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Learn about EU's role in promoting quality education, 16 indicators for school education quality, lifelong learning areas, and strategies to improve effectiveness. Explore challenges and strategic objectives to meet education goals by 2010.
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Supporting the quality of education systems: European co-operation and policies Quality in Education - Danish Presidency Conference Kolding, 28-29 November 2002 Mrs Angela VEGLIANTE, DG EAC
The Community shall contribute to the development of quality education by encouraging co-operation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity Article 149 (ex Article 126)
Can be used to: describe the present situation, quantify the objectives which have been set, provide continuous updates on progress towards certain objectives, provide insights into the factors which might have contributed to successful results. Quality Indicators
European Report on the Quality of School Education Sixteen Quality Indicators Report based on the work of the Working Committee on Quality Indicators
Attainment Success and Transition Monitoring of school education Resources and Structures AREAS
Presented to the Education Ministers in Bratislava, June 2002 European Report on Quality Indicators of Lifelong Learning
Area A: Skills, Competencies and Attitudes Area B: Access and Participation Area C: Resources for Lifelong Learning Area D: Strategies and System Development Four Areas
Relevance to the area under consideration Reliability, Comparability and Pertinence of Data 15 Quality IndicatorsIndicator Selection
1. Literacy 2. Numeracy 3. New Skills for the Learning Society 4. Learning-to-Learn Skills 5. Active Citizenship, Cultural and Social Skills Area ASkills, Competencies and Attitudes
Indicator 1: LiteracyPercentage of students per country at proficiency level 1 or below on the PISA reading literacy scale Indicator 2: NumeracyPercentage of students per country below the score of 380 points on the PISA mathematical literacy scale Indicator 3: New Skills for the Learning SocietyPercentage of students per country below the score of 400 points on the PISA scientific literacy scale
Indicator 4: Learning-to-Learn SkillsPercentage of students per country in the lower 25% of overall performance on the PISA “elaboration strategies” index Indicator 5: Active Citizenship, Cultural and Social SkillsQualitative indicator on civic knowledge, civic engagement and civic attitudes across countries from the IEA study
6. Access to Lifelong Learning 7. Participation in Lifelong Learning Area BAccess and Participation
Indicator 6: Access to Lifelong LearningNo definition or data available Indicator 7: Participation in Lifelong LearningParticipation in education and training of those aged 25 to 64
8. Investment in Lifelong Learning 9. Educators and Learning 10. ICT in Learning Area CResources for Lifelong Learning
Indicator 8: Investment in Lifelong Learning Total public expenditure on education as a percentage of GDP Indicator 9: Educators and Learning Percentage of teachers having received education and training during the previous four weeks Indicator 10: ICT in Learning Percentage of households who have Internet access
Area DStrategies and System Development 11. Strategies for Lifelong Learning 12. Coherence of Supply 13. Counseling and Guidance 14. Accreditation and Certification 15. Quality Assurance
Indicator 11: Strategies for Lifelong Learning Member States’ positions on developing lifelong learning strategies (EC: Joint Employment Report, 2001) Indicator 12: Coherence of Supply Indicator 13: Counseling and Guidance Indicator 14: Accreditation and Certification Indicator 15: Quality Assurance For each of the above indicators (12-15) no data or definitions are currently available
The Challenges • Skills, Competencies and Attitudes • Resources • Social Inclusion • Change • Data
The “objectives” process and the open method of co-ordination
Lisbon, March 2000 Strategic goal for the EU to 2010 • to become the most competitive and dynamic knowledge-based economy in the world, • capable of sustainable economic growth • with more and better jobs • and greater social cohesion
HOW? The Education Council • to undertake a general reflection on the concrete future objectives of education systems, • focusing on common concerns and priorities, • while respecting national diversity
Stockholm, March 2001 The Objectives report • Improving the quality of education and training systems • Making access to learning easier • Opening education and training to the world
Barcelona, March 2002 • Detailed work programme on the follow-up of the objectives of Education and Training Systems in Europe
The Detailed Work Programme 3 Strategic objectives 13 Objectives 33 Indicative indicators
Strategic Objective 1 Improving the quality and effectiveness of education and training systems in the EU
Strategic Objective 1 1.1 Improving education and training for teachers and trainers 1.2 Developing skills for the knowledge society 1.3 Ensuring access to ICT for everyone 1.4 Increasing recruitment to scientific and technical studies 1.5 Making the best use of resources
Strategic Objective 2 Facilitating the access of all to education and training systems
Strategic Objective 2 2.1 Open learning environment 2.2 Making learning more attractive 2.3 Supporting active citizenship, equal opportunities and social cohesion
Strategic Objective 3 Opening up education and training systems to the wider world
Strategic Objective 3 3.1 Strengthening the links with working life and research in society at large 3.2 Developing the spirit of enterprise 3.3 Improving foreign language learning 3.4 Increasing mobility and exchange 3.5 Strengthening the European co-operation
The open method ofco-ordination • A co-ordinated strategy • Common objectives • Common instruments
The common tools • Indicators and benchmarks • Exchange of good practice • Peer reviews
The Standing Group on Indicators Will examine issues across all areas of education and training in order to measure progress towards the achievement of the objectives. Progress will be measured through indicators and benchmark
COMMUNICATION FROM THE COMMISSION European benchmarks in education and training: follow-up to the Lisbon European Council
Benchmark 1 By 2010, all Member States should at least halve the rate of early school leavers, with reference to the rate recorded in the year 2000, in order to achieve an EU-average rate of 10% or less
Benchmark 2 By 2010, Member States will have at least halved the level of gender imbalance among graduates in mathematics, science, technology whilst securing an overall significant increase of the total number of graduates, compared to the year 2000
Benchmark 3 By 2010, Member States should ensure that average percentage of 25-64 years olds in the EU with at least upper secondary education reaches 80% or more
Benchmark 4 By 2010, the percentage of low-achieving 15 year olds in reading, mathematical and scientific literacy will be at least halved in each Member State
Benchmark 5 By 2010, the EU-average level of participation in lifelong learning should be at least 15% of the adult working age population (25-64 age group) and in no country should it be lower than 10%
The Commission invites Member States to continue to contribute to the achievement of the Lisbon objective of substantial annual increases in per capita investments in human resources, and, in this respect, to set transparent benchmarks to be communicated to the Council and Commission as the Detailed Work programme on the Objectives sets out
Supporting the quality of education systems: European co-operation and policies http://europa.eu.int/comm/dgs/education_culture