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Spain

  • Monarch:Felipe VI
  • Prime Minister:Pedro Sánchez
  • Capital city:Madrid
  • Languages:Castilian Spanish (official nationwide) 74%, Catalan (official in Catalonia, the Balearic Islands, and the Valencian Community (where it is known as Valencian)) 17%, Galician (official in Galicia) 7%, Basque (official in the Basque Country and in the Basque-speaking area of Navarre) 2%, Aranese (official in the northwest corner of Catalonia (Vall d'Aran) along with Catalan; <5,000 speakers) note: Aragonese, Aranese Asturian, Basque, Calo, Catalan, Galician, and Valencian are recognized as regional languages under the European Charter for Regional or Minority Languages
  • Government
  • National statistics office
  • Population, persons:46,572,028 (2017)
  • Area, sq km:500,210 (2017)
  • GDP per capita, US$:28,157 (2017)
  • GDP, billion current US$:1,311.3 (2017)
  • GINI index:36.2 (2015)
  • Ease of Doing Business rank:28 (2017)
All datasets:  1 A B C D E F G H I J L M N O P R S T U W Y
  • 1
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 November, 2018
      Select Dataset
      This indicator gives the percentage of all 18-year-olds who are still in any kind of school (all ISCED levels). It gives an indication of the number of young people who have not abandoned their efforts to improve their skills through initial education and it includes both those who had a regular education career without any delays as well as those who are continuing even if they had to repeat some steps in the past.
  • A
    • September 2014
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 15 December, 2017
      Select Dataset
      Chapter C includes indicators that are a mixture of outcome indicators, policy levers and context indicators. Internationalisation of education and progression rates are, for instance, outcome measures to the extent that they indicate the results of policies and practices at the classroom, school and system levels. But they can also provide contexts for establishing policy by identifying areas where policy intervention is necessary, for example, to address issues of inequity.
    • October 2011
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 May, 2014
      Select Dataset
      Eurostat Dataset Id:trng_aes_185 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
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      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 January, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      'Statistics on high-tech industry and knowledge-intensive services' (sometimes referred to as simply 'high-tech statistics') comprise economic, employment and science, technology and innovation (STI) data describing manufacturing and services industries or products traded broken down by technological intensity. The domain uses various other domains and sources of  Eurostat's official statistics (CIS, COMEXT, HRST, LFS, PATENT, R&D and SBS) and its coverage is therefore dependent on these other primary sources. Two main approaches are used in the domain to identify technology-intensity: the sectoral approach and the product approach. A third approach is used for data on high-tech and biotechnology patents aggregated on the basis of the International Patent Classification (IPC) 8th edition (see summary table in Annex 1 for which approach is used by each type of data). The sectoral approach: The sectoral approach is an aggregation of the manufacturing industries according to technological intensity (R&D expenditure/value added) and based on the Statistical classification of economic activities in the European Community (NACE)  at 2-digit level. The level of R&D intensity served as a criterion of classification of economic sectors into high-technology, medium high-technology, medium low-technology and low-technology industries. Services are mainly aggregated into knowledge-intensive services (KIS) and less knowledge-intensive services (LKIS) based on the share of tertiary educated persons at NACE 2-digit level. The sectoral approach is used for all indicators except data on high-tech trade and patents. Note that due to the revision of the NACE from NACE Rev. 1.1 to NACE Rev. 2 the definition of high-technology industries and knowledge-intensive services has changed in 2008. For high-tech statistics it means that two different definitions (one according NACE Rev. 1.1 and one according NACE Rev. 2) are used in parallel and the data according to both NACE versions are presented in separated tables depending on the data availability. For example as the LFS provides the results both by NACE Rev. 1.1 and NACE Rev. 2, all the table using this source have been duplicated to present the results by NACE Rev. 2 from 2008. For more details, see both definitions of high-tech sectors in Annex 2 and 3. Within the sectoral approach, a second classification was created , named Knowledge Intensive Activities KIA) and based on the share of tertiary educated people in each sectors of industries and services according to NACE at 2-digit level and for all EU28 Member States. A threshold was applied to judge sectors as knowledge intensive. In contrast to first sectoral approach mixing two methodologies, one for manufacturing industries and one for services, the KIA classification is based on one methodology for all the sectors of industries and services covering even public sector activities. The aggregations in use are Total Knowledge Intensive Activities (KIA) and Knowledge Intensive Activities in Business Industries (KIABI). Both classifications are made according to NACE Rev. 1.1 and NACE Rev. 2 at 2- digit level. Note that due to revision of the NACE Rev.1.1 to NACE Rev. 2 the list of Knowledge Intensive Activities has changed as well, the two definitions are used in parallel and the data are shown in two separate tables. NACE Rev.2 collection includes data starting from 2008 reference year. For more details please see the definitions in Annex 7 and 8. The product approach: The product approach was created to complement the sectoral approach and it is used for data on high-tech trade. The product list is based on the calculations of R&D intensity by groups of products (R&D expenditure/total sales). The groups classified as high-technology products are aggregated on the basis of the Standard International Trade Classification (SITC). The initial definition was built based on SITC Rev.3 and served to compile the high-tech product aggregates until 2007. With the implementation in 2007 of the new version of SITC Rev.4, the definition of high-tech groups was revised and adapted according to new classification. Starting from 2007 the Eurostat presents the trade data for high-tech groups aggregated based on the SITC Rev.4. For more details, see definition of high-tech products in Annex 4 and 5. High-tech patents: High-tech patents are defined according to another approach. The groups classified as high-tech patents are aggregated on the basis of the International Patent Classification (IPC 8th edition). Biotechnology patents are also aggregated on the basis of the IPC 8th edition. For more details, see the aggregation list of high-tech and biotechnology patents in Annex 6. The high-tech domain also comprises the sub-domain Venture Capital Investments: data are provided by INVEST Europe (formerly named the European Private Equity and Venture Capital Association EVCA). More details are available in the Eurostat metadata under Venture capital investments. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
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      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 November, 2018
      Select Dataset
      The annual expenditure on public and private educational institutions per pupil/student compared to GDP per capita relates the resources (e.g. expenditure for personnel, other current and capital expenditure) being devoted to education in public and private educational institutions to the overall economic welfare of a country. It is based on full-time equivalent enrolment. The use of GDP per capita allows the comparison of levels of economic activity of different sized economies (per capita) irrespective of their price levels (in PPS).
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 November, 2018
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      Expenditure per pupil/student in public and private institutions measures how much central, regional and local levels of government, private households, religious institutions and firms spent per pupil/student. It includes expenditure for personnel, other current and capital expenditure.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_terd The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_attd The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The indicator is defined as the percentage of people aged 25 to 64 who have successfully completed at most lower secondary education. This educational attainment refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. The indicator is based on the EU Labour Force Survey.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 April, 2018
      Select Dataset
      The indicator is defined as the percentage of people aged 25 to 64 who have successfully completed at most lower secondary education. This educational attainment refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 April, 2018
      Select Dataset
      People at risk of poverty after social transfers by highest level of education attained.  Persons are at risk of poverty if their equivalised disposable income is below the risk-of-poverty threshold, which is set at 60 % of the national median after social transfers.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.
    • September 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
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      This dataset presents the average number of students in a class by type of institution.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The European Union Labour Force Survey (EU-LFS) provides population estimates for the main labour market characteristics, such as employment, unemployment, inactivity, hours of work, occupation, economic activity and much else, as well as important socio-demographic characteristics, such as sex, age, education, households and regions of residence. Since 1999 an inherent part of the European Union labour force survey (LFS) are the so called 'ad-hoc modules' (AHM). Council Regulation No 577/98 specifies that a further set of variables (the AHM) may be added to supplement the information obtained from the core questionnaire of the LFS. The topic covered by the ad hoc module change every year, although some of them have been repeated.
  • B
    • June 2015
      Source: Barro-Lee
      Uploaded by: Knoema
      Accessed On: 12 October, 2015
      Select Dataset
      Data cited at: Barro-Lee  
    • August 2015
      Source: Barro-Lee
      Uploaded by: Knoema
      Accessed On: 12 October, 2015
      Select Dataset
      Data cited at: Barro-Lee
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
  • C
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 21 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_comp The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The completion rate (educ_bo_ou_comp) was computed in the framework of the UOE data collection (jointly carried out by Unesco, OECD and Eurostat), but is usually disseminated by OECD only. The methodology for estimating completion rates varies across countries. They can use three methods: the cross-section method, the true cohort method, or the synthetic cohort method (see section 11.1 below for more details). The year of reference gives the reference year for the number of graduates. The estimation assumes constant student flows at the tertiary level, owing to the need for consistency between the graduate cohort in the reference year and the entrant cohort n years before. This assumption may be an oversimplification. Results are less reliable in systems in which enrolments fluctuate markedly, or students are faced with many different options as regards the length of courses for which they may enrol or in which there are many changes in programmes between the years of admission and graduation respectively. The inclusion of foreign students in the new entrant questionnaire can have an impact on the completion rates indicator. In some countries, the proportion of foreign students represents a large part of tertiary population, and all of them are considered as new entrants in tertiary education (as advised in UOE Guidelines) whereas most of them won't be graduated at this level of education. The consequence is to underestimate the completion rates in those countries with relatively large proportions of foreign students enrolled in tertiary education.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 08 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_inf7 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 08 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_inf6 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_igen The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • October 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 May, 2018
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 May, 2018
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 May, 2018
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 May, 2018
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 May, 2018
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Provision of CVT courses and other forms of CVT (training/non-training enterprises)CVT strategiesParticipants in CVT coursesCosts of CVT coursesTime spent in CVT coursesCharacteristics of CVT coursesAssessment of CVT activities Since 2005, the CVTS also collects some information on initial vocational training (IVT). Five waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010CVTS 5 – reference year 2015 In the domain "Participation in education and training (educ_part)", the folder "Continuing vocational training in enterprises (trng_cvt)" presents data for 2005, 2010 and 2015 which are comparable between the three waves. 1999 data are available in the folder "Continuing vocational training in enterprises - reference year 1999 (trng_cvts2)". This folder can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here.
