Irlanda

Chapter C includes indicators that are a mixture of outcome indicators, policy levers and context indicators. Internationalisation of education and progression rates are, for instance, outcome measures to the extent that they indicate the results of policies and practices at the classroom, school and system levels. But they can also provide contexts for establishing policy by identifying areas where policy intervention is necessary, for example, to address issues of inequity.

Eurostat Dataset Id:trng_aes_185 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population

The ad-hoc module "labour market situation of migrants and their immediate descendants" aimed at comparing the situation on the labour market for first generation immigrants, second generation immigrants, and nationals, and further to analyse the factors affecting the integration in and adaptation to the labour market.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

'Statistics on high-tech industry and knowledge-intensive services' (sometimes referred to as simply 'high-tech statistics') comprise economic, employment and science, technology and innovation (STI) data describing manufacturing and services industries or products traded broken down by technological intensity. The domain uses various other domains and sources of  Eurostat's official statistics (CIS, COMEXT, HRST, LFS, PATENT, R&D and SBS) and its coverage is therefore dependent on these other primary sources. Two main approaches are used in the domain to identify technology-intensity: the sectoral approach and the product approach. A third approach is used for data on high-tech and biotechnology patents aggregated on the basis of the International Patent Classification (IPC) 8th edition (see summary table in Annex 1 for which approach is used by each type of data). The sectoral approach: The sectoral approach is an aggregation of the manufacturing industries according to technological intensity (R&D expenditure/value added) and based on the Statistical classification of economic activities in the European Community (NACE)  at 2-digit level. The level of R&D intensity served as a criterion of classification of economic sectors into high-technology, medium high-technology, medium low-technology and low-technology industries. Services are mainly aggregated into knowledge-intensive services (KIS) and less knowledge-intensive services (LKIS) based on the share of tertiary educated persons at NACE 2-digit level. The sectoral approach is used for all indicators except data on high-tech trade and patents. Note that due to the revision of the NACE from NACE Rev. 1.1 to NACE Rev. 2 the definition of high-technology industries and knowledge-intensive services has changed in 2008. For high-tech statistics it means that two different definitions (one according NACE Rev. 1.1 and one according NACE Rev. 2) are used in parallel and the data according to both NACE versions are presented in separated tables depending on the data availability. For example as the LFS provides the results both by NACE Rev. 1.1 and NACE Rev. 2, all the table using this source have been duplicated to present the results by NACE Rev. 2 from 2008. For more details, see both definitions of high-tech sectors in Annex 2 and 3. Within the sectoral approach, a second classification was created , named Knowledge Intensive Activities KIA) and based on the share of tertiary educated people in each sectors of industries and services according to NACE at 2-digit level and for all EU28 Member States. A threshold was applied to judge sectors as knowledge intensive. In contrast to first sectoral approach mixing two methodologies, one for manufacturing industries and one for services, the KIA classification is based on one methodology for all the sectors of industries and services covering even public sector activities. The aggregations in use are Total Knowledge Intensive Activities (KIA) and Knowledge Intensive Activities in Business Industries (KIABI). Both classifications are made according to NACE Rev. 1.1 and NACE Rev. 2 at 2- digit level. Note that due to revision of the NACE Rev.1.1 to NACE Rev. 2 the list of Knowledge Intensive Activities has changed as well, the two definitions are used in parallel and the data are shown in two separate tables. NACE Rev.2 collection includes data starting from 2008 reference year. For more details please see the definitions in Annex 7 and 8. The product approach: The product approach was created to complement the sectoral approach and it is used for data on high-tech trade. The product list is based on the calculations of R&D intensity by groups of products (R&D expenditure/total sales). The groups classified as high-technology products are aggregated on the basis of the Standard International Trade Classification (SITC). The initial definition was built based on SITC Rev.3 and served to compile the high-tech product aggregates until 2007. With the implementation in 2007 of the new version of SITC Rev.4, the definition of high-tech groups was revised and adapted according to new classification. Starting from 2007 the Eurostat presents the trade data for high-tech groups aggregated based on the SITC Rev.4. For more details, see definition of high-tech products in Annex 4 and 5. High-tech patents: High-tech patents are defined according to another approach. The groups classified as high-tech patents are aggregated on the basis of the International Patent Classification (IPC 8th edition). Biotechnology patents are also aggregated on the basis of the IPC 8th edition. For more details, see the aggregation list of high-tech and biotechnology patents in Annex 6. The high-tech domain also comprises the sub-domain Venture Capital Investments: data are provided by INVEST Europe (formerly named the European Private Equity and Venture Capital Association EVCA). More details are available in the Eurostat metadata under Venture capital investments. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

The annual expenditure on public and private educational institutions per pupil/student compared to GDP per capita relates the resources (e.g. expenditure for personnel, other current and capital expenditure) being devoted to education in public and private educational institutions to the overall economic welfare of a country. It is based on full-time equivalent enrolment. The use of GDP per capita allows the comparison of levels of economic activity of different sized economies (per capita) irrespective of their price levels (in PPS).

Expenditure per pupil/student in public and private institutions measures how much central, regional and local levels of government, private households, religious institutions and firms spent per pupil/student. It includes expenditure for personnel, other current and capital expenditure.

Eurostat Dataset Id:educ_bo_ou_terd The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

The indicator is defined as the percentage of people aged 25-64 who have successfully completed at least upper secondary education. This educational attainment refers to ISCED (International Standard Classification of Education) 2011 level 3-8 for data from 2014 onwards and to ISCED 1997 level 3-6 for data up to 2013. The indicator is based on the EU Labour Force Survey. The indicator aims to measure the share of the population that is likely to have the minimum necessary qualifications to actively participate in social and economic life. It should be noted that completion of upper secondary education can be achieved in European countries after varying lengths of study, according to different national educational systems.

The indicator is defined as the percentage of people aged 25 to 64 who have successfully completed at most lower secondary education. This educational attainment refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. The indicator is based on the EU Labour Force Survey.

The indicator is defined as the percentage of people aged 25 to 64 who have successfully completed at most lower secondary education. This educational attainment refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013.

The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.

This indicator is defined as the share of persons with an equivalised disposable income below the risk-of-poverty threshold, which is set at 60 % of the national median equivalised disposable income (after social transfers).

People at risk of poverty after social transfers by highest level of education attained.  Persons are at risk of poverty if their equivalised disposable income is below the risk-of-poverty threshold, which is set at 60 % of the national median after social transfers.

The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

Data cited at: Barro-Lee

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The focus of this domain is on enlargement countries, in other words the following country groups: candidate countries — Albania (AL), the former Yugoslav Republic of Macedonia (MK), Montenegro (ME), Iceland (IS), Serbia (RS) and Turkey (TR)potential candidates — Bosnia and Herzegovina (BA), as well as Kosovo (XK) (*) An extensive range of indicators is presented in this domain, including indicators from almost every theme covered by European statistics. Only annual data are published in this domain. (*) This designation is without prejudice to positions on status and is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo declaration of independence.

The present data collection refers to data on formal childcare and other types of care by duration (less than 30 hours a usual week; 30 hours or more a usual week), age of the child (0-2 years; 3 to admission age for compulsory school; admission age for compulsory school to 12) and country. Formal childcare refers to the four EU-SILC survey variables: 1. Education at pre-school or equivalent 2. Education at compulsory education 3. Child care at centre-based services outside school hours 4. Child care at day-care centre organised/controlled by a by public or private structure Other types of care  refers to the EU-SILC survey variables: 1. Child care by a professional child-minder at child's home or at child-minders's home 2. Child care by grand-parents, other household members (outside parents), other relatives, friends or neighbours For a broader view of the data framework see EU-SILC.

