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

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

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

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

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

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

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

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

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

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

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