    • October 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 July, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts62 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.
    • October 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 06 July, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts64 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.
    • February 2011
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • October 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • April 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2019
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 08 January, 2019
      Select Dataset
      The country statistical profiles provide a broad selection of indicators, illustrating the demographic, economic, environmental and social developments, for all OECD members. The dataset also covers the five key partner economies with which the OECD has developed an enhanced engagement program with (Brazil, China, India, Indonesia and South Africa) ,accession countries (Colombia, Costa Rica and Lithuania) , Peru and the Russian Federation. The user can easily compare indicators across all countries. Total fertility rates - Unit of measure used: Number of children born to women aged 15 to 49
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • February 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 February, 2017
      Select Dataset
  • D
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 05 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),The Organisation for Economic Co-operation and Development (OECD) and,The Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and Entrants,Learning mobility,Education personnel,Education finance,Graduates,Language learning. Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • May 2018
      Source: United Nations Statistics Division
      Uploaded by: Knoema
      Accessed On: 04 December, 2018
      Select Dataset
      The United Nations Statistics Division collects, compiles and disseminates official demographic and social statistics on a wide range of topics. Data have been collected since 1948 through a set of questionnaires dispatched annually to over 230 national statistical offices and have been published in the Demographic Yearbook collection. The Demographic Yearbook disseminates statistics on population size and composition, births, deaths, marriage and divorce, as well as respective rates, on an annual basis. The Demographic Yearbook census datasets cover a wide range of additional topics including economic activity, educational attainment, household characteristics, housing characteristics, ethnicity, language, foreign-born and foreign population. The available Population and Housing Censuses' datasets reported to UNSD for the censuses conducted worldwide since 1995, are now available in UNdata. This latest update includes several datasets on international travel and migration inflows and outflows, and on incoming and departing international migrants by several characteristics, as reported by the national authorities to the UN Statistics Division for the reference years 2010 to the present as available.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_mism The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 February, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 February, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 05 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 February, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 February, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES:Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Three waves of the survey have been implemented so far (2007 AES, 2011 AES and 2016 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2016 AES was carried out in 2016/2017 and the dissemination of results is ongoing with the available countries. Comparable data for the three waves can be found in the following folders:Participation in education and training (last 12 months) (trng_aes_12m0)Participation in informal learning (last 12 months) (trng_aes_12m4)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      Lifelong learning encompasses all learning activities undertaken throughout life (after the end of initial education) 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. The reference period for the participation in education and training is the four weeks prior to the interview. Participation rates in education and training for various age groups and by different breakdowns are presented. The data shown are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). The strategic framework for European cooperation in education and training sets a benchmark on adult participation in lifelong learning, namely that an average of at least 15 % of adults aged 25 to 64 years old should participate in lifelong learning. Accordingly, the indicator 'lifelong learning' refers to persons aged 25 to 64 who stated that they received education or training in the four weeks preceding the survey (numerator). 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 see online table trng_lfse_01 and tsdsc440. For data published in the folder 'Main indicators on lifelong learning - LFS data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is up to the reference year 2008, 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. Tables shown in the following folders are not adjusted and therefore the results in these tables might differ. Participation in education and training (last 4 weeks) - population aged 18+ (trng_lfs_4w1)Participation in education and training (last 4 weeks) - employed persons aged 18+ (trng_lfs_4w2)Participation in education and training (last 4 weeks) - population aged 15+, by type of education (trng_lfs_4w3)
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_mity The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. The REFLEX project (standing for 'Research into Employment and professional FLEXibility') is a large scale international project that has been carried out in 16 different countries. It focuses on the demands that the modern knowledge society places on higher education graduates, and the degree to which higher education equips gradu­ates with the competencies to meet these demands. Specifically, it consists of a follow-up of the careers of highly skilled professionals who graduated in 2000. Data reported here refer to the 2005 survey and therefore focus on graduates from higher education (ISCED 5A, bachelor's and master's degree or equivalent) with more or less 5 years of experience since leaving higher education. This includes foreign students who graduated in the reference country, students who after graduation moved to another country, part-time students, distance learners, etc. For operational reasons, graduation cohorts instead of outflow cohorts were sampled, due to the lack of good registers in countries on who stayed in education and who did not. Some graduates continue their studies in higher education and enter the labour market a few years later. They will therefore have less than 5 years of experience and cannot directly be compared with graduates who entered the labour market immediately after graduation. The project focused on the careers of highly skilled professionals. The first ten years of these careers follow more or less the following pattern: an initial phase of transition to the labour market in which the focus is on searching for a job and integrating the labour market, a second phase in which essential professional expertise is gained and career patterns start to crystallise and a third phase in which graduates assume greater responsibility on the basis of their increasing professional expertise. Appropriate moments to survey these careers should correspond more or less with the transitions between these phases. Specifically, mismatch between qualification and occupation was measured in self report (what the respondent thinks about his/her job), and indirectly assessed through the two following questions: -         What type of education do you feel was most appropriate for this work? -         What field of study do you feel was most appropriate for this work? The first one was considered with regard to the achieved level of education in order to measure the vertical mismatch (between the actual skill level and the required one), while the second one was used to determine the horizontal mismatch (being at the relevant skill level, but in another field than that of graduation).
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 February, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_ilev The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • October 2011
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.
    • October 2011
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.
    • October 2011
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.
    • August 2015
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 December, 2015
      Select Dataset
      Eurostat Dataset Id:trng_aes_187 The Adult Education Survey (AES) is part of the EU Statistics on lifelong learning. There has been two waves of data collection so far. The first wave (pilot) of the survey - also named 2006 AES - has been carried out by countries in the EU, EFTA and candidate countries between 2005 and 2008: for the first time, it set up a common EU framework including standard questionnaire, tools and quality reporting. The second wave, which is the most recent data collection also named 2011 AES, has been conducted by EU countries and EFTA countries between July 2011 and June 2012. The first 2006 AES results were released in autumn 2008. The first 2011 AES results have been released in February 2013: this new release comprise main indicators on participation in education and training (formal and non-formal learning) and main characteristics of learning activities. A second set of indicators based on the 2011 AES will be released later on. Both 2006 and 2011 results are now displayed within the same tables. The whole survey covers participation in education and lifelong learning activities (formal, non-formal and informal learning) including job-related activities, characteristics of learning activities, self-reported skills as well as modules on social and cultural participation, foreign language skills, IT skills and background variables related to main characteristics of the respondents. Parameters and main variables The AES focused on the following parameters:Participation in formal, non-formal and informal education (FED, NFE, INF)Non-participation and obstacles to participation in trainingParticipation in FED, NFE and INF activities by field of education/learningShare of the job related NFEVolume of instruction hours in FED and NFEEmployer financing and costs of learning in FED and NFEModule on language and ICT skills of the populationModule on social and cultural participation of the population
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 February, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The Adult Education Survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES focuses on people aged 25-64 living in private households. The reference period for the participation in education and training is the twelve months prior to the interview. The following information is available from the AES: Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF)Volume of instruction hoursCharacteristics of the learning activitiesReasons for participatingObstacles to participationAccess to information on learning possibilitiesEmployer financing and costs of learningSelf-reported language skills Two waves of the survey have been implemented so far (2007 AES and 2011 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. The 2011 AES was underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The next AES is due in 2016. Comparable data from 2007 and 2011 AES can be found in the following folders: Participation in education and training (last 12 months) (trng_aes_12m0)Access to information on education and training (last 12 months) (trng_aes_12m1)Time spent on education and training (last 12 months) (trng_aes_12m2)           Obstacles to participation in education and training (last 12 months) (trng_aes_12m3)Self-reported language skills (educ_lang_00) The domain “Past series on lifelong learning - reference year 2007 (trng_aes_007h)” presents 2007 AES data on participation and non-participation in education and training which are not comparable with 2011 AES due to methodological changes.