The present data collection refers to data on formal childcare and other types of care by duration (less than 30 hours a usual week; 30 hours or more a usual week), age of the child (0-2 years; 3 to admission age for compulsory school; admission age for compulsory school to 12) and country. Formal childcare refers to the four EU-SILC survey variables: 1. Education at pre-school or equivalent 2. Education at compulsory education 3. Child care at centre-based services outside school hours 4. Child care at day-care centre organised/controlled by a by public or private structure Other types of care  refers to the EU-SILC survey variables: 1. Child care by a professional child-minder at child's home or at child-minders's home 2. Child care by grand-parents, other household members (outside parents), other relatives, friends or neighbours For a broader view of the data framework see EU-SILC.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Eurostat Dataset Id:educ_bo_ou_comp The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The completion rate (educ_bo_ou_comp) was computed in the framework of the UOE data collection (jointly carried out by Unesco, OECD and Eurostat), but is usually disseminated by OECD only. The methodology for estimating completion rates varies across countries. They can use three methods: the cross-section method, the true cohort method, or the synthetic cohort method (see section 11.1 below for more details). The year of reference gives the reference year for the number of graduates. The estimation assumes constant student flows at the tertiary level, owing to the need for consistency between the graduate cohort in the reference year and the entrant cohort n years before. This assumption may be an oversimplification. Results are less reliable in systems in which enrolments fluctuate markedly, or students are faced with many different options as regards the length of courses for which they may enrol or in which there are many changes in programmes between the years of admission and graduation respectively. The inclusion of foreign students in the new entrant questionnaire can have an impact on the completion rates indicator. In some countries, the proportion of foreign students represents a large part of tertiary population, and all of them are considered as new entrants in tertiary education (as advised in UOE Guidelines) whereas most of them won't be graduated at this level of education. The consequence is to underestimate the completion rates in those countries with relatively large proportions of foreign students enrolled in tertiary education.

Eurostat Dataset Id:trng_inf7 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_inf6 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

Eurostat Dataset Id:educ_igen The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts62 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics:Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now:CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts64 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The country statistical profiles provide a broad selection of indicators, illustrating the demographic, economic, environmental and social developments, for all OECD members. The dataset also covers the five key partner economies with which the OECD has developed an enhanced engagement program with (Brazil, China, India, Indonesia and South Africa) ,accession countries (Colombia, Costa Rica and Lithuania) , Peru and the Russian Federation. The user can easily compare indicators across all countries. Total fertility rates - Unit of measure used: Number of children born to women aged 15 to 49

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Eurostat Dataset Id:educ_bo_ou_mism The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Graduates/new entrants in each educational field as a percentage of the sum of graduates/new entrants in all fields.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

Eurostat Dataset Id:educ_bo_ou_mity The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. The REFLEX project (standing for 'Research into Employment and professional FLEXibility') is a large scale international project that has been carried out in 16 different countries. It focuses on the demands that the modern knowledge society places on higher education graduates, and the degree to which higher education equips gradu­ates with the competencies to meet these demands. Specifically, it consists of a follow-up of the careers of highly skilled professionals who graduated in 2000. Data reported here refer to the 2005 survey and therefore focus on graduates from higher education (ISCED 5A, bachelor's and master's degree or equivalent) with more or less 5 years of experience since leaving higher education. This includes foreign students who graduated in the reference country, students who after graduation moved to another country, part-time students, distance learners, etc. For operational reasons, graduation cohorts instead of outflow cohorts were sampled, due to the lack of good registers in countries on who stayed in education and who did not. Some graduates continue their studies in higher education and enter the labour market a few years later. They will therefore have less than 5 years of experience and cannot directly be compared with graduates who entered the labour market immediately after graduation. The project focused on the careers of highly skilled professionals. The first ten years of these careers follow more or less the following pattern: an initial phase of transition to the labour market in which the focus is on searching for a job and integrating the labour market, a second phase in which essential professional expertise is gained and career patterns start to crystallise and a third phase in which graduates assume greater responsibility on the basis of their increasing professional expertise. Appropriate moments to survey these careers should correspond more or less with the transitions between these phases. Specifically, mismatch between qualification and occupation was measured in self report (what the respondent thinks about his/her job), and indirectly assessed through the two following questions: -         What type of education do you feel was most appropriate for this work? -         What field of study do you feel was most appropriate for this work? The first one was considered with regard to the achieved level of education in order to measure the vertical mismatch (between the actual skill level and the required one), while the second one was used to determine the horizontal mismatch (being at the relevant skill level, but in another field than that of graduation).

The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.

The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

Eurostat Dataset Id:educ_ilev The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Distribution of teachers by gender and different age groups.

Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.

Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.

Students participating in second stage of tertiary education in science and technology fields of study, as a percentage of the population 20-29 year old. This table includes the total number of students in tertiary programs which leads to an advanced research qualification (ISCED level 6), in the educational fields Science, Mathematics and Computing and Engineering, Manufacturing and Construction. The levels and fields of education and training used follow the 1997 version of the International Standard Classification of Education (ISCED97) and the Eurostat Manual of fields of education and training (1999).

In 2011, the European Union Labour Force Survey (EU-LFS) included an ad hoc module (AHM) on employment of disabled people. The module consisted of 11 variables dealing with: Health problems and difficulties in basic activities;Limitations in work caused by health problems/difficulties in basic activities;Special assistance needed or used by people with health problems/difficulties in basic activities;Limitation in work because of other reasons. On the basis of how the module was operationalised, the following two main definitions for disability were considered for presenting the results: Disabled persons = People having a basic activity difficulty (such as seeing, hearing, walking, communicating);Disabled persons = People having a work limitation caused by a longstanding health condition and/or a basic activity difficulty. 32 countries have implemented this module: the EU 28 Member States plus Turkey, Iceland, Norway and Switzerland. The Norwegian data are not disseminated because the AHM questionnaire in Norway only partly complies with the Commission Regulation (EU) No 317/2010 and consequently, the data are incomplete and partly comparable. Missing values, don't know and refusal answers are not considered in the calculations. It means the indicators have been worked out on the respondents and validated answers only.

Early leavers from education and training: The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Educational attainment is defined according to the International Standard Classification of Education (ISCED). Lower secondary education refers to ISCED 2011 level 0, 1 and 2 (for data as from 2014) and to ISCED 1997 level 0, 1, 2 and 3C short (for data up to 2013).

The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Lower secondary education refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. The indicator is based on the EU Labour Force Survey. (i) More information on national targets can be found here

The indicator measures the share of the population aged 18 to 24 with at most lower secondary education who were not involved in any education or training during the four weeks preceding the survey. Lower secondary education refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. Data stem from the EU Labour Force Survey (EU-LFS).

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1) - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1) - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

Population by educational attainment level presents data on the highest level of education successfully completed by the individuals of a given population. Transition from education to work covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tablesPopulation by educational attainment level (edat1)   - Population with lower secondary education attainment by sex and age (edat_lfse_05) - Population with upper secondary education attainment by sex and age (edat_lfse_06) - Population with tertiary education attainment by sex and age (edat_lfse_07) - Population with upper secondary or tertiary education attainment by sex and age (edat_lfse_08) - Population aged 25-64 with lower secondary education attainment by sex and NUTS 2 regions (edat_lfse_09) - Population aged 25-64 with upper secondary education attainment by sex and NUTS 2 regions (edat_lfse_10) - Population aged 25-64 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_11) - Population aged 30-34 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_12) - Population aged 25-64 with upper secondary or tertiary education attainment by sex and NUTS 2 regions (edat_lfse_13) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Lower secondary education refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. The indicator is based on the EU Labour Force Survey.

The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

Early leavers from education and training refers to persons aged 18 to 24 fulfilling the following two conditions: first, the highest level of education or training attained is ISCED 0, 1, 2 or 3c short, second, respondents declared not having received any education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding no answers to the questions 'highest level of education or training attained' and 'participation to education and training'.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This dataset presents internationally comparable data on education and earnings, by educational attainment, age and gender as published in OECD Education at a Glance 2022. For trend data, Education at a Glance 2022 includes data for 2005 and 2010-2020 (or years with available data).

Eurostat Dataset Id:educ_bo_ac_soba The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

Eurostat Dataset Id:educ_bo_ac_sobs The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm

Eurostat Dataset Id:educ_bo_ou_att The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

Eurostat Dataset Id:educ_bo_ou_attf The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

Calculated using Mean Years of Schooling and Expected Years of Schooling.

Eurostat Dataset Id:educ_regind The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.

Eurostat Dataset Id:educ_bo_ou_mifi The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".

This indicator presents internationally comparable data regarding the labour force status and the educational attainment level by the National Educational Attainment Categories (NEAC) as reported by the labour force survey (LFS) and published in OECD Education at a Glance 2017. For trend data, the Education at a Glance Database includes data from 1981 to 2016 (or years with available data).

