year - is applied in schools across Europe. It shows that practices vary greatly between countries: whether a child has to repeat a year at school depends more on the educational culture concerned and teacher appraisal than on the child's performance. It 31 countries (all EU Member States, Iceland, Liechtenstein, Norway and Turkey). The communication of the European Commission « Tackling Early School Leaving: A key Contribution to the Europe 2020 Agenda  » states that: “Early school leaving is influenced by educational factors, by individual circumstances and by socio-economic conditions. It is a process rather than a one-off event. It often starts already in primary education with first experiences of school failure and growing alienation from school”.

Grade Retention during Compulsory Education in Europe Admission to primary education (2009/10) Official age as sole criterion Postponing still possible at the request of parents Other admission criteria: Level of development Maturity Readiness Source: Eurydice 4

Grade Retention during Compulsory Education in Europe Role of education professionals within and outside the school in the grade retention decision-making process in primary education (2009/10) Class teacher(s) Other teaching staff School head Other parties Automatic progression 5

Grade Retention during Compulsory Education in Europe Existing regulations on grade retention Grade retention possible Restrictions Automatic progression Primary Lower secondary Source: Eurydice Academic progress Overall assessment Subject results (marks) Attendance record/family situations Behaviour 6

Grade Retention during Compulsory Education in Europe Proportion of 15-year-old pupils who have repeated a year at least once in primary and/or lower secondary education, 2009 Similarité des régulations mais différences dans la pratique: - Pas de limitations durant toute la scolarité obligatoire (EE, IT, LV, LT, RO, SE, UK, TR) mais taux relativement bas - Le redoublement est possible deux fois durant la scolarité obligatoire (CZ, DK, ES) Source: OECD, PISA database 2009 7

Grade Retention during Compulsory Education in Europe Main Findings The idea that grade retention is beneficial for pupils is still prevalent in the education community The practice of grade retention varies widely among European countries. There is no clear relationship between regulations and grade retention rates in practice. Retaining a child depends more on the educational culture and teacher appraisal than on child’s performance. The challenge lies more in questioning certain assumptions and beliefs rather than regulatory change.

Adults in Formal Education: Policies and Practice in Europe Scope of the Study Direct response to the Action Plan on Adult Learning, in particular its «one step up» objective. Policies and measures with respect to opportunities for adults to upgrade their educational attainment Nationally recognized qualifications. Formal education and training programmes + opportunities for validation of non-formal and informal learning European cooperation in the field of adult education and training: One of the ET2020 benchmarks: by 2020 at least 15% of adults in Europe should participate in education and training. 2006: the European Commission's Communication It is never too late to learn. 2007 (2007-2010): the Action Plan on Adult Learning It is always a good time to learn. Future plans: A new action plan on adult learning

Adults in Formal Education: Policies and Practice in Europe Adult population in Europe with educational attainment below upper secondary level (ISCED 3), age 25-64 (%), 2009 Source: Eurostat, EU Labour Force Survey (data extracted January 2011). 10

Adults in Formal Education: Policies and Practice in Europe Completion of lower secondary education (ISCED 2) as a condition of access by adults to upper secondary education (ISCED 3), 2009/10 Completion of lower secondary education is a necessary condition to enter into all ISCED 3 programmes is a necessary condition to enter into some ISCED 3 programmes is not a necessary condition to enter into ISCED 3 programmes Data not available Source: Eurydice 11

Adults in Formal Education: Policies and Practice in Europe Moving towards higher education: alternative routes to higher education for non-traditional candidates, 2009/10 Alternative routes exist No alternative route Source: Eurydice 12

Distribution of part-time students by age (ISCED 5 and 6), 2008 Adults in Formal Education: Policies and Practice in Europe Distribution of part-time students by age (ISCED 5 and 6), 2008 15-29 years old 30+ years old Source: Eurostat, UOE (data extracted December 2010)

Forthcomming publications Teaching reading in Europe: contexts, policies and practices The aim of the study is to identify some of the essential factors that impact the acquisition of reading literacy skills and review where national policies stand in relationship to these factors. It covers pupils aged 3 to 15 and focuses on 4 key topics: teaching approaches; tackling reading difficulties; teacher education; promotion of reading in society. Foreseen publication date: end June 2011 Key Data report on Learning and Innovation Through ICTs in Schools This edition of the Key Data series will especially focus on the use of ICTs to promote innovation in educational processes as well as to foster the creative development of pupils and students. It presents the evolution in the availability of ICT equipment in schools, its impact on the educational processes and curricula, the adoption of innovative methods for teaching and finally the ways in which the new skills are developed. Foreseen publication date:15 June 2011 Modernising higher education in Europe: funding and the social dimension The study will especially analyse the issues around financing the sector, financial aid to students and families as well as the question of the fees. Published jointly with Eurostat, it will include statistical indicators, an analysis of national policies and national country sheets.
 Foreseen publication date: Summer 2011

Four Key Data publications Work Programme for 2011-2012 Four Key Data publications Key data on education in Europe (spring 2012) Key data on teaching languages at school (summer 2012) Key data on teachers and school heads (spring 2013) Key data on early childhood education and care (summer 2013)

Key Data on Educaiton in Europe 2012 Revision of the content …to preserve its principal added value, which is to provide a global view of the different types of education systems, the different forms of organisation as well as indications of trends in education (time series on participation, finance and qualifications).

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