    • January 2012
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 November, 2018
      Select Dataset
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
  • E
    • July 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 November, 2015
      Select Dataset
      In 2011, the European Union Labour Force Survey (EU-LFS) included an ad hoc module (AHM) on employment of disabled people. The module consisted of 11 variables dealing with:Health problems and difficulties in basic activities;Limitations in work caused by health problems/difficulties in basic activities;Special assistance needed or used by people with health problems/difficulties in basic activities;Limitation in work because of other reasons. On the basis of how the module was operationalised, the following two main definitions for disability were considered for presenting the results:Disabled persons = People having a basic activity difficulty (such as seeing, hearing, walking, communicating);Disabled persons = People having a work limitation caused by a longstanding health condition and/or a basic activity difficulty. 32 countries have implemented this module: the EU 28 Member States plus Turkey, Iceland, Norway and Switzerland. The Norwegian data are not disseminated because the AHM questionnaire in Norway only partly complies with the Commission Regulation (EU) No 317/2010 and consequently, the data are incomplete and partly comparable. Missing values, don't know and refusal answers are not considered in the calculations. It means the indicators have been worked out on the respondents and validated answers only.
    • April 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 April, 2018
      Select Dataset
      Early leavers from education and training: The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Educational attainment is defined according to the International Standard Classification of Education (ISCED). Lower secondary education refers to ISCED 2011 level 0, 1 and 2 (for data as from 2014) and to ISCED 1997 level 0, 1, 2 and 3C short (for data up to 2013).
    • December 2016
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 15 December, 2016
      Select Dataset
      Early leavers from education and training: The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Educational attainment is defined according to the International Standard Classification of Education (ISCED). Lower secondary education refers to ISCED 2011 level 0, 1 and 2 (for data as from 2014) and to ISCED 1997 level 0, 1, 2 and 3C short (for data up to 2013).
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The indicator is defined as the percentage of the population aged 18-24 with at most lower secondary education and who were not in further education or training during the last four weeks preceding the survey. Lower secondary education refers to ISCED (International Standard Classification of Education) 2011 level 0-2 for data from 2014 onwards and to ISCED 1997 level 0-3C short for data up to 2013. The indicator is based on the EU Labour Force Survey.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      Population by educational attainment level presents data on the highest level of education successfully completed by the individuals of a given population. Transition from education to work 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 tablesPopulation by educational attainment level (edat1)   - Population with lower secondary education attainment by sex and age (edat_lfse_05) - Population with upper secondary education attainment by sex and age (edat_lfse_06) - Population with tertiary education attainment by sex and age (edat_lfse_07) - Population with upper secondary or tertiary education attainment by sex and age (edat_lfse_08) - Population aged 25-64 with lower secondary education attainment by sex and NUTS 2 regions (edat_lfse_09) - Population aged 25-64 with upper secondary education attainment by sex and NUTS 2 regions (edat_lfse_10) - Population aged 25-64 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_11) - Population aged 30-34 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_12) - Population aged 25-64 with upper secondary or tertiary education attainment by sex and NUTS 2 regions (edat_lfse_13) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.
    • March 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 May, 2018
      Select Dataset
      The ad-hoc module "young people on the labour market" provides supplementary information on the correlation between work-based learning and labour market outcomes.
    • March 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 May, 2018
      Select Dataset
      The ad-hoc module "young people on the labour market" provides supplementary information on the correlation between work-based learning and labour market outcomes.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      Early leavers from education and training refers to persons aged 18 to 24 fulfilling the following two conditions: first, the highest level of education or training attained is ISCED 0, 1, 2 or 3c short, second, respondents declared not having received any education or training in the four weeks preceding the survey (numerator). The denominator consists of the total population of the same age group, excluding no answers to the questions 'highest level of education or training attained' and 'participation to education and training'.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • September 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 16 October, 2018
      Select Dataset
      This indicator presents internationally comparable data on education and earnings, by educational attainment, age and gender as published in OECD Education at a Glance 2018. For trend data, Education at a Glance 2018 includes data for 2005 and 2010-2016 (or years available).
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ac_soba The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ac_sobs The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. In the framework of the indicators for the monitoring of the social dimension and mobility of the Bologna Process, the EU-SILC (EU Statistics on Income and Living Conditions) data of interest cover individual's educational attainment, income and, from the intergenerational transmission of poverty ad hoc module, educational attainment of the parents. The following data-sets, having EU-SILC as source, on the Bologna Process are available: A. Widening access educ_bo_ac_sobs: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by sexeduc_bo_ac_soba: Individuals having completed tertiary education (ISCED 5-6), according to the educational background of their parents, by age D. Effective outcomes and employability educ_bo_ou_attd: Annual gross income of workers by educational attainment (2006)educ_bo_ou_terd: Annual gross income of workers with tertiary education (ISCED 5-6) , by sex (2006) The general aim of the EU-SILC domain is to provide comparable statistics and indicators on key aspects of the citizens' living conditions across Europe. This domain actually contains a range of social statistics and indicators relating to the risks of income poverty and social exclusion. There are both conceptual and methodological problems in defining and measuring income poverty and social exclusion. Since a 1984 decision of the European Council, the following are regarded as poor: "those persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong". On this basis, measures of poverty at EU level adopt an approach which is both multi-dimensional and relative. In June 2006, a new set of common indicators for the social protection and social inclusion process was adopted. (For more details and definitions of these indicators: Indicators 2006). To investigate particular areas of policy interest in more detail, target secondary areas, to be collected every four years or less frequently, are added to the cross-sectional component of EU-SILC. "The intergenerational transmission of poverty" was chosen as the area to be implemented for 2005. This specific module, collected in 2005, had as purpose to collect and compile relevant and robust information on background factors linked to adult social exclusion, minimising the burden of respondents to provide accurate detailed indicators sufficiently comparable across the EU capturing the effects of childhood experiences on poverty risk. More general information on EU-SILC is available on ilc_base.htm
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_att The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_attf The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".
    • December 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 03 December, 2018
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      Countries report expenditures by public institutions, government-dependent private institutions, and independent private institutions. These expenditure figures are intended to represent the total cost of services provided by each type of institution, without regard to sources of funds (whether they are public or private). Expenditure is classified into current and capital expenditure. Current expenditure is then broken down, into expenditure on compensation of personnel, and expenditure on other (non-personnel) resources.
    • December 2015
      Source: United Nations Development Programme
      Uploaded by: Misha Gusev
      Select Dataset
      Calculated using Mean Years of Schooling and Expected Years of Schooling.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_regind The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.
    • March 2019
      Source: World Bank
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
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      Data cited at: The World Bank https://datacatalog.worldbank.org/ Topic:Education Statistics Publication: https://datacatalog.worldbank.org/dataset/education-statistics License: http://creativecommons.org/licenses/by/4.0/   The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_mifi The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Bologna indicators on tertiary education attainment, occupational mismatch and unemployment are based for most of the countries on the results of the European Labour Force Survey (EU-LFS). For some countries not participating in the EU-LFS data collection, data were provided by their NSI and rely upon national household surveys.   The EU-LFS is a quarterly household sample survey carried out in the Member States of the European Union, Candidate Countries and EFTA countries (except for Liechtenstein). It is the main source of information about the situation and trends on the labour market in the European Union. The EU-LFS is organised in 12 modules covering demographic background, labour status, employment characteristics of the main job, atypical work, working time, employment characteristics of the second job, previous work experience of persons not in employment, search for employment, main labour status, education and training, situation one year before the survey and income. The survey's target population consists of all persons in private households, although the variables related to labour market are only collected for persons aged 15 years or older. For details see Council Regulation (EC) No 577/98 of 9 March 1998 on the organisation of a labour force sample survey in the Community (OJ No L 77/3). Since 1999 an inherent part of the European Union EU-LFS are the so called 'ad-hoc modules'. Detailed information regarding the survey methods, organization and comparability issues is available on the EU-LFS webpage. The following datasets are available with indicators on tertiary education attainment, occupational mismatch and unemployment used for the monitoring of the Bologna Process namely on effective outcomes and employability: educ_bo_ou_att: Population with tertiary education (ISCED 5-6), by sex and ageeduc_bo_ou_attf: Population with tertiary education (ISCED 5-6) aged 25-39, by field of study and sexeduc_bo_ou_ured: Unemployment rate of people aged 20-34, by sex and educational attainmenteduc_bo_ou_ursy: Unemployment rate of people with tertiary education (ISCED 5-6) aged 20-34, by sex and number of years since graduationeduc_bo_ou_urfi: Unemployment rate of people with tertiary education (ISCED 5-6), by field of study and ageeduc_bo_ou_mism: People with tertiary education (ISCED 5-6) aged 25-34 and employed in ISCO 1 or 2, in ISCO3, and not in ISCO 1|2|3, by sexeduc_bo_ou_mifi: People aged 25-34 with tertiary education (ISCED 5-6) being vertically mismatched, by field of study and sex As regards some countries, data on tertiary education attainment, occupational mismatch and unemployment were provided outside the framework of the LFS data collection and therefore cannot be considered to be always fully comparable due to differences in the underlying data sources and definitions. This parallel collection was carried out in January 2009 with some Bologna countries that have not participated in the EU-LFS data collection. Data, as well as some metadata, were collected in Armenia (AM), Moldova (MD), Serbia (RS) and Russia (RU): Armenia (AM): (indicators educ_bo_ou_att, educ_bo_ou_ured). Data provided by the National Statistical Service. Surveys: "LFS" and "ILCS". LFS for 2007 has been conducted within the frame of ILCS with a reduced number of questions;Moldova (MD): (indicators educ_bo_ou_att, educ_bo_ou_ured, educ_bo_ou_mism). Data provided by the National Bureau of Statistics. Survey: "LFS";Serbia (RS): (indicators educ_bo_ou_att, educ_bo_ou_attf, educ_bo_ou_ured, educ_bo_ou_ursy, educ_bo_ou_urfi, educ_bo_ou_mism). Data provided by the Statistical Office of the Republic of Serbia. Survey: "LFS";Russia (RU): (indicators educ_bo_ou_urgaed, educ_bo_ou_mism). Data provided by the Federal State Statistics Service. Survey: "Survey on employment".
