ICT education - a statistical overview

Data extracted in October 2024.

Planned article update: October 2025.

Highlights

In the EU, more than 9 out of 10 ICT educated people are employed.

In 2023, women accounted for 17.4% of the total number of people employed in the EU with an ICT education, down 1.4 percentage points from 2016.

In 2023, 74.1% of those employed in the EU with an ICT education had attained a tertiary level of education, representing an annual average increase of 4.6% since 2016.

Share of employed people with an ICT education by sex, 2023

Notes: Definitions differ in Spain and in France: see the source data metadata (Labour Force survey - LFS) for more details.
Lack of data availability may result from LFS publication guidelines, stating that data below reliability thresholds are not available for publication.
Men of Iceland: low reliability and not available for publication.
Women of Croatia, Malta, Austria, Norway, Bosnia and Herzegovina: low reliability.
Women of Slovenia, Slovakia, Luxembourg, Latvia, Iceland: low reliability and not available for publication.
Source: Eurostat (online data code: isoc_ski_itsex)

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This article provides an overview of recent developments in relation to digital skills within the European Union (EU). More specifically, it presents a range of statistics that describe the composition of the EU labour force in possession of an information and communication technology (ICT) education, as defined by those having achieved formal qualifications at least at upper secondary level within the fields of computer use, computer science, database and network design and administration, or software and applications development and analysis. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of core education, alongside reading, writing and numeracy, while prosperous countries, businesses and individuals are often characterised by developing advanced ICT skills as a key factor of their success.

Digitalisation and automation have transformed society and the economy with an ever-deepening impact on everyday life. With the increased application of digital technologies into a broad range of economic sectors such as manufacturing, energy, retail, transport, finance, education and healthcare, as well as the ICT sector itself, there has been rapid growth in the demand for ICT specialists. This had a profound impact on the skillset that are sought by employers across the EU, while policymakers have become increasingly concerned by digital skills shortages, which may result in less innovation, lower levels of productivity or slower overall economic growth.

Full article

General perspectives about the labour force for people with an ICT education

The EU labour force is composed of people who are in employment and those who are unemployed. In 2016, the EU labour force (or the total number of economically active people) that were in possession of an ICT education numbered over 2.5 million people; this number rose to 3.3 million people by 2023 (see Figure 1). Of these, 3.1 million people aged 15-74 years in the EU were employed and in possession of an ICT education in 2023. By contrast, there were 223 000 people with an ICT education who were unemployed.

Figure 1: Employed and unemployed people with an ICT education, EU, 2016-2023
(in thousand people)
Source: Eurostat (isoc_ski_itemp)

During the period 2016-2023, the proportion of people with an ICT education who were unemployed decreased from 8.8% in 2016 to 6.7% in 2023 with a second lowest point of 5.9% in 2022. But within a year, in 2023, the number of people in the labour force with an ICT education who were unemployed revealed a deterioration of the situation with an increase of 19.3% compared with the year before. On the contrary, the labour market for people with an ICT education monotonously expanded over the same period, with 2 peaks in 2018 and in 2022. The first peak ingrowth in the number of employed people with an ICT education was higher in 2018, when it rose by 6.7% compared with the year before. The following 3 years conceded lower rates in the range 3.3% – 4.0% up to 2022 where the rate compared with 2021 increased to 7.0%. Between 2022 and 2023, the active population of people with ICT education continued to progress but at lower pace by 3.3% whereas unemployed people with an ICT education almost joined the figure obtained in 2021 (223 500).

Table 1: Distribution of employed people with an ICT education by sex, educational attainment level and age, 2016 and 2023
(in %)
Source: Eurostat (isoc_ski_itsex), (isoc_ski_itedu) and (isoc_ski_itage)

Relatively higher unemployment rates in southern EU Member States for people with an ICT education

While there was an overall increase between 2016 and 2023 in the size of the EU labour force in possession of an ICT educational background, there were various development patterns across the EU Member States. In 2023, the share of the people in the labour force with an ICT education who were in employment — as opposed to being unemployed — was 93.3% in the EU. A majority of countries (19) displayed higher values, the highest rate being observed in Bulgaria (with 98.6%), followed by Slovakia, Germany and Romania (whose respective rates were all above 97%). By contrast, the highest shares of people with an ICT education who were unemployed in 2023 were found in 3 southern Member States — Spain (12.2%), France (10.8%) and Italy (10.7%).

Figure 2: Share of the labour force with an ICT education by labour status, 2023
(in %)
Source: Eurostat (isoc_ski_itemp)

A comparison between 2016 and 2023 based on the share of the labour force with an ICT education who were in employment reveals there was little overall change in the situation at EU level. Some 91.2% of the EU labour force with an ICT education were employed in 2016, while 7 years later this share was 2.1 percentage points (pp) higher, at 93.3% in 2023.