Source: UNECE Statistical Database, compiled from national official sources. Definition:Educational attainment is defined as the highest level successfully completed by the person, in the educational system of the country where the education was received. The levels of education are defined according to the International Standard Classification of Education (ISCED): - Primary: ISCED level 1 - Lower secondary: ISCED level 2 - Upper and post secondary non-tertiary: ISCED levels 3-4 - Tertiary: ISCED 1997 levels 5-6 or ISCED 2011 levels 5-8. In this table the upper secondary level includes post-secondary non-tertiary education. For most countries the transition from ISCED 1997 to ISCED 2011 is from the scool year 2013-2014. For more details see Country Footnotes. .. - data not available Country: Armenia Change in definition (1980 - 1990): Level of education ?not stated? includes population without education attainment. Country: Armenia Reference period (1980): Data refer to 1979 Country: Armenia Reference period (1990): Data refer to 1989 Country: Austria Break in methodology (2004): In 2014 a new weighting procedure for the LFS was introduced. Following this change in the weighting procedure, data was revised back to 2004. Country: Austria ISCED-11 (2014 onwards): Break in series due to the reclassification of a programme spanning levels: the qualification acquired upon successful completion of higher technical and vocational colleges is allocated in ISCED 2011 to ISCED level 5; under ISCED 1997 the same qualification was reported on ISCED level 4, but earmarked as equivalent to tertiary education Country: Austria Change in definition (1980 - 2000): Data before 2000 do not comply with ISCED97 as regards distinction between upper secondary and tertiary. ISCED97 5B mainly included in Upper Secondary. Country: Austria Change in definition (2004 - 2015): Data include ISCED Level 3c short in lower secondary level. Country: Azerbaijan Reference period (1980 - 2013): Data refer to end of year. Country: Belarus Additional information (1990 - 2013): Total includes population without education. Country: Belarus Break in methodlogy (1990): Data refer to 1989 census Country: Belarus Break in methodlogy (2000): Data refer to 1999 census Country: Belgium 2010: break in series: change in methodology. Measurement: Persons , Country: Bosnia and Herzegovina Population by educational attainment, educational level not stated refers to the population with no primary schooling and some primary. Country: Bulgaria Break in methodlogy (1980): Data are from 1985 census Country: Bulgaria Break in methodlogy (1990): Data are from 1992 census Country: Bulgaria Break in methodlogy (2001): Data are from 2001 census Country: Bulgaria Reference period (1995 - 2002): Data refer to June of respective year Country: Canada Additional information (1990 - onwards): Data cover non-institutionalized population in the 10 provinces, i.e. excluding the three Territories. Country: Croatia Change in definition (1980 - 1990): Data refer to population with permanent residence irrespective of actual residence and duration. "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Change in definition (2001 - 2013): "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Reference period (1980): Data refer to 1981 Country: Croatia Reference period (1990): Data refer to 1991 Country: Cyprus Change in definition (1990): Lower secondary level is included in upper secondary level Country: Cyprus Reference period (1990): Data refer to 1989 Country: Cyprus Reference period (1995): Data refer to 1992 Country: Cyprus Data cover only government controlled area Country: Cyprus From 2014, data compiled using ISCED 2011 classification. Country: Cyprus From 2000, persons who have not attended or finished primary education also included in primary education level. Country: Estonia Change in definition (1980 - 2000): Data are from censuses and refer to population aged 25+ Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2001 - 2013): Age group 25+ refers to 25-74, age group 50+ refers to 50-74. Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2012): Data is from census 2011. Data refer to 31.december 2011 Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Reference period (1980): Data refer to 1979 Country: Estonia Reference period (1990): Data refer to 1989 Country: Finland Data for lower secondary level include primary level. Country: Georgia Change in definition (1980 - 2013): Level of education ?not stated? includes population without education attainment Country: Georgia Reference period (1980): Data refer to 1979 Country: Georgia Reference period (1990): Data refer to 1989 Country: Germany Data from 1990 to 1998 are classified according to ISCED-76, data from 1999 to 2013 according to ISCED 97, data from 2014 on are classified according to ISCED 2011. Country: Greece Break in methodology (2000): From 2000, data refer to population residing in private households Country: Greece Change in definition (2001 - 2013): "Primary" includes also persons that did not completed ISCED 1 programs Country: Greece Data refer to annual averages. From 2014, estimates use ISCED-2011 classification. Country: Hungary Break in methodlogy (1995): Before 1995, data are from population censuses. From 2000, from Country: Hungary Change in definition (2000 - 2008): Data refer to population aged 25-74. Country: Iceland Break in methodology (2003): Change in data collection procedure. Data classified according to ISCED 2011. Country: Iceland Reference period (1990): 1990 refers to 1991 Country: Ireland From 2000, data refer to age group 25-64. From 2014, data are compiled according to ISCED-2011. As a result data breakdown by education level not fully comparable with previous years. Country: Ireland Reference period (1980): Data refer to1981 Country: Ireland Reference period (1990): Data refer to 1991 Country: Ireland Reference period (1995): Data refer to 1996 Country: Israel Break in methodlogy (2001): Changes in the weighting method. Country: Israel Break in methodlogy (2009): Transition to the 2008 Population Census estimates. Country: Israel Break in methodlogy (2012): Transitiom from a quarterly to a monthly LFS. Country: Israel From 2012, using ISCED-2011. Totals include population by educational attainment, pre-primary. Country: Italy Break in methodology (2004): Change in data collection procedure. From 2014, data classified by ISCED 2011. Country: Italy Change in definition (1980 - 1990): Data for primary level attainment include persons who have not completed the primary level education Country: Kyrgyzstan Break in methodlogy (2000): Data refer to 1999 Census Country: Kyrgyzstan Break in methodlogy (2009): Data refer to 2009 Census Country: Kyrgyzstan Reference period (1990): Data refer to 1989 Census Country: Latvia Change in definition (1995 - 2001): Population aged 15+. Data for primary level refers to level 0 and 1 of ISCED 1997 classification. Country: Latvia Change in definition (2002 onward): Population 15-74 age group. For 2002-2013, data for primary level refers to level 0 and 1 of ISCED 1997 classification. From 2014, data for primary level refers to level 0 and 1 of ISCED 2011 classification. Country: Latvia Reference period (1995): Data refer to 1996 Country: Luxembourg Additional information (1990 - onwards): Data for age group 25+ refer to 25-74. Country: Luxembourg Break in methodlogy (2003): Switch from a face-to-face to a telephone survey Country: Luxembourg Break in methodlogy (2009): Random Digit Dialing has replaced the register-based sampling Country: Luxembourg Change in definition (1990 - 2012): The categroy `Lower secodnary` also includes persons who have at most attained the primary level Country: Luxembourg Reference period (1990): Data refer to 1992 Country: Malta Some data not shown due to lack of reliability. Country: Moldova, Republic of Territorial change (2000 onward): Data exclude the territory of the Transnistria and municipality of Bender Country: Netherlands Since 2003, ''Primary'' includes also ISCED level 0 (persons who have not successfully completed ISCED 1 programs). Country: Norway Break in methodology (2007): As of 2007, the results of a survey on education completed abroad before immigration to Norway is included. As a result , the proportion of & 39;educational level not stated& 39; was reduced. All data compiled according ISCED 2011. Country: Poland Change in definition (1990 - 2002): Upper secondary level includes lower secondary level. Country: Poland Reference period (1990): Data refer to 1988 Country: Portugal Data from 2011 onwards are not directly comparable with data for the previous years due to new data collection methods used in the Portuguese Labour Force Survey series. Data from 2014 onward are compiled according to ISCED-2011. Data for ''educational level not stated'' refer to individuals who have not successfully completed ISCED level 1. Country: Romania Break in methodology (2002): Data series of 2002-2012 are not perfectly comparable with data series of previous years. For years 2014 onward data were estimated using the resident population. For year 2013 data were estimated based on revised population figures (resident population) in accordance to the 2011 Census results. Starting with year 2014 educational attainment collected according to ISCED 2011. Educational level not stated includes persons without any formal education graduated. Country: Serbia Data for education level not stated include population without education attainment. Country: Slovakia Change in definition (1995): data for total of education levels include only secondary and tertiary levels. Country: Slovakia Change in definition (2001 - 2011): data on primary education according to ISCED 97, level 1 is not available Country: Slovenia From 2014 data are compiled according to ISCED-2011 and persons with ISCED level 0 are excluded. Country: Spain Data are annual averages of the four quarters of the year. From 2014 data are compiled according to ISCED-2011 Country: Sweden Break in methodlogy (2002): Quality improvement and change in classification from ISCED 1976 to ISCED 1997. Country: Sweden Change in definition (1990 - 2013): Data refer to population aged 25-74 Country: Switzerland Break in methodlogy (2010): Major changes in data collection procedures (quaterly data instead of annual data). Country: Switzerland Change in definition (1990 - 2001): Lower sedondary education includes primary education Country: Switzerland Change in definition (2002): Change in definition of educational attainment levels Country: Switzerland Reference period (1990): Data refer to 1991 Country: Switzerland Since 2014, data are compiled according to ISCED-2011 Country: United States Change in definition (1980): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate& 39;s degree through Doctorate degree, Not stated refers to people who didn& 39;t complete any schooling through 4th grade. Data based on completed schooling years. Country: United States Change in definition (1990 - 2015): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate`s degree through Doctorate degree, Not stated refers to people who did not complete any schooling through 4th grade. Data based on degrees.