    • March 2019
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 14 March, 2019
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      This indicator presents internationally comparable data regarding the labour force status and the educational attainment level by the National Educational Attainment Categories (NEAC) as reported by the labour force survey (LFS) and published in OECD Education at a Glance 2017. For trend data, the Education at a Glance Database includes data from 1981 to 2016 (or years with available data).
    • December 2016
      Source: United Nations Economic Commission for Europe
      Uploaded by: Knoema
      Accessed On: 21 November, 2018
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      Source: UNECE Statistical Database, compiled from national official sources. Definition:Educational attainment is defined as the highest level successfully completed by the person, in the educational system of the country where the education was received. The levels of education are defined according to the International Standard Classification of Education (ISCED): - Primary: ISCED level 1 - Lower secondary: ISCED level 2 - Upper and post secondary non-tertiary: ISCED levels 3-4 - Tertiary: ISCED 1997 levels 5-6 or ISCED 2011 levels 5-8. In this table the upper secondary level includes post-secondary non-tertiary education. For most countries the transition from ISCED 1997 to ISCED 2011 is from the scool year 2013-2014. For more details see Country Footnotes. .. - data not available Country: Armenia Change in definition (1980 - 1990): Level of education ?not stated? includes population without education attainment. Country: Armenia Reference period (1980): Data refer to 1979 Country: Armenia Reference period (1990): Data refer to 1989 Country: Austria Break in methodology (2004): In 2014 a new weighting procedure for the LFS was introduced. Following this change in the weighting procedure, data was revised back to 2004. Country: Austria ISCED-11 (2014 onwards): Break in series 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 Country: Austria Change in definition (1980 - 2000): Data before 2000 do not comply with ISCED97 as regards distinction between upper secondary and tertiary. ISCED97 5B mainly included in Upper Secondary. Country: Austria Change in definition (2004 - 2015): Data include ISCED Level 3c short in lower secondary level. Country: Azerbaijan Reference period (1980 - 2013): Data refer to end of year. Country: Belarus Additional information (1990 - 2013): Total includes population without education. Country: Belarus Break in methodlogy (1990): Data refer to 1989 census Country: Belarus Break in methodlogy (2000): Data refer to 1999 census Country: Belgium 2010: break in series: change in methodology. Measurement: Persons , Country: Bosnia and Herzegovina Population by educational attainment, educational level not stated refers to the population with no primary schooling and some primary. Country: Bulgaria Break in methodlogy (1980): Data are from 1985 census Country: Bulgaria Break in methodlogy (1990): Data are from 1992 census Country: Bulgaria Break in methodlogy (2001): Data are from 2001 census Country: Bulgaria Reference period (1995 - 2002): Data refer to June of respective year Country: Canada Additional information (1990 - onwards): Data cover non-institutionalized population in the 10 provinces, i.e. excluding the three Territories. Country: Croatia Change in definition (1980 - 1990): Data refer to population with permanent residence irrespective of actual residence and duration. "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Change in definition (2001 - 2013): "Education level-not stated" comprises persons with unknown education level as well as persons with no school at all. Country: Croatia Reference period (1980): Data refer to 1981 Country: Croatia Reference period (1990): Data refer to 1991 Country: Cyprus Change in definition (1990): Lower secondary level is included in upper secondary level Country: Cyprus Reference period (1990): Data refer to 1989 Country: Cyprus Reference period (1995): Data refer to 1992 Country: Cyprus Data cover only government controlled area Country: Cyprus From 2014, data compiled using ISCED 2011 classification. Country: Cyprus From 2000, persons who have not attended or finished primary education also included in primary education level. Country: Estonia Change in definition (1980 - 2000): Data are from censuses and refer to population aged 25+ Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2001 - 2013): Age group 25+ refers to 25-74, age group 50+ refers to 50-74. Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Change in definition (2012): Data is from census 2011. Data refer to 31.december 2011 Data for primary level attainment include persons who have not completed the primary level education. Country: Estonia Reference period (1980): Data refer to 1979 Country: Estonia Reference period (1990): Data refer to 1989 Country: Finland Data for lower secondary level include primary level. Country: Georgia Change in definition (1980 - 2013): Level of education ?not stated? includes population without education attainment Country: Georgia Reference period (1980): Data refer to 1979 Country: Georgia Reference period (1990): Data refer to 1989 Country: Germany Data from 1990 to 1998 are classified according to ISCED-76, data from 1999 to 2013 according to ISCED 97, data from 2014 on are classified according to ISCED 2011. Country: Greece Break in methodology (2000): From 2000, data refer to population residing in private households Country: Greece Change in definition (2001 - 2013): "Primary" includes also persons that did not completed ISCED 1 programs Country: Greece Data refer to annual averages. From 2014, estimates use ISCED-2011 classification. Country: Hungary Break in methodlogy (1995): Before 1995, data are from population censuses. From 2000, from Country: Hungary Change in definition (2000 - 2008): Data refer to population aged 25-74. Country: Iceland Break in methodology (2003): Change in data collection procedure. Data classified according to ISCED 2011. Country: Iceland Reference period (1990): 1990 refers to 1991 Country: Ireland From 2000, data refer to age group 25-64. From 2014, data are compiled according to ISCED-2011. As a result data breakdown by education level not fully comparable with previous years. Country: Ireland Reference period (1980): Data refer to1981 Country: Ireland Reference period (1990): Data refer to 1991 Country: Ireland Reference period (1995): Data refer to 1996 Country: Israel Break in methodlogy (2001): Changes in the weighting method. Country: Israel Break in methodlogy (2009): Transition to the 2008 Population Census estimates. Country: Israel Break in methodlogy (2012): Transitiom from a quarterly to a monthly LFS. Country: Israel From 2012, using ISCED-2011. Totals include population by educational attainment, pre-primary. Country: Italy Break in methodology (2004): Change in data collection procedure. From 2014, data classified by ISCED 2011. Country: Italy Change in definition (1980 - 1990): Data for primary level attainment include persons who have not completed the primary level education Country: Kyrgyzstan Break in methodlogy (2000): Data refer to 1999 Census Country: Kyrgyzstan Break in methodlogy (2009): Data refer to 2009 Census Country: Kyrgyzstan Reference period (1990): Data refer to 1989 Census Country: Latvia Change in definition (1995 - 2001): Population aged 15+. Data for primary level refers to level 0 and 1 of ISCED 1997 classification. Country: Latvia Change in definition (2002 onward): Population 15-74 age group. For 2002-2013, data for primary level refers to level 0 and 1 of ISCED 1997 classification. From 2014, data for primary level refers to level 0 and 1 of ISCED 2011 classification. Country: Latvia Reference period (1995): Data refer to 1996 Country: Luxembourg Additional information (1990 - onwards): Data for age group 25+ refer to 25-74. Country: Luxembourg Break in methodlogy (2003): Switch from a face-to-face to a telephone survey Country: Luxembourg Break in methodlogy (2009): Random Digit Dialing has replaced the register-based sampling Country: Luxembourg Change in definition (1990 - 2012): The categroy `Lower secodnary` also includes persons who have at most attained the primary level Country: Luxembourg Reference period (1990): Data refer to 1992 Country: Malta Some data not shown due to lack of reliability. Country: Moldova, Republic of Territorial change (2000 onward): Data exclude the territory of the Transnistria and municipality of Bender Country: Netherlands Since 2003, ''Primary'' includes also ISCED level 0 (persons who have not successfully completed ISCED 1 programs). Country: Norway Break in methodology (2007): As of 2007, the results of a survey on education completed abroad before immigration to Norway is included. As a result , the proportion of & 39;educational level not stated& 39; was reduced. All data compiled according ISCED 2011. Country: Poland Change in definition (1990 - 2002): Upper secondary level includes lower secondary level. Country: Poland Reference period (1990): Data refer to 1988 Country: Portugal Data from 2011 onwards are not directly comparable with data for the previous years due to new data collection methods used in the Portuguese Labour Force Survey series. Data from 2014 onward are compiled according to ISCED-2011. Data for ''educational level not stated'' refer to individuals who have not successfully completed ISCED level 1. Country: Romania Break in methodology (2002): Data series of 2002-2012 are not perfectly comparable with data series of previous years. For years 2014 onward data were estimated using the resident population. For year 2013 data were estimated based on revised population figures (resident population) in accordance to the 2011 Census results. Starting with year 2014 educational attainment collected according to ISCED 2011. Educational level not stated includes persons without any formal education graduated. Country: Serbia Data for education level not stated include population without education attainment. Country: Slovakia Change in definition (1995): data for total of education levels include only secondary and tertiary levels. Country: Slovakia Change in definition (2001 - 2011): data on primary education according to ISCED 97, level 1 is not available Country: Slovenia From 2014 data are compiled according to ISCED-2011 and persons with ISCED level 0 are excluded. Country: Spain Data are annual averages of the four quarters of the year. From 2014 data are compiled according to ISCED-2011 Country: Sweden Break in methodlogy (2002): Quality improvement and change in classification from ISCED 1976 to ISCED 1997. Country: Sweden Change in definition (1990 - 2013): Data refer to population aged 25-74 Country: Switzerland Break in methodlogy (2010): Major changes in data collection procedures (quaterly data instead of annual data). Country: Switzerland Change in definition (1990 - 2001): Lower sedondary education includes primary education Country: Switzerland Change in definition (2002): Change in definition of educational attainment levels Country: Switzerland Reference period (1990): Data refer to 1991 Country: Switzerland Since 2014, data are compiled according to ISCED-2011 Country: United States Change in definition (1980): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate& 39;s degree through Doctorate degree, Not stated refers to people who didn& 39;t complete any schooling through 4th grade. Data based on completed schooling years. Country: United States Change in definition (1990 - 2015): Primary refers to grades 5-8, Lower Secondary refers to grade 9 in High School, no diploma, Upper Secondary refers to High School, college graduate, Tertiary refers to people who have completed Associate`s degree through Doctorate degree, Not stated refers to people who did not complete any schooling through 4th grade. Data based on degrees.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 February, 2019
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      The ad-hoc module "labour market situation of migrants and their immediate descendants" aimed at comparing the situation on the labour market for first generation immigrants, second generation immigrants, and nationals, and further to analyse the factors affecting the integration in and adaptation to the labour market.