Between 2016 and 2023, the share of the labour force with an ICT education that was employed rose by 23.9 pp in Greece (to 93.5%), by 13.7 pp in Croatia (to 96.4%), by 11 pp in Slovenia (to 95.4%) and by 9.7 pp in Portugal (to 91.8%) — see Figure 3. By contrast, reductions (by 6.1 pp) were recorded in France where the share of those employed fell to 89.2%, in Lithuania (-3.7 pp, 91.1%), in Sweden (-2.9 pp, 91.2%), Malta (-2.2 pp, 95.8%) and in Hungary (-0.2 pp, 96.6%). Among the non-EU countries presenting available information, the most notable progression between 2016 and 2023 was observed in Türkiye with 5.4 pp (from 82.7% to 88.1%).

Figure 3: Share of people with an ICT education who are employed in the labour force, 2016 and 2023
(in %)
Source: Eurostat (isoc_ski_itemp)

Employed people with an ICT education by sex

Men accounted for more than four-fifths of the total number of employed people with an ICT education in the EU

In 2023, men accounted for an 82.6% share of the 3.1 million people in the EU who were employed and in possession of an ICT education (see Figure 4), leaving women to account for the remaining 17.4% of the employed labour force in possession of an ICT education. This gender gap was present in each of the EU Member States in 2023, with Slovenia recording the highest share (92.3%) for men in the total number of employed people, followed by Slovakia and Italy (both with 88.8%). The share of men in the total number of employed people with an ICT education ranged from approximately 70-90% in most of the remaining EU Member States. Women accounted for more than one-quarter of the employed people with an ICT education in Estonia, Sweden, Cyprus, Romania, Greece, Bulgaria and in Denmark where the highest share (34.1%) was registered.

Figure 4: Share of employed people with an ICT education by sex, 2023
(in %)
Source: Eurostat (isoc_ski_itsex)

Thanks to a range of policy initiatives that have been enacted across the EU in order to promote ICT studies among women, the latest statistical data available reveal that between 2016 and 2023 there was an increase in the number of women with an ICT education who were employed in the EU. On average, this number rose by 5.3% per annum during the period under consideration, while the number of men who were employed and possessed an ICT education increased by an average of 3.8% per annum (see Figure 5).

These patterns for the EU confirm the fact that between 2016 and 2023 the number of people employed with an ICT education increased, on average, for both men and women in 19 out of the 23 EU Member States for which data is available. For the rest of the Member States for which data is available, 2 cases emerged: there was a reduction in the number of women employed and at the same time an increase in the number of men employed (in Italy, Portugal and Finland), but the total number of people employed with an ICT education still increased; and the decrease in the number of women employed in Hungary accentuated the decrease in the number of men when considering the total number of people employed with an ICT education. During the period 2016-2023, the Member States where the increase in the number of women with an ICT education in employment was the most significant were Denmark, Ireland and Croatia, with respectively 19.3%, 18.6% and 17.5% per annum.

In non-EU countries, Serbia observed an increase in the number of employed women with an ICT educational background of 8.1% over the period followed by Türkiye with 3.7% average increase per annum and Norway (3.1%), whereas Switzerland displayed an overall decrease (-2.5%) of people employed in possession of an ICT education for both men (-1.8%) and women (-6.9%).

Figure 5: Average annual rate of change for the number of people employed with an ICT education by sex, 2016 - 2023
(in %)
Source: Eurostat (isoc_ski_itsex)

Employed people with an ICT education by level of educational attainment

More tertiary graduates in ICT employed over time

In 2023, more than 7 out of 10 (74.1%) employed people in the EU with an ICT education had a tertiary level of educational attainment (see Figure 6). This was 2.6 pp higher than 7 years before, when the corresponding share was 71.5%.

There were however considerable differences between EU Member States as regards of levels of educational attainment: in 2023, more than 9 out of 10 employed people with an ICT education in Cyprus (96.6%), Denmark (94.4%), Ireland (92.7%), France (91.8%) and Bulgaria (91.5%) had completed a tertiary level of education. By contrast, a majority of those employed with an ICT education in Portugal (63.7%) and Italy (66.1%) did not have a tertiary level of education.

In the EFTA countries, for Serbia and Bosnia and Herzegovina, higher or comparable shares of employed people having attained a tertiary level of education in the field of ICT to the EU average were recorded. The exception was Türkiye where the shares for the 2 categories of education attainment levels are more balanced.