The nature of expenditure distinguishes between current and capital expenditure. The resource category refers to service provider (public institutions, government-dependent private institutions, and independent private institutions, i.e. both educational and other institutions). These expenditure figures are intended to represent the total cost of services provided by each type of institution, without regard to sources of funds (whether they are public or private).

All entities that provide funds for education, either initially or as final payers, are classified as either governmental (public) sources or non-governmental (private) sources, the sole exception being "international agencies and other foreign sources", which are treated as a separate category. There are three types of financial transactions: Direct expenditure on educational institutions; Transfers to students or households and to other private entities; and Households' expenditure on education outside educational institutions.

These indicators on expenditure on education are published in chapter C of Education at a Glance, which covers financial and human resources invested in education.They are either policy levers or provide context information on education systems, or sometimes both. For example, expenditure per student is a key policy measure that most directly affects the individual learner, as it acts as a constraint on the learning environment in schools and learning conditions in the classroom.The data set “educational finance indicators” provides the main indicators computed for three levels of education : primary, secondary and post-secondary non-tertiary levels combined; tertiary level; and primary to tertiary levels combined. Other datasets provide more breakdowns for each specific indicator.

The classification of personnel is based on functions and organises staff into four main functional categories: 1) Instructional Personnel; including two sub-groups: A. Classroom Teachers (ISCED 0-4) and Academic Staff (ISCED 5-6); and B. Teacher Aides (ISCED 0-4) and Teaching / Research Assistants (ISCED 5-6); 2) Professional Support for Students; including two sub-groups: A. Pedagogical Support (ISCED 0-4) and Academic Support (ISCED 5-6); B. Health and Social Support (ISCED 0-6); 3) Management/Quality Control/Administration; including four subgroups: A. School Level Management (ISCED 0-6); B. Higher Level Management (ISCED 0-6); C. School Level Administrative Personnel (ISCED 0-6); and D. Higher Level Administrative Personnel (ISCED 0-6); 4) Maintenance and Operations Personnel.

Average number of teachers by sex and age.

Average number of teachers by sex and type of institution.

The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The data collection 'LFS - specific topics, household statistics' covers a range of statistics on number, characteristics and typologies of households, based on the European Union Labour Force Survey (EU-LFS). The data collection also encompasses some labour market indicators broken down by household composition. Only annual data are available. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The data collection 'LFS - specific topics, household statistics' covers a range of statistics on number, characteristics and typologies of households, based on the European Union Labour Force Survey (EU-LFS). The data collection also encompasses some labour market indicators broken down by household composition. Only annual data are available. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.

The focus of this domain is on the European Neighbourhood Policy (ENP) countries in Eastern Europe, namely Armenia (AM), Azerbaijan (AZ), Belarus (BY), Georgia (GE), Moldova (MD) and Ukraine (UA). An extensive range of indicators is presented in this domain, including indicators from almost every theme covered by European statistics. Only annual data are published in this domain.

Number of students by level of education, adjusted to the financial year. When financial year, school year and calendar year differs, adjustments are made to ease comparison.

Enrolment rate per age is the percentage of students enrolled in each type of institution over the total of students

UNECE Statistical Database, compiled from national and international (UNESCO Institute for Statistics) official sources. The net enrollment ratio is the number of students of the official school-age group (defined by each country) enrolled in secondary-level education per 100 persons of the same age group. The gross enrollment ratio is the number of students enrolled in secondary level education (regardless of their age) per 100 persons of the official school-age group corresponding to secondary-level education. The secondary level consists of lower and upper secondary levels of ISCED 2011. .. - data not availableMeasurement: Gross enrollment ratio , Country: ArmeniaSince the school year 2013-2014, the data have been compiled according ISCED 2011.Country: AustriaChange in definition (1995 - 2012): NER: data include ISCED level 4 programmes and refer to official school age group assumed to be 10-17 years.Country: AustriaBreak in series (2013): From school year 2013-2014 onwards use of ISCED 2011.Country: BulgariaNER data refer to students aged 11-20 and include a small number of ISCED level 4 students aged 19 to 20.Country: CroatiaNER data refer to students aged 11-18.Country: CyprusData cover only government controlled area. Data refer to level 3 of ISCED 1997 only. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. 2000/2001: data refer to 1999/2000.Country: CzechiaChange in definition (1995 - 2012): Data refer to full-time study only and exclude part-time studyCountry: EstoniaNER data refer to students aged 13-17.Country: Finland 1990/1991: data refer to ISCED 1976 classification.Country: GeorgiaData refer to beginning of the school year.Country: Germany Data cover the territory of Germany after reunification. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. For school years 2000/2001 - 2013/2014: data refer to ISCED 1997 classification. Data on students refer to beginning of the school year and data on population refer to beginning of the calendar year.Country: Hungary2000/2001: data refer to 1999/2000. NER data refer to students aged 14-17. Data refer to levels 3 and 4 of ISCED classification.Country: Iceland1980/1981-1995/1996: data refer to ISCED 1976 classification.Country: Ireland 1995/1996: data refer to ISCED 1976 classification. From 2000/2001: data refer to levels 2,3 and 4 of ISCED 1997 classification. Data refer to students aged 11-19.Country: IsraelData refer to level 3 of ISCED classification. 2000/2001: data exclude students registered in Ministry of Religious Affairs.Country: ItalyData refer to level 3 of ISCED classification and refer to the school year.Country: LatviaBreak in methodology (2006): Changes in national education classification. Started from school year 2006/2007 level 2 includes grades 1-6, level 3 includes grades 7-12.Country: LithuaniaData refer to 1 January of the school year. NER data refer to students aged 11-18.Country: Moldova, Republic ofAdditional information (2006 - 2012): Stable population used during the enrollment rates calculation, because the actual population does not reflect the real situation of migration.Country: Moldova, Republic ofChange in definition (1990 - 2005): Data refer to age group 11-17 years.Country: Moldova, Republic ofChange in definition (2006 - 2012): Data refer to age group 11-18 years.Country: MontenegroData refer to level 3 of ISCED classification.Country: Netherlands1990/1991: data do not include special secondary education.Country: PolandData refer to level 3 of ISCED 1997.Country: RomaniaData refer to 1 July of the school year.Country: SerbiaTerritorial change (2003 - 2012): The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija.Country: SloveniaData refer to 15 September of the school year.Country: Spain2000/2001: data refer to 1999/2000. 1990/1991: NER data refer to students aged 11-18. From 1995: NER data refer to students aged 12-18. Data refer to October - September of the school year.Country: The former Yugoslav Republic of MacedoniaBreak in methodology (2010): From 2010/2011 implementation of the Law on Primary and Lower Secondary educationCountry: TurkeyChange in definition (2000 onwards): From 1997/1998: compulsory education was expanded to 8 years by law.

Number of students enrolled in different education programmes by age and sex.

Number of students enrolled in different education programmes by field and sex.

This indicator examines the share of students by gender, programme orientation, mode of study and type of institution over the total number of students.

Number of students enrolled in different education programmes by type of institution and sex.

Number of students by level of education, adjusted to the financial year. When financial year, school year and calendar year differs, adjustments are made to ease comparison.

Number of students enrolled in different education programmes by country of origin and sex.

Eurostat Dataset Id:trng_ent07n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent07s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent06n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent15n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent15s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts18 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_ent25 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent23 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent24 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_ent08an There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent08as There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts07 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_ent12s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts3_12 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent13n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts3_14 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent09n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent09s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts3_10 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent14s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent14n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts3_16 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent20n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_ent20s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:educ_bo_ac_gent The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

Estimated average scores and percent distribution of 15-year-old students, science, by proficiency level, Programme for International Student Assessment (PISA), Canada, provinces and participating countries, Council of Ministers of Education Canada (CMEC). This table is included in Section C: Elementary-secondary education: Student achievement of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

Countries report expenditures by sources of funds: Governement (central, regional, local); International agencies and other foreign sources; Households and Other private entities (including firms and religious institutions and other non-profit organisations). Three types of financial transactions can be distinguished: -direct expenditure/payments on educational institutions -Intergovernmental transfers for education -Transfers to students or households and to other private entities.