    • June 2016
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Pallavi S
      Accessed On: 09 June, 2016
      Select Dataset
      The classification of personnel is based on functions and organises staff into four main functional categories: 1) Instructional Personnel; including two sub-groups: A. Classroom Teachers (ISCED 0-4) and Academic Staff (ISCED 5-6); and B. Teacher Aides (ISCED 0-4) and Teaching / Research Assistants (ISCED 5-6); 2) Professional Support for Students; including two sub-groups: A. Pedagogical Support (ISCED 0-4) and Academic Support (ISCED 5-6); B. Health and Social Support (ISCED 0-6); 3) Management/Quality Control/Administration; including four subgroups: A. School Level Management (ISCED 0-6); B. Higher Level Management (ISCED 0-6); C. School Level Administrative Personnel (ISCED 0-6); and D. Higher Level Administrative Personnel (ISCED 0-6); 4) Maintenance and Operations Personnel.
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 21 October, 2018
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among Member States (MS) the health status (including disability), health determinants (including environment) and use and limitations in access to health care services of the EU citizens. The general coverage of the survey is the population aged 15 or over living in private households residing in the territory of the country. EHIS was developed between 2003 and 2006. It consists of four modules on health status, health determinants, health care, and background variables. The first wave of EHIS (EHIS wave 1 or EHIS round 2008) was conducted between 2006 and 2009 in 17 EU Member States as well as Switzerland and Turkey. The second wave (EHIS wave 2 or EHIS round 2014) was conducted between 2013 and 2015 in all EU Member States, Iceland and Norway. Some other countries conducted their national health interview surveys using the second wave of EHIS questionnaire such as Turkey or Serbia. EHIS includes the following topics: Health status This topic includes different dimensions of health status and health-related activity limitations: General health status (Minimum European health module): self-perceived health, chronic morbidity and activity limitationDisease-specific morbidityAccidents and injuriesHealth-related absenteeism from workPhysical and sensory functional limitationsDifficulties in personal care activities / activities of daily living (such as eating and washing) and help received/neededHousehold activities / Instrumental activities of daily living (such as preparing meals and shopping) and help received/neededPainAspect of mental health (psychological distress and mental well-being in the first wave, depressive symptoms in the second wave)Work-related health problems (only in the first wave).Health care This topic covers the use of different types of medicines and formal and informal health and social care services, which are complemented by data on health-related expenditure, and limitations in access to and satisfaction with health care services: Hospitalisation (in-patient and day care)Consultations with doctors and dentistsVisits to specific health professionals (such as physiotherapists or psychologists)Use of home care and home help servicesUse of medicines (prescribed and non-prescribed)Healthcare preventive actions (such as influenza vaccination, breast examination, cervical smear test and blood tests)Unmet needs for health careOut-of-pocket payments for medical care (only in the first wave)Satisfaction with services provided by healthcare providers (only in the first wave)Visits to specific categories of alternative medicine practitioners (only in the first wave).Health determinants This topic includes various individual and environmental health determinants: Height and weightPhysical activity/exerciseConsumption of fruits, vegetables and juiceSmoking behaviour and exposure to tobacco smokeAlcohol consumptionSocial supportProvision of informal care or assistance (only in the second wave)Illicit drug use (only in the first wave)Environment (home and workplace exposures, criminality exposure) (only in the first wave).Background variables on demography and socio-economic status. All indicators are expressed as percentages within the population and statistics are broken down by age and sex and one other dimension such as educational attainment level, income quintile group or labour status. Additional breakdowns such as country of birth, country of citizenship, activity limitation are planned to be used.
    • January 2012
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • January 2012
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • April 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      Data presented concerns the Careers of Doctorate Holders (CDH) survey. This survey is a joint project of three organisations, the Organisation for Economic Co-operation and Development (OECD), the UNESCO Institute for Statistics (UIS) and Eurostat. The first data collection was carried out in 2006 and the second in 2009 in most European countries and some of the most important other members of the OECD, such as the United States. CDH statistics measure important characteristics of doctorate holders, i.e. holders of ISCED6 research qualification. The main topics covered within this collection are the following: - personal characteristics - employment situation - work perceptions - inward international mobility Being the first round of the CDH survey, the 2006 data collection had a certain element of ‘pilot exercise’. Significant comparability issues between countries, mainly due to coverage inconsistencies, resulted in the request for new data under the following two restrictions: - ISCED6 graduates aged below 70 years old - ISCED6 graduates having awarded their degree after 1990. The restricted data was gathered in March 2009 based on the 2006 data collection. CDH data presented here refer to both data collections, the core collection (total) and the restricted collection (graduates after 1990). The CDH 2009 collection covers by definition the holders of ISCED 6 qualification aged below 70 years old. No restriction in the year of graduation has been implemented. However, CDH 2009 figures are also published for the two populations (core and restricted) for reasons of comparability between the two rounds. For more information on the CDH project, please see Organisation for Economic Co-operation and Development - Careers of Doctorate Holders (CDH) project.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 26 May, 2014
      Select Dataset
      Eurostat Dataset Id:cens_01reisco The tables presented in the topic of educational level cover the total population for 31 countries (for more information on received tables and geographic coverage, see "2001 Census Round - Tables Received" in the Annex at the bottom of the page). The level of completeness of the tables depends largely on the availability of data at the respective national statistical institutes. There are four ways of collecting census data, namely: - the traditional method of using census questionnaires (exhaustive census); - the method of using registers and/or other administrative sources; - a combination of registers and/or other administrative sources and - surveys (complete enumerations or sample surveys). Other methods (other mixed census or micro-census) can be used as well. Details for the method employed by each country are provided in "2001 Census Method"in the Annex at the bottom of the page. In the same table you can find the dates on which the census was carried out in each country.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      Population by educational attainment level presents data on the highest level of education successfully completed by the individuals of a given population. Transition from education to work 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 with lower secondary education attainment by sex and age (edat_lfse_05) - Population with upper secondary education attainment by sex and age (edat_lfse_06) - Population with tertiary education attainment by sex and age (edat_lfse_07) - Population with upper secondary or tertiary education attainment by sex and age (edat_lfse_08) - Population aged 25-64 with lower secondary education attainment by sex and NUTS 2 regions (edat_lfse_09) - Population aged 25-64 with upper secondary education attainment by sex and NUTS 2 regions (edat_lfse_10) - Population aged 25-64 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_11) - Population aged 30-34 with tertiary education attainment by sex and NUTS 2 regions (edat_lfse_12) - Population aged 25-64 with upper secondary or tertiary education attainment by sex and NUTS 2 regions (edat_lfse_13) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 21 February, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 23 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 May, 2018
      Select Dataset
      The ad-hoc module "young people on the labour market" provides supplementary information on the correlation between work-based learning and labour market outcomes.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 23 March, 2019
      Select Dataset
      The section 'LFS series - detailed quarterly survey results' reports detailed quarterly results going beyond the EU-LFS main aggregates, which have a separate data domain and some methodological differences. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat's database covers 1) Production and trade in roundwood and wood products, including primary and secondary products 2) Economic data on forestry and logging, including employment data 3) Sustainable forest management, comprising forest resources (assets) and environmental data. The main types of primary forest products included in (1) are: roundwood, sawnwood, wood-based panels, pulp, and paper and paperboard. Secondary products include further processed wood and paper products. These products are presented in greater detail; definitions are available. All of the data are compiled from the Joint Forest Sector Questionnaire (JFSQ), except for table (e), which is directly extracted from Eurostat's international trade database COMEXT (HS/CN Chapter 44). The tables in (1) cover details of the following topics: - Roundwood removals and production by type of wood and assortment (a) - Roundwood production by type of ownership (b) - Production and trade in roundwood, fuelwood and other basic products (c) - Trade in industrial roundwood by assortment and species (d) - Tropical wood imports to the EU from Chapter 44 of the Harmonised System (e) - Production and trade in sawnwood, panels and other primary products (f) - Sawnwood trade by species (g) - Production and trade in pulp and paper & paperboard (h) - Trade in secondary wood and paper products (i) Data in (2) include the output, intermediate consumption, gross value added, fixed capital consumption, gross fixed capital formation and different measures of income of forestry and logging.  The data are in current basic prices and are compatible with National Accounts. They are collected as part of Intergrated environmental and economic accounting for forests (IEEAF), which also covers labour input in annual work units (AWU).  Under (2), two separate tables cover the number of employees of forestry and logging, the manufacture of wood and products of wood and cork, and the manufacture of paper and paper products, as estimated from the Labour Force Survey results. There are two separate tables because of the change in the EU's classification of economic activities from NACE Rev. 1.1 to NACE Rev. 2 in 2008. More detailed information on wood products and accounting, including definitions and questionnaires, can be found on our open-access communication platform under the interest group 'Forestry statistics and accounts'.  Data in (3) are not collected by Eurostat, but by the FAO, UNECE, Forest Euope, the European Commission's departments for Environment and the Joint Research Centre. They include forest area, wood volume, defoliation on sample plots, fires and areas with protective functions.