Figure 6: Share of employed people with an ICT education by educational attainment level, 2023
(in %)
Source: Eurostat (isoc_ski_itedu)

Between 2016 and 2023, the number of employed people in the EU with an ICT education at tertiary level increased, on average, by 4.6% per annum; the corresponding rate of change for people employed with an upper secondary and post-secondary non-tertiary level of educational attainment was lower, at 2.7% per annum (see Figure 7). The four highest average annual growth rates for the number of employed people with an ICT education at tertiary level were recorded in Ireland (22.4% per annum), Luxembourg (17.9% per annum), Cyprus (11.8% per annum) and Portugal (10.0% per annum).

Hungary (-2.3% per annum) was the only Member States to report a decline in their number of people employed with an ICT education (all levels together) during the period 2016-2023. Similarly, among the countries presenting data for non-tertiary education, the number of employed people having attained a level below tertiary education reduced in 6 countries (Estonia, Hungary, Greece, Finland, Denmark and Croatia) over a range running from -0.9% to -8.1% per annum during the period. By contrast, Czechia (-0.5% per annum) was the only country where the number of employed people with an ICT education at tertiary level decreased on average over the years 2016-2023, while the total number of people employed with an ICT education expanded with an average annual rate of 1.0%.

In candidate and EFTA countries presenting data over the period, the number of employed people with an ICT education progressed more than in the EU on average. The exception was Switzerland (-2.5% per annum), driven by the decrease in employment for people in possession of tertiary level of educational attainment (-3.5% per annum over the period).

Figure 7: Average annual rate of change for the number of employed people with an ICT education by educational attainment level, 2016-2023
(in %)
Source: Eurostat (isoc_ski_itedu)

Employed people with an ICT education by age

Almost two-thirds of the total number of employed people in the EU with an ICT education were aged 15-34 years

In 2023, slightly more than 2 out of every 3 (68.4%) employed people in the EU with an ICT education were aged 15-34 years. Moreover, young people of this age group accounted for the majority of employed people in possession of an ICT education in all the EU Member States. The share of young people in the total number of people employed with an ICT education was relatively low in Sweden (with 59.6%), Cyprus (with 59.5%) and Finland (with 53.6%) in 2023.

By contrast, those aged 15-34 years accounted for more than three-quarters of the total number of employed people with an ICT education in 6 of the EU Member States in 2023: 3 eastern Member States (Croatia, Romania and Czechia) and 3 southern Member States (Malta, Italy and Portugal). The highest shares were recorded in Malta (78.3%) and Croatia (77.3%).

In terms of younger (15-34 years) employed people with an ICT education background, 6 countries (Hungary, Estonia, Poland, Slovakia, France and Lithuania) in addition to those 6 already quoted, performed better than the EU average.

Figure 8: Share of employed people with an ICT education by age, 2023
(in %)
Source: Eurostat (isoc_ski_itage)

During the period 2016 to 2023, the number of young employed people with an ICT education rose, on average, by 4.4% per annum across the EU, while the corresponding increase for those aged 35-74 years was 3.4% per annum. During this period, the overall number of people aged 15-34 years who were employed with an ICT education increased by about 552 800, while the number of people aged 35-74 years increased only by 206 100. As a result, between 2016 and 2023 the share of young people aged 15-34 years in the total number of people employed with an ICT education in the EU increased from 67.0% to 68.4%. At country level, the highest rates of progression of young ICT educated people were observed for Ireland (with 22.4% per annum on average) followed by Luxembourg and Denmark. In most of the EU countries (23) displaying data for both age categories, both age groups progressed in synchronicity. Belgium observed a small contraction of the younger age group despite an overall increase in the number of people employed with an ICT educational background, whilst in Finland the older age group slightly deteriorated. Yet in Hungary, this general decrease was observed in all age groups.

In the non-EU countries for which data is available, results were more mitigated.

Figure 9: Average annual rate of change for the number of people employed with an ICT education by age, 2016-2023
(in %)
Source: Eurostat (isoc_ski_itage)

Source data for tables and graphs

People with an ICT education: tables and figures

Data sources

The data used in this article are derived from the EU Labour Force Survey (LFS). The information presented is based on microdata from the LFS and covers the population aged 15-74 years in order to be aligned with a range of other indicators relating to digital skills which are collected as part of the Community survey on the use of ICT in households and by individuals.

Within the LFS, the labour force — or economically active population — is defined as the population employed or unemployed; it therefore excludes people who are economically inactive, such as students, people choosing not to work, and the retired.