Eurostat Dataset Id:educ_bo_fi_ftot The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening accesseduc_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age   B. Study frameworkeduc_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education   C. Student and staff mobilityeduc_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country)   D. Effective outcomes and employabilityeduc_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A     The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities:Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

Eurostat Dataset Id:educ_fitotin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

Eurostat Dataset Id:educ_fipubin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

In view of the strong demand for cross-national indicators on the situation of families and children, the OECD Family Database was developed to provide cross-national indicators on family outcomes and family policies across the OECD countries, its enhanced engagement partners and EU member states. The database brings together information from various national and international databases, both from within the OECD and from external organisations. The database classifies indicators into four main dimensions: (i) structure of families, (ii) labour market position of families, (iii) public policies for families and children and (iv) child outcomes. Detailed information on the definitions, sources and methods used in the construction of the database can be found on the OECD Family Database webpage.

Eurostat Dataset Id:educ_bo_ac_ent3 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Eurostat Dataset Id:trng_fed8 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

Chapter B includes indicators that are either policy levers or antecedents to policy, or sometimes both. For example, expenditure per student is a key policy measure that most directly affects the individual learner, as it acts as a constraint on the learning environment in schools and learning conditions in the classroom.

Residence permits data contain statistical information based on Article 6 of Council Regulation (CE) No 862 of 11 July 2007 with reference to:first permits granted to third-country nationals during the reference year, disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit; permits granted during the reference period on the occasion of person changing immigration status or reason to stay, disaggregated by citizenship, reason for the permit being issued and by the length of validity; permits valid at the end of the reference period, disaggregated by citizenship, reasons for the permit being issued and by the length of validity; number of long-term residents at the end of reference period. Statistics on EU Blue Cards contain information based on the Article 20 of the Council Directive 2009/50/EC of 25 May 2009 on:EU Blue Cards granted, renewed and withdrawn;Admitted family members of EU Blue Cards holders;EU Blue Cards holders and family members by Member State of previous residenceStatistics on Single permits contain information based on the Article 15 (2) Directive 2011/98/EU of the European Parliament and of the Council of 13 December 2011 on a single application procedure for a single permit for third-country nationals to reside and work in the territory of a Member State and on a common set of rights for third-country workers legally residing in a Member State. Eurostat collects data on first permits granted to third-country nationals (persons who are not EU citizens) during the reference year and data on permits valid at the end of the reference period. Statistics are disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit. In addition, Eurostat collects data on permits granted during the reference period on the occasion of the person changing immigration status or reason for stay (disaggregated by reason for the new permit being issued) and on the number of long-term residents at the end of the reference period. Since the 2010 reference year, data on first permits issued, stock of all valid permits and the number of long-term residents are additionally collected with a voluntary disaggregation by age (5-year age groups) and sex. These statistics are collected by Eurostat on an annual basis. Data are entirely based on administrative sources with the exception of the United Kingdom1 and are provided mainly by the Ministries of Interior or related Immigration Agencies. Data are generally disseminated in June and July in the year following  the  reference year. The indicators presented in the table 'Long-term residents among all non-EU citizens holding residence permits by citizenship on 31 December (%)' are produced within the framework of the pilot study related to the integration of migrants in the Member States, following the Zaragoza Declaration. The Zaragoza Declaration, adopted in April 2010 by EU Ministers responsible for immigrant integration issues, and approved at the Justice and Home Affairs Council on 3-4 June 2010, called upon the Commission to undertake a pilot study to examine proposals for common integration indicators and to report on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators. In June 2010 the ministers agreed "to promote the launching of a pilot project with a view to the evaluation of integration policies, including examining the indicators and analysing the significance of the defined indicators taking into account the national contexts, the background of diverse migrant populations and different migration and integration policies of the Member States, and reporting on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators". These indicators are produced on the basis of residence permit statistics collected by Eurostat on the basis of Article 6 of the Migration Statistics Regulation 862/2007. As a denominator data on the stock of all valid permits to stay at the end of each reporting year are used. As a numerator data on the stock of long-term residents are used.  Two types of long term residents are distinguished in accordance with the residence permit statistics: EU long-term resident status (as regulated by the Council Directive 2003/109/EC) and the National long-term resident status (as regulated by the national legislation in the Member States). Data for some countries may be a subject of revisions due to certain inconsistencies between categories. 1Please note that the statistics for the United Kingdom use different data sources to those used in other Member States. For that reason, the statistics on residence permits published by Eurostat for UK may not be fully comparable with the statistics reported by other countries. Statistics for the United Kingdom are not based on records of residence permits issued (as the United Kingdom does not operate a system of residence permits), but instead relate to the numbers of arriving non-EU citizens permitted to enter the country under selected immigration categories. According to the United Kingdom authorities, data are estimated from a combination of information due to be published in the Home Office Statistical Bulletin 'Control of Immigration: Statistics, United Kingdom' and unpublished management information. The 'Other reasons' category includes: diplomat, consular officer treated as exempt from control; retired persons of independent means; all other passengers given limited leave to enter who are not included in any other category; non-asylum discretionary permissions.

The number of students enrolled refers to the count of students studying in the reference period. Each student enrolled in the education programmes covered by the corresponding category is counted once and only once. National data collection systems permitting, the statistics reflect the number of students enrolled at the beginning of the school / academic year. Preferably, the end (or near-end) of the first month of the school / academic year is chosen (special arrangements are made for part-year students who may not start studies at the beginning of the school year). Students are classified as foreign students (non-citizens) if they are not citizens of the country in which the data are collected. While pragmatic and operational, this classification is inappropriate for capturing student mobility because of differing national policies regarding the naturalisation of immigrants. Countries that have lower propensity to grant permanent residence to its immigrant populations are likely to report second generation immigrants as foreign students. Therefore, for student mobility and bilateral comparisons, interpretations of data based on the concept of foreign students should be made with caution. Students are classified as international students if they left their country of origin and moved to another country for the purpose of study. Depending on country-specific immigration legislation, mobility arrangements, and data availability, international students may be defined as students who are not permanent or usual residents of their country of study or alternatively as students who obtained their prior education in a different country, including another EU country.

Eurostat Dataset Id:educ_mofo_grd Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

Eurostat Dataset Id:educ_thfrlan The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The average number of foreign languages learned per pupil in secondary education (ISCED 2 and 3) is obtained by dividing the total number of pupils learning foreign languages by the number of pupils at that level. A foreign language is recognised as such in the curriculum or other official document relating to education in the country. Irish, Luxembourgish and regional languages are excluded, although provision may be made for them in certain Member States. Allowing for exceptions, when one of the national languages is taught in schools where it is not the teaching language, it is not considered as a foreign language.

Eurostat Dataset Id:educ_bo_mo_el8i The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

Eurostat Dataset Id:educ_mofo_fld Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

Eurostat Dataset Id:educ_mofo_dst Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

Eurostat Dataset Id:educ_mofo_orig Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

Eurostat Dataset Id:educ_mofo_gen Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