    • November 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 23 November, 2018
      Select Dataset
      Sport employment statistics are derived from data on employment based on the results of the European Labour Force Survey (EU-LFS). Employment in sport statistics aim at investigating on the dimension of the contribution of sport employment to the overall employment. The EU-LFS is the main source of information about the situation and trends on the labour market in the European Union . The methodology for the design and development of sport employment statistics is based on the one proposed by the final report of the European Statistical System Network on Culture (ESS-Net Culture Report 2012) which takes into account two reference classifications: the NACE classification (‘Nomenclature générale des Activités économiques dans les Communautés Européennes’) which classifies the main economic  activitiesthe ISCO classification (‘International Standard Classification of Occupations’) which classifies occupations. Results from the EU-LFS allow characterizing employment in sport by different variables such as gender, age, educational attainment by cross-tabulating ISCO and NACE selected sport codes.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      'Statistics on high-tech industry and knowledge-intensive services' (sometimes referred to as simply 'high-tech statistics') comprise economic, employment and science, technology and innovation (STI) data describing manufacturing and services industries or products traded broken down by technological intensity. The domain uses various other domains and sources of  Eurostat's official statistics (CIS, COMEXT, HRST, LFS, PATENT, R&D and SBS) and its coverage is therefore dependent on these other primary sources. Two main approaches are used in the domain to identify technology-intensity: the sectoral approach and the product approach. A third approach is used for data on high-tech and biotechnology patents aggregated on the basis of the International Patent Classification (IPC) 8th edition (see summary table in Annex 1 for which approach is used by each type of data). The sectoral approach: The sectoral approach is an aggregation of the manufacturing industries according to technological intensity (R&D expenditure/value added) and based on the Statistical classification of economic activities in the European Community (NACE)  at 2-digit level. The level of R&D intensity served as a criterion of classification of economic sectors into high-technology, medium high-technology, medium low-technology and low-technology industries. Services are mainly aggregated into knowledge-intensive services (KIS) and less knowledge-intensive services (LKIS) based on the share of tertiary educated persons at NACE 2-digit level. The sectoral approach is used for all indicators except data on high-tech trade and patents. Note that due to the revision of the NACE from NACE Rev. 1.1 to NACE Rev. 2 the definition of high-technology industries and knowledge-intensive services has changed in 2008. For high-tech statistics it means that two different definitions (one according NACE Rev. 1.1 and one according NACE Rev. 2) are used in parallel and the data according to both NACE versions are presented in separated tables depending on the data availability. For example as the LFS provides the results both by NACE Rev. 1.1 and NACE Rev. 2, all the table using this source have been duplicated to present the results by NACE Rev. 2 from 2008. For more details, see both definitions of high-tech sectors under Annexes section. Within the sectoral approach, a second classification was created , named Knowledge Intensive Activities KIA) and based on the share of tertiary educated people in each sectors of industries and services according to NACE at 2-digit level and for all EU28 Member States. A threshold was applied to judge sectors as knowledge intensive. In contrast to first sectoral approach mixing two methodologies, one for manufacturing industries and one for services, the KIA classification is based on one methodology for all the sectors of industries and services covering even public sector activities. The aggregations in use are Total Knowledge Intensive Activities (KIA) and Knowledge Intensive Activities in Business Industries (KIABI). Both classifications are made according to NACE Rev. 1.1 and NACE Rev. 2 at 2- digit level. Note that due to revision of the NACE Rev.1.1 to NACE Rev. 2 the list of Knowledge Intensive Activities has changed as well, the two definitions are used in parallel and the data are shown in two separate tables. NACE Rev.2 collection includes data starting from 2008 reference year. For more details please see the definitions under Annexes section. The product approach: The product approach was created to complement the sectoral approach and it is used for data on high-tech trade. The product list is based on the calculations of R&D intensity by groups of products (R&D expenditure/total sales). The groups classified as high-technology products are aggregated on the basis of the Standard International Trade Classification (SITC). The initial definition was built based on SITC Rev.3 and served to compile the high-tech product aggregates until 2007. With the implementation in 2007 of the new version of SITC Rev.4, the definition of high-tech groups was revised and adapted according to new classification. Starting from 2007 the Eurostat presents the trade data for high-tech groups aggregated based on the SITC Rev.4. . For more details, see definition of high-tech products under Annexes section. High-tech patents: High-tech patents are defined according to another approach. The groups classified as high-tech patents are aggregated on the basis of the International Patent Classification (IPC 8th edition). Biotechnology patents are also aggregated on the basis of the IPC 8th edition. For more details, see the aggregation list of high-tech and biotechnology patents under Annexes section. The high-tech domain also comprises the sub-domain Venture Capital Investments: data are provided by INVEST Europe (formerly named the European Private Equity and Venture Capital Association EVCA). More details are available in the Eurostat metadata under Venture capital investments. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • March 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 May, 2018
      Select Dataset
      The ad-hoc module "young people on the labour market" provides supplementary information on the correlation between work-based learning and labour market outcomes.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 21 March, 2019
      Select Dataset
      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 January, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 January, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • January 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 January, 2019
      Select Dataset
      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 aged 25-64 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_04) - Population aged 30-34 by educational attainment level, sex and NUTS 2 regions (%) (edat_lfse_12) (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 tablesEarly leavers from education and training (edatt1) – all tablesLabour 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.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 13 February, 2019
      Select Dataset
      The aim of this section is to provide comparable statistics and indicators on education in the 27 Member States of the European Union, at the regional level NUTS 2. In order to facilitate comparison between countries, data from each Member State are allocated to the various education levels of the International Standard Classification of Education (ISCED), UNESCO 1997.
    • November 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 26 November, 2018
      Select Dataset
      Number of students enrolled in different education programmes by age and sex.
    • November 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 21 November, 2018
      Select Dataset
      This dataset presents the number of students enrolled in different education programmes by field and sex.
    • March 2019
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 13 March, 2019
      Select Dataset
      Number of students enrolled in different education programmes by type of institution and sex.
    • March 2019
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 15 March, 2019
      Select Dataset
      This dataset presents the number of students enrolled in different education programmes by country of origin and sex.