Employment covers people aged 15-74 years living in private households, who during the reference week performed work, even for just 1 hour, for pay, profit or family gain, or were not at work but had a job or business from which they were temporarily absent, for example because of illness, holidays, industrial dispute or education and training. As such, the total number of employed people includes employees, self-employed people and family workers. The collection of statistics on employed people with an ICT education is carried out across the whole economy and no information is collected as to the principal economic activity in which each person works; equally, the data collection exercise does not provide information in relation to the occupations/tasks that are carried out. In other words, it is possible that some employed people with an ICT education made little or no use of their studies in their work.

Unemployed people are defined by Eurostat, according to the guidelines of the International Labour Organisation, as people aged 15 to 74 years without work during the reference week who are available to start work within the next 2 weeks and who have actively sought employment at some time during the last 4 weeks.

ICT education is defined in terms of the International Standard Classification of Education fields of education (ISCED-F 2013) and covers computer use, database and network design and administration, software and applications development and analysis, inter-disciplinary programmes and qualifications. The following codes identifying ICT education background are: 061 "Information and Communication Technologies (ICTs)"; 068 "Inter-disciplinary programmes and qualifications involving Information and Communication Technologies (ICTs)".

Indeed, ISCED-F 2013 further specifies coding as follows: "Inter-disciplinary or broad programmes and qualifications are those which combine several detailed fields of education and training where no single detailed field dominates. Many inter-disciplinary programmes and qualifications cover several narrow or even broad fields. In this classification, the 'leading subject rule' is used to determine the broad field into which the inter-disciplinary study should be classified. That is, the leading subject or subjects determines the (broad) field." The introduction of ISCED-F 2013 together with the implementation of IESS regulation in 2021 (for more details consult the link to legislation) have impacted ICT education data series. Now, as an exact transcoding was not possible for all variables and all past years, comparable times series are substantially shorter and have started from 2016 onwards.

Levels of education refer to the educational attainment level of a person, in other words, to the highest level of education successfully completed. The levels are defined in terms of the ISCED 2011 classification, with tertiary education comprising ISCED levels 5-8 and non-tertiary education comprising ISCED levels 3 and 4 (upper secondary and post-secondary non-tertiary education), revealing the fact that in most of the countries, diplomas in the field of ICT are not delivered in lower secondary education levels (ISCED levels 1 and 2).

For data on educational attainment based on the EU-LFS, ISCED 2011 is applied. Data is broken down into two educational attainment level groups, (1) upper secondary and post-secondary non-tertiary education (ISCED levels 3 and 4) and (2) tertiary education (ISCED levels 5 to 8).

Data introduce an age filter for the variable that describes the field of education: the field of education is reported only for respondents who completed their highest level of educational attainment either before they reached 34 years of age or within the 15 years preceding the survey year. This change has a marginal effect on the ICT education data, except for an analysis of employed people with an ICT education by age (isoc_ski_itage).

Context

Digitalisation and automation can generate new business opportunities through the development of new production processes, new products and new markets. This may drive the demand for new skills in the workplace, which in turn leads to changes in education systems which may have to adapt to technological changes in order to provide students with up-to-date training and education that meets the requirements of prospective employers.

However, until the COVID-19 pandemic, the impact of digitalisation on education and training was much more limited. The pandemic has demonstrated that having an education and training system, which is fit for the digital age, is essential. Many people will acquire new skills and change jobs in a different sector of economy. More will need to upskill to keep their job in a new work environment.

One of the main political priorities of the European Commission is empowering EU's citizens and businesses to seize a human centred, sustainable and more prosperous digital future: Europe's Digital Decade. EUs digital ambitions for 2030 are translated into specific targets and milestones, delineated by the 2030 Digital Compass: the European way for the Digital Decade. There is a crucial need to keep investing in the skills of the people in Europe, both to help them prosper and to ensure the competitivity of the European economy on the global scale. The Digital Decade policy programme 2030 sets up a monitoring and cooperation mechanism to achieve the common objectives and targets for Europe's digital transformation.

In 2023, skills were at the heart of European priorities with the European year of Skills, aiming at gathering all vivid forces to work together to promote skills development, and thereby improving professional and life opportunities for people. The European Year of Skills aimed at helping to address the skills gaps in the European Union and boost the EU skills strategy, helping to reskill people with the focus on digital and green technology skills.

The Digital Education Plan and the Industrial Strategy for Europe made clear that the pathways to the recovery will be supporting the creation of a greener, more digital and resilient European Union in which the skills of the labour force are adapted to cope with a fast changing labour market. The European Year of Skills will also contribute to the Green Deal Industrial Plan to enhance the competitiveness of Europe's net-zero industry and support climate neutrality.