Reference metadata describe statistical concepts and methodologies used for the collection and generation of data. They provide information on data quality and, since they are strongly content-oriented, assist users in interpreting the data. Reference metadata, unlike structural metadata, can be decoupled from the data.
Eurostat, the statistical office of the European Union
1.2. Contact organisation unit
Unit F3: Labour market and lifelong learning
1.3. Contact name
Restricted from publication
1.4. Contact person function
Restricted from publication
1.5. Contact mail address
2920 Luxembourg LUXEMBOURG
1.6. Contact email address
Restricted from publication
1.7. Contact phone number
Restricted from publication
1.8. Contact fax number
Restricted from publication
2.1. Metadata last certified
30 October 2024
2.2. Metadata last posted
30 October 2024
2.3. Metadata last update
30 October 2024
3.1. Data description
Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.
Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. Participation rates in education and training for various age groups and by different breakdowns are presented.
Annual data on participation in education and training in the last 4 weeks are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Data on participation in education and training in the last 12 months are available every 2 years as from 2022.
The main indicator on adult participation in learning refers to the age group 25 to 64. Indicators on ‘participation in education and training in the last 12 months’ are considered to provide a more appropriate measure of participation in adult learning than indicators on ‘participation in education and training in the last 4 weeks’ as they present information about the share of people who were involved in education and training during a year.
Participation rates are calculated as follows:
the numerator refers to persons in a given age group who stated that they received education or training (either in the last four weeks or in the last 12 months preceding the survey).
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'.
For data published in the folder 'Participation in education and training (last 4 weeks, LFS) - data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is – where necessary – adjusted and enriched in various ways up to the reference year 2008, 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.
All other tables on participation in education and training (4 weeks) are not adjusted and therefore the results in these tables might differ.
3.2. Classification system
International Standard Classification of Education (ISCED): ISCED 1997 until 2013 and ISCED 2011 as from 2014;
Classification of Learning Activities (CLA);
Classification of economic activities (NACE): NACE Rev. 1.1 until 2008 and NACE Rev. 2 as from 2008;
Classifications of Occupations (ISCO): ISCO-COM 88 until 2010 and ISCO 08 as from 2011;
Nomenclature of territorial units for statistics: NUTS.
As a general rule the EU-LFS covers all economic sectors.
3.4. Statistical concepts and definitions
Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.
Adult learning refers to the participation of adults in lifelong learning. Adult learning usually refers to learning activities after the end of initial education. The policy indicator on adult participation in learning refers to the age group 25-64.
Learning activities: any activities of an individual organised with the intention to improve his/her knowledge, skills, and competences. Intentional learning (as opposed to random learning) is defined as a deliberate search for knowledge, skills or competences. Organised learning is defined as learning planned in a pattern or sequence with explicit or implicit aims.
Formal education and training according to the International Standard Classification of Education 2011 (ISCED 2011) is defined as “education that is institutionalised, intentional and planned through public organisations and recognised private bodies and – in their totality – constitute the formal education system of a country. Formal education programmes are thus recognised as such by the relevant national education authorities or equivalent authorities, e.g. any other institution in cooperation with the national or sub-national education authorities. Formal education consists mostly of initial education. Vocational education, special needs education and some parts of adult education are often recognised as being part of the formal education system.”
Non-formal education and training is defined as any institutionalised, intentional and organised/planned learning activities outside the formal education system. According to the classification of learning activities (CLA 2016), non-formal education and training comprises courses, seminars and workshops, private lessons or instructions and guided on-the-job training. However, non-formal education as measured in the EU-LFS excludes guided on-the-job training. The information collected covers both job-related (professional) and non-job-related (personal, social, 'leisure') education and training activities.
For further information on these concepts see the classification of learning activities (CLA).
The participation rate in education and training covers participation in formal and non-formal education and training.
For the calculation of the participation rates, see 3.1. Data description.
Data on participation in education and training in the last 4 weeks are collected since 1992; data on participation in education and training in the last 12 months are collected every two years as from 2022.
Regulation (EC) No 223/2009 on European statistics (recital 24 and Article 20(4)) of 11 March 2009 (OJ L 87, p. 164), stipulates the need to establish common principles and guidelines ensuring the confidentiality of data used for the production of European statistics and the access to those confidential data with due account for technical developments and the requirements of users in a democratic society.
In line with the European Union legal framework and the European Statistics Code of Practice Eurostat disseminates European statistics on Eurostat's website (see item 10 - 'Accessibility and clarity') respecting professional independence and in an objective, professional and transparent manner in which all users are treated equitably. The detailed arrangements are governed by the Eurostat protocol on impartial access to Eurostat data for users.
Data on participation in education and training in the last 4 weeks: annual.
Data on participation in education and training in the last 12 months: every two years (starting with 2022 data).
10.1. Dissemination format - News release
Ad-hoc news releases when required.
10.2. Dissemination format - Publications
The results are published in Statistics explained, in main Eurostat publications and in several social publications of the European Commission.
There had been changes in the EU-LFS variables on participation in education and training in 2003 and 2006 in order to improve the measurement of participation in formal and non-formal education and training. For details see CIRCABC.
