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
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
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 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04)
(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 tables
Early leavers from education and training (edatt1) – all tables
Labour 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 'young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0)' also presents one table with quarterly NEET data (lfsi_neet_q). Deviating from the NEET indicator calculation as provided in 3.4, the denominator in this table with quarterly data is the total population of the same age group and sex which explains differences in results. For further information, see the ESMS on 'LFS main indicators'.
In the online database, data on educational attainment are in general presented for three aggregates as follows:
Less than primary, primary and lower secondary education: this aggregate refers to levels 0, 1 and 2 of the ISCED 2011 (online code ED0-2). Data up to 2013 refer to ISCED 1997 levels 0, 1 and 2 but also include level 3C short (educational attainment from ISCED level 3 programmes of less than two years).
Upper secondary and post-secondary non-tertiary education: this aggregate corresponds to ISCED 2011 levels 3 and 4 (online code ED3_4). ISCED 2011 level 3 programmes of partial level completion are considered within ISCED level 3. Data up to 2013 refer to ISCED 1997 levels 3C long, 3A, 3B and 4.
Tertiary education: this aggregate covers ISCED 2011 levels 5, 6, 7 and 8 (short-cycle tertiary education, bachelor's or equivalent level, master's or equivalent level, doctoral or equivalent level, online code ED5-8 ‘tertiary education’). Data up to 2013 refer to ISCED 1997 levels 5 and 6.
The aggregate ‘Upper secondary, post-secondary non-tertiary and tertiary education (levels 3-8)' is additionally available in several tables.
For the aggregate 'upper secondary and post-secondary non-tertiary education' an additional breakdown by programme orientation (general, vocational) is available for the age group 15-34 as from 2014, and for all ages as from 2021 (online codes ED3_4GEN, ED3_4VOC).
For further information on educational attainment see CIRCABC.
ISCED 2011 categories for educational attainment at 1-digit level:
As a general rule the EU-LFS covers all economic sectors.
3.4. Statistical concepts and definitions
The educational attainment level of an individual is the highest ISCED (International Standard Classification of Education) level successfully completed, the successful completion of an education programme being validated by a recognised qualification, i.e. a qualification officially recognised by the relevant national education authorities or recognised as equivalent to another qualification of formal education. In countries where education programmes, in particular those belonging to ISCED levels 1 and 2, do not lead to a qualification the criterion of full attendance of the programme and normally gaining access to a higher level of education may have to be used instead. When determining the highest level, both general and vocational education should be taken into consideration. The ISCED definition of education includes training. Data on educational attainment level exclude persons who did not answer to the question 'highest level of education or training successfully completed'.
Exposure of VET graduates (vocational education and training) to work-based learning: the indicator on recent graduates from VETbenefitting from exposure to work-based learning during their vocational education and training is defined as follows:
Denominator: people aged 20-34 with an upper secondary and post-secondary non-tertiary education educational attainment of vocational orientation (ED3_4VOC) who had successfully completed their highest level of education in the last three years, regardless whether they are currently in any formal or non-formal education and training (i.e. in the last 4 weeks);
Numerator: those of the denominator who indicated a work experience while studying of at least one month.
The indicator is based on data available in the table on population aged 20-34 with work experience while studying by sex, age, educational attainment level and years since completion of highest level of education (edat_lfs_9919). Work experience while studying refers to work experiences at a workplace in a market or non-market unit (i.e. in a company, government institution or non-profit organisation) that were part of the curriculum of the formal programme that led to the highest level of education successfully completed. It is not relevant if the work experience was a mandatory or voluntary part of the curriculum, but the work experience must have taken place at a workplace; purely school-based work experiences are not considered.
Early leavers from education and training denotes the percentage of the population aged 18 to 24 having attained at most lower secondary education and not being involved in further education or training. The numerator of the indicator refers to persons aged 18 to 24 who meet the following two conditions: (a) the highest level of education or training they have completed is ISCED 2011 level 0, 1 or 2 (ISCED 1997: 0, 1, 2 or 3C short) and (b) they have not received any education or training (i.e. neither formal nor non-formal) in the four weeks preceding the survey. The denominator in the total population consists of the same age group, excluding the respondents who have not answered the questions 'highest level of education or training successfully completed' and 'participation in education and training'.
The indicator on young people neither in employment nor in education and training (NEET) corresponds to the percentage of the population of a given age group and sex who is not employed and not involved in further education or training. The numerator of the indicator refers to persons who meet the following two conditions: (a) they are not employed (i.e. unemployed or inactive according to the International Labour Organisation definition) and (b) they have not received any education or training (i.e. neither formal nor non-formal) in the four weeks preceding the survey. The denominator in the total population consists of the same age group and sex, excluding the respondents who have not answered the question 'participation in regular (formal) education and training'. Due to no answers to the variable 'participation in education and training' or 'educational attainment level', certain breakdowns of NEET rates may not exactly sum up to the overall NEET rate for a given age group and sex.
The indicator employment rates of recent graduates is defined as the percentage of the population aged 20-34 with at least upper secondary education, who were employed (ILO definition), not in further education or training (i.e. neither formal nor non-formal) during the last four weeks preceding the survey and who successfully completed their highest educational attainment 1, 2 or 3 years before the survey. The indicator is based on data available in the table on employment rates by year since completing the highest level of education (edat_lfse_24).
Education/training received means participation in formal and non-formal education and training. Formal education is defined by ISCED 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 or equivalent authorities, e.g. any other institution in cooperation with the national or sub-national education authorities.’ 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.
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.
Annual.
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.