As formal arrangements are considered four types of childcare and education: Education at pre-school, Education at compulsory school, Childcare at centre-based services outside school hours (before/after) and Childcare at day-care centre. Therefore, formal arrangements include all kind of care organised/controlled by a structure (public, private). Care provided by childminders without any structure between the carer and the parents (direct arrangements) have been excluded from the definition of "formal care" in order to take into account only childcare recognised as fulfilling certain quality patterns. The duration refers to average number of hours during a usual week. This information is collected from EU-SILC.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Source: UNECE Statistical Database, compiled from national and international official sources. Definitions: Gender pay gap is the difference between men’s and women’s average earnings from employment, shown as a percentage of men’s average earnings.The UNECE gender statistics database presents two indicators on gender pay gap, which represent two different concerns of gender equality. Gender Pay Gap in hourly wage rates refers to the gender gap in average hourly earnings. This indicator aims to capture the difference between men’s and women’s overall position in the labor market. It measures the difference between men’s and women’s wage rates independent of the number of hours worked, the type of activity or the type of occupation. Gender Pay Gap in monthly earnings refers to the gender gap in average monthly earnings. This indicator aims to capture the variance between men’s and women’s earnings over a specific period of time. It reflects differences in time worked and type of work performed, which translates into gender differences in economic autonomy. Wage rates are earnings elements meant to be measured, as stipulated by the ILO Resolution concerning an integrated system of wages statistics (ILO, 1973), in relation to an appropriate time period such as the hour, day, week, month or other customary period used for purposes of determining the wage rates concerned. In the case of these statistics, the reference time period is the hour. Wage rates should include basic wages, cost-of-living allowances and other guaranteed and regularly paid allowances, but exclude overtime payments, bonuses and gratuities, family allowances and other social security payments made by employers. Ex gratia payments in kind, supplementary to normal wage rates, are also excluded. Earnings relate to remuneration in cash and in kind paid to employees, as a rule at regular intervals, for time worked or work done together with remuneration for time not worked, such as for annual vacation, other paid leave or holidays. Earnings include direct wages and salaries for the time worked, or work done, remuneration for time not worked, bonuses and gratuities and housing and family allowances paid by the employer directly to his employee. Earnings exclude employers’ contributions in respect of their employees paid to social security and pension schemes and also the benefits received by employees under these schemes. Earnings also exclude severance and termination pay. Gross earnings refer to total earnings before any deductions are made by the employer in respect of taxes, contributions of employees to social security and pension schemes, life insurance premiums, union dues and other obligations of employees. Net earnings refer to pay allocated to the worker after deductions are made by the employer in respect of taxes, contributions of employees to social security and pension schemes, life insurance premiums, union dues and other obligations of employees. Educational attainment is defined as the highest level successfully completed by the person, in the educational system of the country where the education was received. The levels of education are defined according to the ISCED 1997 General note: Data are compiled from gross earnings and cover paid employees in all categories of activities and workers in full time and part-time employment. Any deviations from these are specified in the subsequent notes, to the extent the information is available. Gender pay gap in hourly wage: For EU member countries, the data are compiled from hourly earnings available in Eurostat’s online database devired from the Structure of Earnings Surveys. Please refer to the EU Structure of Earnings Survey methods and their gender pay gap in unadjusted form for further explanations. For non-EU countries, the figures are compiled from hourly earnings data provided by the countries in response to the UNECE questionnaire. Gender pay gap in monthly earnings: Figures are compiled from monthly earnings data provided by the countries in response to the UNECE questionnaire and official earnings data available in Eurostat and ILO databases. See the note ’Method and data sources for the gender pay gap in the UNECE Statistical Database’ for more information. Country: Austria Gross monthly earnings refer to the monthly amount in the main job. It includes usual paid overtime, tips and commission but excludes income from investments, assets, savings, stocks and shares. Profit share and bonuses are taken into account. Supplement payments (13th, 14th month, holiday pay...) are not included as they are not surveyed in this question, but they could be modeld (average gross monthly earning per group x14/12) under the simplified assumption that people are employed for the whole year and all receive these benefits. Country: Austria ISCED-11 is used from survey year 2014 on, before that ISCED-97. Country: Belgium For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, underlying average earnings data are compiled from EU Structure of Earnings Surveys. Country: Bulgaria Data cover employees only and are compiled from enterprise survey (four-yearly Structure of Earnings Survey). Overtime payments are included in average earnings. Country: Bulgaria From 2014 the educational breakdown is according to the ISCED-11. Country: Canada For GPG in hourly earnings, data covers employees only, self-employed are excluded. Country: Cyprus Data are based on the results of the Structure of Earnings Survey (SES) for years 2006 and 2010. Data for 2006 and 2010 have been revised to better reflect the definitions provided by UNECE.Hourly Wage Rate includes normal salary and regular bonuses paid to the employee (including payments for shift work). It excludes overtime payments, irregular bonuses and payments in kind.Monthly earnings include normal salary, regular bonuses paid to the employee (including payments for shift work) and payments for overtime. They exclude irregular bonuses and payments in kind.Coverage: Enterprises in all economic activities, excluding Agriculture, Fishing, Activities of Private Households and Extra-territorial Organisations. All enterprises covered had one or more employees. Self-employed are not covered.Geographical coverage: data refer to Government controlled areas only. Country: Czechia Reference period (2011 - 2012): For upper secondary and post-secondary non-tertiary education, data refer to ISCED 3 only (instead of 3-4), and fro tertiary education , data refer to ISCD 6 only (instead of 5-6). Country: Czechia Since 2011 all employees included in the sample surveys,including employees of enterprises with less than ten employees, employees of non-profit organizations, and also own-account workers that had not been measuredbefore. Country: Denmark For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, underlying average earnings data are compiled from EU Structure of Earnings Survey. Country: Estonia For gender pay gap in monthly earnings, data exclude self-employed persons. From 2014, breakdown by education is according to ISCED-2011. Country: Finland The method of defining part/full-timers changed in 2001. Country: Finland Data do not include irregular bonuses, housing and family allowances. Average monthly earnings data cover only full-time employees. Country: France For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered in data up to 2009. From 2014 data include overseas departments. Country: Germany For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. From 2014 breakdown by education compiled using ISCED-2011. Country: Greece For gender pay gap in hourly earnings, data from 2002 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data from 2006 on are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Hungary Data include only full-time employees. B-S (-O), 10 employees or more Country: Israel Change in definition (2006 - 2012): Data cover both - paid employees and self-employed Country: Israel Change in definition (2006 - 2012): Data cover both - paid employees and self-employed Country: Italy For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys (SES). The difference with the SES definition is that the SES definition contains overtime earnings and hours. Due to methodological changes, the data for 2014 might be uncomparable with the previous years. For monthly earnings, data are compiled from households surveys (EU-SILC) from 2006 to 2009 and from SES from 2010 onwards. The main difference with the SES definition is that the SES definition refers to the month of october and excludes bonuses and other items not payable each month. Due to methodological changes, the data for 2014 might be uncomparable with the previous years. Country: Latvia Additional information (2002 onward): Data by education level are calculated for enterprises with number of employees 10 and more for NACE Rev.1.1 sections C-K (excluding L) on 2002 and 2006 and for NACE Rev.2 sections B-S (excluding O) on 2010 according to the methodology of structural indicator of European Comission Gender Pay Gap (GPG). Country: Latvia Data cover paid employees only. Part-timers earnings have been equivalised to fill-time units. All data exclude remuneration of kind. Country: Lithuania The gross earnings data on which GPG in monthly earnings are based exclude housing and family allowances. From 2014 data are compiled according to ISCED-2011. Country: Luxembourg For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. For gender pay gap in monthly earnings, data are compiled from European Structure of Earnings Surveys. Average monthly earnings are based on full-time equivalent employees, reference month is october. NACE B to S exclunding O Country: Malta For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Norway Break in methodlogy (2005): Figures from 2005 for wages by level of education are not comparable with the figures for 2004 and earlier, due to changes in definitions. Country: Norway Change in definition (2000 onward): Data refer to full-time equivalent of paid employees only. Country: Poland Change in definition (2001 - 2004): Data cover employees only. Family allowances are not inclueded. Data refer to full-time employees only. Country: Poland Change in definition (2006 onward): Data cover employees only. Family allowances are not inclueded. Country: Portugal For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Romania Data by education level are derived from the Structure of Earnings Survey and related to enterprises with 10+ employees. The underlying average monthly gross earnings refers to October. Country: Russian Federation Change in definition (2005 - 2013): Underlying Earnings data do not include end of year, seniority, bonus payments and other nonrecurrent payments . Data include employees worked whole October; data exclude non-regular, temporary, contractual, absent due to different reasons (maternity, sabbatical, annual leave), part-time workers and others. Country: Slovakia Additional information (2000 - 2012): The concept of Earnings in definitions, geographical coverage, reference period are in compliance with the request. Country: Slovenia Break in methodlogy (2007 - 2013): In 2007 EURO was introduced instead of the national currency SIT. Country: Slovenia Change in definition (2003 - 2013): Data refer to full-time employees only. Country: Slovenia Provisional value (2012): Country: Spain Additional information (2000): The results have been obtained as annual average of quarterly data form a wage survey. The coverage are local units with 5 or more employees. Country: Spain From 2002-2003, the coverage is local units with 10 or more employees. Since 2004, coverage has been extended to all size units. ISCED-97 is used 2002-2010 and ISCED-11 in 2014. Country: Sweden Change in definition (2000 onwards): The Data cover only employees and exlude irregular bonuses and gratuities. Country: Switzerland For monthly earnings, up to 2010 the data cover employees in private and public federal sectors. since 2012, the data concern only the private sector. Country: Switzerland The underlying average earnings data exclude overtime pay and family allowances and refer to full-time equivalents. GPG figures computed from median earnings instead of averages. Country: The former Yugoslav Republic of Macedonia For gender pay gap in monthly earnings, the underlying average earnings data are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered

Eurostat Dataset Id:med_ps22 The focus of this domain is on the following countries:Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia. Data are provided for over 1000 indicators depending on the country.   The data for the Mediterranean partner countries are supplied by and under the responsibility of the national statistical authorities  of each of the countries or territories. The data and their denomination in no way constitute the  expression of an opinion by the European Commission on the  legal status of a country or territory or on the delimitation of its frontiers. Â

These indicators present total expenditure of general government devoted to three different socio-economic functions (according to the Classification of the Functions of Government - COFOG), expressed as a ratio to GDP. The COFOG divisions covered are 'health', 'education' and 'social protection'.