    • December 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 03 December, 2018
      Select Dataset
      Enrolment rate per age is the percentage of students enrolled in each type of institution over the total of students
    • February 2019
      Source: United Nations Economic Commission for Europe
      Uploaded by: Knoema
      Accessed On: 12 February, 2019
      Select Dataset
      Source: UNECE Statistical Database, compiled from national and international (UNESCO Institute for Statistics) official sources. Definition: The net enrolment ratio is the number of students of the official school-age group (defined by each country) enrolled in secondary-level education per 100 persons of the same age group. The gross enrolment ratio is the number of students enrolled in secondary level education (regardless of their age) per 100 persons of the official school-age group corresponding to secondary-level education. The secondary level consists of lower and upper secondary levels of ISCED 2011. .. - data not available Measurement: Gross enrolment ratio , Country: Armenia Since the school year 2013-2014, the data have been compiled according ISCED 2011. Country: Austria Change in definition (1995 - 2012): NER: data include ISCED level 4 programmes and refer to official school age group assumed to be 10-17 years. Country: Austria Break in series (2013): From school year 2013-2014 onwards use of ISCED 2011. Country: Bulgaria NER data refer to students aged 11-20 and include a small number of ISCED level 4 students aged 19 to 20. Country: Croatia NER data refer to students aged 11-18. Country: Cyprus Data cover only government controlled area. Data refer to level 3 of ISCED 1997 only. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. 2000/2001: data refer to 1999/2000. Country: Czechia Change in definition (1995 - 2012): Data refer to full-time study only and exclude part-time study Country: Estonia NER data refer to students aged 13-17. Country: Finland 1990/1991: data refer to ISCED 1976 classification. Country: Georgia Data refer to beginning of the school year. Country: Germany Data cover the territory of Germany after reunification. 1980/1981, 1990/1991, 1995/1996: data refer to ISCED 1976 classification. For school years 2000/2001 - 2013/2014: data refer to ISCED 1997 classification. Data on students refer to beginning of the school year and data on population refer to beginning of the calendar year. Country: Hungary 2000/2001: data refer to 1999/2000. NER data refer to students aged 14-17. Data refer to levels 3 and 4 of ISCED classification. Country: Iceland 1980/1981-1995/1996: data refer to ISCED 1976 classification. Country: Ireland 1995/1996: data refer to ISCED 1976 classification. From 2000/2001: data refer to levels 2,3 and 4 of ISCED 1997 classification. Data refer to students aged 11-19. Country: Israel Data refer to level 3 of ISCED classification. 2000/2001: data exclude students registered in Ministry of Religious Affairs. Country: Italy Data refer to level 3 of ISCED classification and refer to the school year. Country: Latvia Break in methodlogy (2006): Changes in national education classification. Started from school year 2006/2007 level 2 includes grades 1-6, level 3 includes grades 7-12. Country: Lithuania Data refer to 1 January of the school year. NER data refer to students aged 11-18. Country: Moldova, Republic of Additional information (2006 - 2012): Stable population used during the enrollment rates calculation, because the actual population does not reflect the real situation of migration. Country: Moldova, Republic of Change in definition (1990 - 2005): Data refer to age group 11-17 years. Country: Moldova, Republic of Change in definition (2006 - 2012): Data refer to age group 11-18 years. Country: Montenegro Data refer to level 3 of ISCED classification. Country: Netherlands 1990/1991: data do not include special secondary education. Country: Poland Data refer to level 3 of ISCED 1997. Country: Romania Data refer to 1 July of the school year. Country: Serbia Territorial change (2003 - 2012): The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija. Country: Slovenia Data refer to 15 September of the school year. Country: Spain 2000/2001: data refer to 1999/2000. 1990/1991: NER data refer to students aged 11-18. From 1995: NER data refer to students aged 12-18. Data refer to October - September of the school year. Country: The former Yugoslav Republic of Macedonia Break in methodlogy (2010): From 2010/2011 implementation of the Law on Primary and Lower Secondary education Country: Turkey Change in definition (2000 onwards): From 1997/1998: compulsory education was expanded to 8 years by law.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent07n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent07s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent06n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent15n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent15s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 06 July, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts18 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • October 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent03bs There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • October 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • July 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • July 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent25 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent23 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent24 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • July 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent21 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent08an There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent08as There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • September 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 May, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts07 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent12n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent12s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts3_12 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent13n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent13s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts3_14 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent09n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent09s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts3_10 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent14s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent14n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_cvts3_16 There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent20n There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 24 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_ent20s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ac_gent The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • September 2017
      Source: Statistics Canada
      Uploaded by: Knoema
      Accessed On: 19 September, 2018
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      Estimated average scores and percent distribution of 15-year-old students, science, by proficiency level, Programme for International Student Assessment (PISA), Canada, provinces and participating countries, Council of Ministers of Education Canada (CMEC). This table is included in Section C: Elementary-secondary education: Student achievement of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      This collection covers national tourism.  Data is collected by the competent national authorities of the Member States and is compiled according to a harmonised methodology established by EU regulations before transmission to Eurostat. Most of the time, data on domestic and outbound trips (where "outbound tourism" means residents of a country travelling in another country) is collected via sample surveys. However, in a few cases the data is compiled from border surveys. Surveys are generally conducted on a monthly or quarterly basis.   The concepts and definitions used in the collection of data shall conform to the specifications described in the Methodological manual for tourism statistics.   With the entry into force of the Regulation (EU) 692/2011 of the European Parliament and of the Council, Member States are transmitting microdata to Eurostat, which enables that data to be disseminated far more widely (since reference period 2012).   The information on tourism demand, concern trips (for the population aged 15 years and over) of which the main purpose is holidays or business and which involve at least one or more consecutive nights spent away from the usual place of residence (See annex at the bottom of the page).   Aggregated data on participation in tourim is also transmitted to Eurostat and covers the resident population aged 15 or over, participating in tourism for for personal purpose during the reference year.   Microdata on trips of EU residents as well as participation data are transmitted to Eurostat one time per year. Data are disseminated when they respect agreed validation rules and other quality criteria.
    • September 2014
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Pallavi S
      Accessed On: 04 October, 2014
      Select Dataset
      Countries report expenditures by sources of funds: Governement (central, regional, local); International agencies and other foreign sources; Households and Other private entities (including firms and religious institutions and other non-profit organisations). Three types of financial transactions can be distinguished: -direct expenditure/payments on educational institutions -Intergovernmental transfers for education -Transfers to students or households and to other private entities.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 06 July, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_fi_ftot The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening accesseduc_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age   B. Study frameworkeduc_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education   C. Student and staff mobilityeduc_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country)   D. Effective outcomes and employabilityeduc_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A     The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities:Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • September 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 02 October, 2018
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • July 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_figdp The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • July 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_fiexpc The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • July 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_fiabs The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • September 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 01 October, 2018
      Select Dataset
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_fitotin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_fipubin The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • September 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 September, 2018
      Select Dataset
  • F
    • November 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 16 November, 2018
      Select Dataset
      OECD Factbook provides a global overview of today's major economic, social and environmental indicators which cover a wide range of areas: agriculture, economic production, education, energy, environment, foreign aid, health, industry, information and communications, international trade, labor force, population, taxation, public expenditure and R&D. More countries than ever are covered in greater detail, enabling direct comparisons for many indicators between OECD Members and Brazil, China, India, Indonesia, Russian Federation and South Africa.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ac_ent3 The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 16 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_fed8 General description of the ad hoc modules supplementing the Labour Force Survey (LFS)
    • August 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_fiaid The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • December 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Knoema
      Accessed On: 03 December, 2018
      Select Dataset
      Chapter B includes indicators that are either policy levers or antecedents to policy, or sometimes both. For example, expenditure per student is a key policy measure that most directly affects the individual learner, as it acts as a constraint on the learning environment in schools and learning conditions in the classroom.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 February, 2019
      Select Dataset
      Residence permits data contain statistical information based on Article 6 of Council Regulation (CE) No 862 of 11 July 2007 with reference to: first permits granted to third-country nationals during the reference year, disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit; permits granted during the reference period on the occasion of person changing immigration status or reason to stay, disaggregated by citizenship, reason for the permit being issued and by the length of validity; permits valid at the end of the reference period, disaggregated by citizenship, reasons for the permit being issued and by the length of validity; number of long-term residents at the end of reference period. Statistics on EU Blue Cards contain information based on the Article 20 of the Council Directive 2009/50/EC of 25 May 2009 on: EU Blue Cards granted, renewed and withdrawn;Admitted family members of EU Blue Cards holders;EU Blue Cards holders and family members by Member State of previous residenceStatistics on Single permits contain information based on the Article 15 (2) Directive 2011/98/EU of the European Parliament and of the Council of 13 December 2011 on a single application procedure for a single permit for third-country nationals to reside and work in the territory of a Member State and on a common set of rights for third-country workers legally residing in a Member State. Eurostat collects data on first permits granted to third-country nationals (persons who are not EU citizens) during the reference year and data on permits valid at the end of the reference period. Statistics are disaggregated by citizenship, reason for the permit being issued and by the length of validity of the permit. In addition, Eurostat collects data on permits granted during the reference period on the occasion of the person changing immigration status or reason for stay (disaggregated by reason for the new permit being issued) and on the number of long-term residents at the end of the reference period. Since the 2010 reference year, data on first permits issued, stock of all valid permits and the number of long-term residents are additionally collected with a voluntary disaggregation by age (5-year age groups) and sex. These statistics are collected by Eurostat on an annual basis. Data are entirely based on administrative sources with the exception of the United Kingdom1 and are provided mainly by the Ministries of Interior or related Immigration Agencies. Data are generally disseminated in June and July in the year following  the  reference year. The indicators presented in the table 'Long-term residents among all non-EU citizens holding residence permits by citizenship on 31 December (%)' are produced within the framework of the pilot study related to the integration of migrants in the Member States, following the Zaragoza Declaration. The Zaragoza Declaration, adopted in April 2010 by EU Ministers responsible for immigrant integration issues, and approved at the Justice and Home Affairs Council on 3-4 June 2010, called upon the Commission to undertake a pilot study to examine proposals for common integration indicators and to report on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators. In June 2010 the ministers agreed "to promote the launching of a pilot project with a view to the evaluation of integration policies, including examining the indicators and analysing the significance of the defined indicators taking into account the national contexts, the background of diverse migrant populations and different migration and integration policies of the Member States, and reporting on the availability and quality of the data from agreed harmonised sources necessary for the calculation of these indicators". These indicators are produced on the basis of residence permit statistics collected by Eurostat on the basis of Article 6 of the Migration Statistics Regulation 862/2007. As a denominator data on the stock of all valid permits to stay at the end of each reporting year are used. As a numerator data on the stock of long-term residents are used.  Two types of long term residents are distinguished in accordance with the residence permit statistics: EU long-term resident status (as regulated by the Council Directive 2003/109/EC) and the National long-term resident status (as regulated by the national legislation in the Member States). Data for some countries may be a subject of revisions due to certain inconsistencies between categories. 1Please note that the statistics for the United Kingdom use different data sources to those used in other Member States. For that reason, the statistics on residence permits published by Eurostat for UK may not be fully comparable with the statistics reported by other countries. Statistics for the United Kingdom are not based on records of residence permits issued (as the United Kingdom does not operate a system of residence permits), but instead relate to the numbers of arriving non-EU citizens permitted to enter the country under selected immigration categories. According to the United Kingdom authorities, data are estimated from a combination of information due to be published in the Home Office Statistical Bulletin 'Control of Immigration: Statistics, United Kingdom' and unpublished management information. The 'Other reasons' category includes: diplomat, consular officer treated as exempt from control; retired persons of independent means; all other passengers given limited leave to enter who are not included in any other category; non-asylum discretionary permissions.