‘Early leavers from education and training’, ‘tertiary educational attainment’ and ‘exposure of VET graduates to work-based learning’ are important policy indicators. For these indicators, the Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030) defines EU-level targets. Indicators on educational attainment and transition from education to work are also used to monitor the European pillar of social rights and the sustainable development goals.
Introduction of the ISCED 2011 classification: data up to 2013 are based on ISCED 1997, as from 2014 ISCED 2011 is applied. Online tables present data for three aggregates (see 3.2 above), and at this level of aggregation data are directly comparable for all available countries except Austria and Estonia.
The level shift break in Austria is 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.
The level shift break in Estonia is due to the reclassification of a programme that can last between 6 months and 3.5 years: the qualification acquired upon successful completion of 'vocational courses based on basic education' is allocated in ISCED 2011 to ISCED level 2; under ISCED 1997 this was reported as level 3.
The indicators ‘early leavers from education and training’, ‘tertiary educational attainment’, ‘exposure of VET graduates to work-based learning’ as well as other educational data presented in this domain are based on EU-LFS data. They 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 EU-LFS data on educational attainment and transition from education to work please consult CIRCABC.
employ_esms - Employment and unemployment (Labour force survey)
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 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04)
(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 tables
Early leavers from education and training (edatt1) – all tables
Labour 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 'young people by educational and labour status (incl. neither in employment nor in education and training - NEET) (edatt0)' also presents one table with quarterly NEET data (lfsi_neet_q). Deviating from the NEET indicator calculation as provided in 3.4, the denominator in this table with quarterly data is the total population of the same age group and sex which explains differences in results. For further information, see the ESMS on 'LFS main indicators'.
30 October 2024
The educational attainment level of an individual is the highest ISCED (International Standard Classification of Education) level successfully completed, the successful completion of an education programme being validated by a recognised qualification, i.e. a qualification officially recognised by the relevant national education authorities or recognised as equivalent to another qualification of formal education. In countries where education programmes, in particular those belonging to ISCED levels 1 and 2, do not lead to a qualification the criterion of full attendance of the programme and normally gaining access to a higher level of education may have to be used instead. When determining the highest level, both general and vocational education should be taken into consideration. The ISCED definition of education includes training. Data on educational attainment level exclude persons who did not answer to the question 'highest level of education or training successfully completed'.
Exposure of VET graduates (vocational education and training) to work-based learning: the indicator on recent graduates from VETbenefitting from exposure to work-based learning during their vocational education and training is defined as follows:
Denominator: people aged 20-34 with an upper secondary and post-secondary non-tertiary education educational attainment of vocational orientation (ED3_4VOC) who had successfully completed their highest level of education in the last three years, regardless whether they are currently in any formal or non-formal education and training (i.e. in the last 4 weeks);
Numerator: those of the denominator who indicated a work experience while studying of at least one month.
The indicator is based on data available in the table on population aged 20-34 with work experience while studying by sex, age, educational attainment level and years since completion of highest level of education (edat_lfs_9919). Work experience while studying refers to work experiences at a workplace in a market or non-market unit (i.e. in a company, government institution or non-profit organisation) that were part of the curriculum of the formal programme that led to the highest level of education successfully completed. It is not relevant if the work experience was a mandatory or voluntary part of the curriculum, but the work experience must have taken place at a workplace; purely school-based work experiences are not considered.
Early leavers from education and training denotes the percentage of the population aged 18 to 24 having attained at most lower secondary education and not being involved in further education or training. The numerator of the indicator refers to persons aged 18 to 24 who meet the following two conditions: (a) the highest level of education or training they have completed is ISCED 2011 level 0, 1 or 2 (ISCED 1997: 0, 1, 2 or 3C short) and (b) they have not received any education or training (i.e. neither formal nor non-formal) in the four weeks preceding the survey. The denominator in the total population consists of the same age group, excluding the respondents who have not answered the questions 'highest level of education or training successfully completed' and 'participation in education and training'.
The indicator on young people neither in employment nor in education and training (NEET) corresponds to the percentage of the population of a given age group and sex who is not employed and not involved in further education or training. The numerator of the indicator refers to persons who meet the following two conditions: (a) they are not employed (i.e. unemployed or inactive according to the International Labour Organisation definition) and (b) they have not received any education or training (i.e. neither formal nor non-formal) in the four weeks preceding the survey. The denominator in the total population consists of the same age group and sex, excluding the respondents who have not answered the question 'participation in regular (formal) education and training'. Due to no answers to the variable 'participation in education and training' or 'educational attainment level', certain breakdowns of NEET rates may not exactly sum up to the overall NEET rate for a given age group and sex.
The indicator employment rates of recent graduates is defined as the percentage of the population aged 20-34 with at least upper secondary education, who were employed (ILO definition), not in further education or training (i.e. neither formal nor non-formal) during the last four weeks preceding the survey and who successfully completed their highest educational attainment 1, 2 or 3 years before the survey. The indicator is based on data available in the table on employment rates by year since completing the highest level of education (edat_lfse_24).
Education/training received means participation in formal and non-formal education and training. Formal education is defined by ISCED 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 or equivalent authorities, e.g. any other institution in cooperation with the national or sub-national education authorities.’ 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.
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.
Introduction of the ISCED 2011 classification: data up to 2013 are based on ISCED 1997, as from 2014 ISCED 2011 is applied. Online tables present data for three aggregates (see 3.2 above), and at this level of aggregation data are directly comparable for all available countries except Austria and Estonia.
The level shift break in Austria is 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.
The level shift break in Estonia is due to the reclassification of a programme that can last between 6 months and 3.5 years: the qualification acquired upon successful completion of 'vocational courses based on basic education' is allocated in ISCED 2011 to ISCED level 2; under ISCED 1997 this was reported as level 3.