GERD (Gross domestic expenditure on R&D) by sector of performance and type of institution

Data cited at: The World Economic Forum https://www.weforum.org/ Topic: The Global Gender Gap Report Publication URL: https://www.weforum.org/reports License: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode   This dataset provides education and skills related indicators that present in Global Gender Gap Report

Eurostat Dataset Id:educ_bo_mo_gr4 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Number of people who graduated from an education programme by age and sex.

07This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students - Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Number of people who graduated from an education programme by field and sex.

Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).

Source: UNECE Statistical Database, compiled from national and international (Eurostat and OECD) official sources. Definition: Graduates from an ISCED level are individuals who entered and successfully completed an education programme which is classified as ‘level completion’. A new version of the International Standard Classification of Education (ISCED 2011) was adopted in 2011 by experts on Education Statistics. According to ISCED-11, the graduates refer to those who successfully completed levels 6, 7 or 8 of tertiary education. Programmes at ISCED-11 level 6, or Bachelor’s or equivalent level, are often designed to provide participants with intermediate academic and/or professional knowledge, skills and competencies, leading to a first university degree or equivalent qualification. Programmes at ISCED-11 level 7, or Master’s or equivalent level, provide participants with advanced academic and/or professional knowledge, skills and competencies, leading to a second degree or equivalent qualification. Such programmes may have a substantial research component but do not yet lead to the award of an advanced research qualification. Level 8 in ISCED-11, or doctoral or equivalent level, is reserved for tertiary programmes leading to the award of an advanced research qualification. According to ISCED-97 (previously in use), the ‘level completion’ programmes include levels 5A and 6. ISCED-97 level 5A corresponds to tertiary programmes that are largely theoretically based and are intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skill requirements. However, these programmes do not necessary distinguish between a first and second academic degree. Level 6 in ISCED-97 corresponds to level 8 in ISCED-11. For most countries the data on graduates in this table are shown according to ISCED-97 up to 2012 and according to ISCED-11 from 2013. However, for some countries the data were recalculated by the National Statistical Organizations according to ISCED-11 for earlier periods and provided both for ISCED-11 and ISCED-97 . In these particular cases, the sum of graduates at ISCED-11 levels 6 and 7 equals graduates at ISCED-97 level 5A, and, to avoid duplication, the data for every year are shown according to ISCED-11 only. Differences between ISCED-11 and ISCED-97 may affect time series data for some countries and result in breaks in series. With some exceptions, data on graduates refer to the calendar year. General note:The joint UOE (UNESCO-UIS, OECD, EUROSTAT) 2005 data collection on graduates by fields of education and training was changed to include graduates who were awarded more than one degree in different fields (not within the same field). In previous years, these graduates were reported only once and pro-rated over the fields. This change affected data in very few countries as multiple graduations in different fields for the same reference year are negligible in most countries. .. - data not available Country: Albania Advanced research programmes do not exist. Country: Armenia The transition to ISCED-2011 is from 2013-2014 school year. From 2012 backwards, the data have been recalculated by the NSO based on ISCED-2011. Country: Bulgaria Break in methodlogy (2000): Since 1997 the three-cycle degree structure (bachelor ? master ? doctoral) has been adopted following the Bologna process (due to changes in the national legislation) Country: Bulgaria Break in methodlogy (2007): The programs for training of medical nurses and maternity nurses have completed with qualification degree & 39;Bachelor& 39; since 2007 (due to changes in the national legislation). Medical nurses and maternity nurses education has moved from ISCED 5B to ISCED 5A since 2006. Country: Canada Reference period (1995 - 2013): Data refer to calendar year. e.g. data for graduates 2004-2005 refer to calendar year 2005. Country: Croatia Data refer to calendar year. Country: Cyprus Data cover only government controlled area. Country: Czechia 1980, 1990, 1995: data refer to graduates of full-time attendance only. Country: Estonia Up to 1990: advanced research programmes were not included in regular education. Country: Georgia Break in methodlogy (2010): Change in source Country: Georgia Territorial change (1980 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Germany 1980-1995: data refer to ISCED 1976 classification. 1980-1990: data refer to the former Federal Republic of Germany. From 1995: data refer to the territory of Germany after reunification. Country: Hungary Change in definition (1980 - 2000): data refer to ISCED 1976 classification Country: Iceland 2001-2005: data refer to calender year. Country: Kyrgyzstan Change in definition (1995 - onwards): Data refer to state and non-state educational institutions. Country: Kyrgyzstan Reference period (2000 - 2012): Data refer to the beginning of academic year. Country: Kyrgyzstan Reference period (2013): Since 2013 data refer to the end of an academic year. Country: Latvia 1990, 1995: data refer to ISCED 1976 classification. Country: Lithuania Data refer to calendar year. Country: Luxembourg Data refer to population aged 25-64. Country: Moldova, Republic of As of 2005/2006 school year, higher education, except medical and pharmaceutical, is carried out in two cycles (Licentiate and Master‘s). Students downcast to 2005/2006 academic year completed training on the rules according to the Bologna Declaration. In number of the graduates at the level 5A in 2008 includes those who received a diploma of higher education (before the adoption of the Bologna Declaration) and licentiate degree, and in 2010 and those who got master‘s diploma. Before 2009 data excluded foreigners. From 2012/2013 data are classified according to ISCED-2011. Country: Moldova, Republic of Data exclude the territory of the Transnistria and municipality of Bender Country: Romania Data are not available for advanced research programmes. Country: Serbia The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija. Country: Slovakia 1995: data do not refer to ISCED 1997 classification. Country: Slovenia Data refer to calendar year. Country: Spain 2005: Provisional data Country: Sweden 1995: data refer to ISCED 1976 classification. Country: Switzerland Break in methodlogy (2005): Break in series due to the growth in some fields of studies for women such as teacher training or health in Universities of Applied Sciences. Country: Switzerland Reference period (1995): Data refer to 1997 Country: Tajikistan Reference period (2000 - 2013): Data for advanced research programmes refer to end of year. Data for theoretical oriented programmes refer to June-July of reporting year. Country: Turkey Change in definition (1990 onwards): Data for theoretical oriented programmes include open education graduates. Data for advanced research programmes include medical interns and doctorate students. Country: Turkey Reference period (1990 onwards): Data refer to end of year. Country: Ukraine From 2014 data cover the territories under the government control. Country: Ukraine Data with year T in the headings refers to the beginning of the school year T/T+1. Transition from ISCED-1997 to ISCED-2011 since the school year 2012/2013.

Eurostat Dataset Id:educ_momo_grd Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.

Graduation/entry rates represent an estimated percentage of an age group expected to graduate/enter a certain level of education at least once in their lifetime.