An extensive revision of the questionnaire of the French Labour Force Survey (in use from 1 January 2013 onwards) explains the level shift break for France, which had an impact also on the EU aggregates.
Results from the EU-LFS are not directly comparable with results on adult learning coming from the Adult Education Survey (AES) which collects detailed data on participation in formal and non-formal education and training with a reference period of 12 months for the population aged 18-69. Main differences are the reference period (4 weeks or 12 months in LFS, 12 months in AES), the coverage of non-formal education (LFS does not cover guided on-the-job training) and the overall design of the surveys (especially the fact that proxies are possible when collecting the LFS data while they are not recommended and almost never used in most countries when collecting the AES data). Other reasons for differences in results are survey purpose, variables of non-formal education and training, national questionnaires, interviewer training, data collection period, and methodological differences between the surveys, for details see ‘Participation in education and training during the last 12 months – differences between data available from two sources’.
In addition to the annual and biennial EU-LFS series, an ad-hoc module to the LFS was carried out in 2003 on 'lifelong learning' with similar characteristics as the Adult Education Survey (12-month reference period). Data from this module are displayed in the folder 'Past series (trng_h)' in Eurostat's online database; results are not directly comparable with the AES information because of the survey methodology.
Participation rates in education and training (last 4 weeks and last 12 months) are based on EU-LFS data. The data are therefore coherent with the main LFS results on employment and unemployment.
EU and Euro area aggregates in absolute values are calculated by aggregating the estimated values (i.e. weighted population totals) of the respective Member States. For EU and Euro area aggregates expressed as rates or ratios, first EU and Euro area aggregates in absolute values are calculated for both numerator and denominator, and the rates or ratios based on those results.
In case of missing quarterly LFS data (before 2005), annual results are estimated by using interpolations of the EU Labour Force Survey data with reference to the available quarter(s). For further information see 3.1 above and CIRCABC.
For further information about LFS data on participation in education and training please consult CIRCABC.
employ_esms - Employment and unemployment (Labour force survey)
Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.
Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. Participation rates in education and training for various age groups and by different breakdowns are presented.
Annual data on participation in education and training in the last 4 weeks are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Data on participation in education and training in the last 12 months are available every 2 years as from 2022.
The main indicator on adult participation in learning refers to the age group 25 to 64. Indicators on ‘participation in education and training in the last 12 months’ are considered to provide a more appropriate measure of participation in adult learning than indicators on ‘participation in education and training in the last 4 weeks’ as they present information about the share of people who were involved in education and training during a year.
Participation rates are calculated as follows:
the numerator refers to persons in a given age group who stated that they received education or training (either in the last four weeks or in the last 12 months preceding the survey).
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'.
For data published in the folder 'Participation in education and training (last 4 weeks, LFS) - data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is – where necessary – adjusted and enriched in various ways up to the reference year 2008, 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.
All other tables on participation in education and training (4 weeks) are not adjusted and therefore the results in these tables might differ.
30 October 2024
Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.
Adult learning refers to the participation of adults in lifelong learning. Adult learning usually refers to learning activities after the end of initial education. The policy indicator on adult participation in learning refers to the age group 25-64.
Learning activities: any activities of an individual organised with the intention to improve his/her knowledge, skills, and competences. Intentional learning (as opposed to random learning) is defined as a deliberate search for knowledge, skills or competences. Organised learning is defined as learning planned in a pattern or sequence with explicit or implicit aims.
Formal education and training according to the International Standard Classification of Education 2011 (ISCED 2011) is defined as “education that is institutionalised, intentional and planned through public organisations and recognised private bodies and – in their totality – constitute the formal education system of a country. Formal education programmes are thus recognised as such by the relevant national education authorities or equivalent authorities, e.g. any other institution in cooperation with the national or sub-national education authorities. Formal education consists mostly of initial education. Vocational education, special needs education and some parts of adult education are often recognised as being part of the formal education system.”
Non-formal education and training is defined as any institutionalised, intentional and organised/planned learning activities outside the formal education system. According to the classification of learning activities (CLA 2016), non-formal education and training comprises courses, seminars and workshops, private lessons or instructions and guided on-the-job training. However, non-formal education as measured in the EU-LFS excludes guided on-the-job training. The information collected covers both job-related (professional) and non-job-related (personal, social, 'leisure') education and training activities.
For further information on these concepts see the classification of learning activities (CLA).
The participation rate in education and training covers participation in formal and non-formal education and training.
For the calculation of the participation rates, see 3.1. Data description.
EU and Euro area aggregates in absolute values are calculated by aggregating the estimated values (i.e. weighted population totals) of the respective Member States. For EU and Euro area aggregates expressed as rates or ratios, first EU and Euro area aggregates in absolute values are calculated for both numerator and denominator, and the rates or ratios based on those results.
There had been changes in the EU-LFS variables on participation in education and training in 2003 and 2006 in order to improve the measurement of participation in formal and non-formal education and training. For details see CIRCABC.
An extensive revision of the questionnaire of the French Labour Force Survey (in use from 1 January 2013 onwards) explains the level shift break for France, which had an impact also on the EU aggregates.