Eurostat Dataset Id:educ_bo_ou_gren The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

Source: UNECE Statistical Database, compiled from national official sources Definition: A university is an institution of higher education providing facilities for learning (and usually research) and authorised to grant academic degrees. Their main focus should be on ISCED 1997 level 5A or ISCED 2011 levels 6 and 7 programmes. .. - data not available Country: Albania Change in definition (2012): Data refers to personel only in public University Country: Cyprus Reference period (2008): data refer to 2009 Country: Cyprus Territorial change (1990 onward): Government controlled area only. Country: Denmark Reference period (2011): Data refer to January 2012. Country: Georgia Change in definition (2000 onward): Data refer to institutions accredited by the Ministry of Education and Science. Country: Georgia Territorial change (2000 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Latvia Reference period (2008): Data refer to 2009. Country: Moldova, Republic of Additional information (1995 onward): Data exclude the territory of the Transnistria and municipality of Bender Country: Portugal Additional information (2013): The changes relate to the merger of two public universities located in Lisbon, thus passing from 16 to 15 members. Country: Slovakia 2015 data refer to 20 November 2015. Country: Slovenia Break in methodology (2012): The number includes heads of all public and private higher education institutions. Country: Spain Break in methodlogy (2013): The data are provided to the Women& 39;s Institute in 2014 by the Rector& 39;s Conference of the Spanish Universities Country: Switzerland Break in methodlogy (2008): Data before 2008 refers to universityies only . As of 2008 data include universities and universities of applied sciences that cover the entire ISCED-97, level 5A/ISCED-11, level 7.

Eurostat Dataset Id:med_ps23 The focus of this domain is on the following countries:Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia. Data are provided for over 1000 indicators depending on the country.   The data for the Mediterranean partner countries are supplied by and under the responsibility of the national statistical authorities  of each of the countries or territories. The data and their denomination in no way constitute the  expression of an opinion by the European Commission on the  legal status of a country or territory or on the delimitation of its frontiers. Â

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_hour06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_cvts78 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_hour05s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts72 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

Eurostat Dataset Id:trng_cvts27 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_hour09s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_hour10s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts22 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.

Eurostat Dataset Id:trng_hour01s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following: - correction of the main breaks in the LFS series, - estimation of the missing values, (i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.

Eurostat Dataset Id:trng_cvts66 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.

The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.

The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.

The tables presented in the Census 1990/91 round cover the total population and housing for 19 countries. Five main topics are covered: structure of population, active population, education level, households and dwellings. The level of completeness of the tables depends largely on the availability of data at the respective national statistical institutes.

The folder 'population by educational attainment level (edat1)' presents data on the highest level of education successfully completed by the individuals of a given population. The folder 'transition from education to work (edatt)' covers data on young people neither in employment nor in education and training – NEET, early leavers from education and training and the labour status of young people by years since completion of highest level of education. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Up to the reference year 2008, the data source (EU-LFS) is, where necessary, adjusted and enriched in various ways, in accordance with the specificities of an indicator, including the following:correction of the main breaks in the LFS series,estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s). Details on the adjustments are available in CIRCABC. The adjustments are applied in the following online tables:Population by educational attainment level (edat1)   - Population by educational attainment level, sex and age (%) - main indicators (edat_lfse_03) - Population aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (Other tables shown in the folder 'population by educational attainment level (edat1)' are not adjusted and therefore the results in these tables might differ).Young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0) – all tablesEarly leavers from education and training (edatt1) – all tablesLabour status of young people by years since completion of highest level of education (edatt2) – all tables  LFS ad-hoc module data available in the folder 'transition from education to work (edatt)' are not adjusted.

The Global Index of Cognitive Skills and Educational Attainment compares the performance of 39 countries and one region (Hong Kong) on two categories of education: Cognitive Skills and Educational Attainment. The Index provides a snapshot of the relative performance of countries based on their education outputs.List of indicators   Main sourceMain year1. Cognitive Skills  1.1  Grade 8  1.1.1  Reading Literacy - PISAOECD - PISA report20091.1.2  Mathematics Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.2.1  PISA - Mathematics LiteracyOECD - PISA report20091.1.2.2  TIMSS - Mathematics AchievementIEA - TIMSS and PIRLS International Study Center20071.1.3  Science Literacy - PISA and TIMSSEIU based on IEA and OECD data 1.1.3.1  PISA - Science LiteracyOECD - PISA report20091.1.3.2  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20071.2  Grade 4  1.2.1  PIRLS - Reading Literacy AchievementIEA - TIMSS and PIRLS International Study Center20061.2.2  TIMSS - Mathematics  AchievementIEA - TIMSS and PIRLS International Study Center20071.2.3  TIMSS - Science  AchievementIEA - TIMSS and PIRLS International Study Center20072. Educational Attainment  2.1  Literacy rate  2.1.1  Literacy rate (15 and over), %UNESCO Institute for Statistics (UIS)20102.2  Graduation rate  2.2.1  Graduation rate at upper secondary level OECD 20102.2.2  Graduation rate at tertiary level OECD 2010

This dataset presents internationally comparable data on instruction time in full-time compulsory education. It covers primary and (lower and upper) secondary general education, but excludes pre-primary education, even if compulsory. Total number of instruction hours and the distribution of hours per subject is available either by level of education or by age.

This dataset contains the number of people who graduated from an education programme by country of origin and sex.

This indicator reports the percentage of students of each country of origin over the total of international students.

Eurostat Dataset Id:educ_thexp The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

Eurostat Dataset Id:educ_ilang The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

Lifelong learning refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'. Both the numerator and the denominator come from the EU Labour Force Survey. The information collected relates to all education or training whether or not relevant to the respondent's current or possible future job. The indicator is based on the EU Labour Force Survey.

Lifelong learning refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation to education and training'. Both the numerator and the denominator come from the EU Labour Force Survey. The information collected relates to all education or training whether or not relevant to the respondent's current or possible future job.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines.   The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators.   Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.

20.1. Source data

This dataset contains the number of Management personnel and teacher aides in educational institutions by sex and intensity.

Eurostat Dataset Id:educ_thflds The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

The Structure of Earnigns Survey is a 4-yearly survey conducted by the National Statistical Institutes (NSI). The tables published present data on number of employees, mean hourly earnings and hourly overtime pay, mean monthly earnings and overtime & shift pay, mean annual earnings and total annual bonuses, mean monthly hours paid and mean annual holidays. Details of available indicators and tables can be found under Annexes Tables 2002 at the bottom of this page. Regional metadata is identical to metadata provided for the national data.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.

Eurostat Dataset Id:trng_nfe18 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe14 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

Eurostat Dataset Id:trng_nfe15 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

The Structure of Earnigns Survey is a 4-yearly survey conducted by the National Statistical Institutes (NSI). The tables published present data on number of employees, mean hourly earnings and hourly overtime pay, mean monthly earnings and overtime & shift pay, mean annual earnings and total annual bonuses, mean monthly hours paid and mean annual holidays. Details of available indicators and tables can be found under Annexes Tables 2002 at the bottom of this page. Regional metadata is identical to metadata provided for the national data.

The Structure of Earnings Survey (SES) is a 4-yearly survey which provides EU-wide harmonised structural data on gross earnings, hours paid and annual days of paid holiday leave, which are collected every four years under Council Regulation (EC) No 530/1999 concerning structural statistics on earnings and on labour costs, and Commission Regulation (EC) No 1738/2005 amending Regulation (EC) No 1916/2000 as regards the definition and transmission of information on the structure of earnings. The objective of this legislation is so that National Statistical Institutes (NSIs) provide accurate and harmonised data on earnings in EU Member States and other countries for policy-making and research purposes. The SES 2010 provides detailed and comparable information on relationships between the level of hourly, monthly and annual remuneration, personal characteristics of employees (sex, age, occupation, length of service, highest educational level attained, etc.) and their employer (economic activity, size and economic control of the enterprise). Regional data is also available for some countries and regional metadata is identical to that provided for national data.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows: Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.

It provides a breakdown of government expenditure according to their function. To meet this end, economic flows of expenditure must be aggregated according to the Classification of the Functions of Government (COFOG).

Eurostat Dataset Id:educ_bo_ac_ent2 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)

Number of new entrants in a given programme by age and sex.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.

Number of new entrants in a given programme by field and sex.

The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility

This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.

Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.

The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)

The OECD Science, Technology and Industry Outlook reviews key trends in STI policies and performance in OECD countries and major emerging economies. It is published every two years and draws on a unique international policy survey conducted by the OECD - with more than 45 countries involved in 2014 - and the latest OECD work on STI policy analysis and measurement. Following an overview of the recent STI global landscape, key current policy issues are discussed across a series of thematic policy profiles. Country profiles report the STI performance of individual countries and the most recent national policy developments.

This table contains statistics on research and development (R&D) expenditure performed in the higher education and private non-profit sectors by field of science (natural sciences, engineering, medical sciences, agricultural sciences, social sciences, and humanities) and type of costs (current expenditures, capital expenditures).