    • September 2014
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Pallavi S
      Accessed On: 04 October, 2014
      Select Dataset
      The number of students enrolled refers to the count of students studying in the reference period. Each student enrolled in the education programmes covered by the corresponding category is counted once and only once. National data collection systems permitting, the statistics reflect the number of students enrolled at the beginning of the school / academic year. Preferably, the end (or near-end) of the first month of the school / academic year is chosen (special arrangements are made for part-year students who may not start studies at the beginning of the school year). Students are classified as foreign students (non-citizens) if they are not citizens of the country in which the data are collected. While pragmatic and operational, this classification is inappropriate for capturing student mobility because of differing national policies regarding the naturalisation of immigrants. Countries that have lower propensity to grant permanent residence to its immigrant populations are likely to report second generation immigrants as foreign students. Therefore, for student mobility and bilateral comparisons, interpretations of data based on the concept of foreign students should be made with caution. Students are classified as international students if they left their country of origin and moved to another country for the purpose of study. Depending on country-specific immigration legislation, mobility arrangements, and data availability, international students may be defined as students who are not permanent or usual residents of their country of study or alternatively as students who obtained their prior education in a different country, including another EU country.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_mofo_grd Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_thfrlan The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • October 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 03 November, 2018
      Select Dataset
      The average number of foreign languages learned per pupil in secondary education (ISCED 2 and 3) is obtained by dividing the total number of pupils learning foreign languages by the number of pupils at that level. A foreign language is recognised as such in the curriculum or other official document relating to education in the country. Irish, Luxembourgish and regional languages are excluded, although provision may be made for them in certain Member States. Allowing for exceptions, when one of the national languages is taught in schools where it is not the teaching language, it is not considered as a foreign language.
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_mo_el8i The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 19 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_mofo_fld Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 21 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_mofo_dst Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_mofo_orig Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_mofo_gen Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • June 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_enrl8 The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • March 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 28 November, 2015
      Select Dataset
      The European Health Interview Survey (EHIS) aims at measuring on a harmonised basis and with a high degree of comparability among MS the health status, lifestyle (health determinants) and health care services use of the EU citizens. The European Health Interview Survey (EHIS) was developed between 2003 and 2006, during a process in which all the EU Member States (MS) were largely involved. It consists of four modules on health status, health care, health determinants, and background variables. Those modules may be implemented at the national level either as one specific survey or as elements of existing surveys (i.e. national health interview survey, labour force survey, other household surveys). The final version of the questionnaire for the first wave of EHIS was adopted by the MS at the Working Group on Public Health Statistics in November 2006. The survey contained around 130 questions split among the four modules covering the following topics: Background variables on demography and socio-economic status Health status: Minimum European Health Module (MEHM): self-perceived health, chronic health problems and activity limitationDisease specific morbidityAccidents and injuriesWork-related health problemsHealth related absenteeism from workPhysical and sensory functional limitationsActivities of daily living (ADL - feeding, bathing, etc.) and help receivedInstrumental activities of daily living (IADL - preparing meals, shopping, etc.) and help receivedPainAspect of mental health (psychological distress and mental well-being) Health care: Hospitalisation (inpatient and day care)Consultations with doctors and dentistsUnmet needs for hospitalization and for consultation with a specialistVisits to specific non-medical health professionalsVisits to specific categories of alternative medicine practitionersUse of home care and home help servicesSatisfaction with services provided by health care providersUse of medicines (prescribed and non-prescribed)Health care preventive actions (influenza vaccination, breast examination, cervical smear test, blood tests, etc.)Out-of-pocket payments for medical care (self-completion form) Health determinants: Height and weightPhysical activityConsumption of fruits, vegetables and juiceEnvironnent (home and workplace exposures, criminality exposure, social support)Smoking behaviour and exposure to tobacco smoke (self-completion form)Alcohol consumption (self-completion form)Illicit drug use (self-completion form). The first wave of the EHIS was implemented during the period 2006-2009 under a gentlemen's agreement. Nineteen countries have carried out it: 2006: AT, EE2007: SI, CH2008: BE, BG, CZ, CY, FR, LV, MT, RO, TR2009: DE, EL, ES, HU, PL, SK. Germany provided aggregated data and for breakdowns with a strata size less than 20, the values were marked as confidential (flag ~c). No data have been received for Switzerland. In total, 26 indicators based on DG SANCO and DG EMPL needs and covering health status, health determinants and health care are disseminated on Eurostat website. For more information on indicators see document EHIS indicators guidelines. The indicators present distribution percentages and are calculated with different breakdown according to the indicator: sex, age group (10-years intervals, 15 – 24, 25 – 34, …, 75 – 84, 85 or over) and educational attainment levels (ISCED0-2, ISCED3-4, ISCED5-6);sex, age group (18-44, 45-54, 55-64, 65-74, 75 or over) and income quintiles. For example: 4.5 % of Latvian women aged 25-34 are obese (BMI is equal or greater than 30). Records with missing values on age and sex were excluded from the calculation of indicators. Most of the indicators are worked out for the population aged 15 or over. Nevertheless, for some specific indicators, frequencies are calculated on different populations: the Body Mass Index (BMI) (tables hlth_ehis_de1 and hlth_ehis_de2) is calculated for adults only (18+);the self-reported prevalence of high blood pressure (table hlth_ehis_st1) is computed for people aged 25+;the self-reported vaccination against influenza (table hlth_ehis_hc1) is computed for people aged 65+;the self-reported breast examination by X-ray (table hlth_ehis_hc2) is computed for women aged 50-69;the self-reported cervical smear test (table hlth_ehis_hc3) is computed for women aged 20-69;the self-reported colorectal cancer screening test (table hlth_ehis_hc4) is computed for people aged 50-74.
    • September 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 October, 2017
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      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • September 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 October, 2017
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      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • September 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 October, 2017
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      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • November 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 November, 2017
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • September 2017
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 04 October, 2017
      Select Dataset
      The domain "Income and living conditions" covers four topics: people at risk of poverty or social exclusion, income distribution and monetary poverty, living conditions and material deprivation, which are again structured into collections of indicators on specific topics. The collection "People at risk of poverty or social exclusion" houses main indicator on risk of poverty or social inclusion included in the Europe 2020 strategy as well as the intersections between sub-populations of all Europe 2020 indicators on poverty and social exclusion. The collection "Income distribution and monetary poverty" houses collections of indicators relating to poverty risk, poverty risk of working individuals as well as the distribution of income. The collection "Living conditions" hosts indicators relating to characteristics and living conditions of households, characteristics of the population according to different breakdowns, health and labour conditions, housing conditions as well as childcare related indicators. The collection "Material deprivation" covers indicators relating to economic strain, durables, housing deprivation and environment of the dwelling.
    • February 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 15 February, 2019
      Select Dataset
      The section 'LFS series - detailed annual survey results' reports annual results from the EU-LFS. While LFS is a quarterly survey, it is also possible to produce annual results. There are several ways of doing it, see section '20.5 Data compilation' below for details. This data collection covers all main labour market characteristics, i.e. the total population, activity and activity rates, employment, employment rates, self employed, employees, temporary employment, full-time and part-time employment, population in employment having a second job, working time, total unemployment and inactivity. General information on the EU-LFS can be found in the ESMS page for 'Employment and unemployment (LFS)', see link in related metada. Detailed information on the main features, the legal basis, the methodology and the data as well as on the historical development of the EU-LFS is available on the EU-LFS (Statistics Explained) webpage.
    • July 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 11 December, 2015
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      Eurostat Dataset Id:educ_fifunds The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • September 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 01 October, 2018
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      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • September 2018
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 01 October, 2018
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  • G
    • February 2019
      Source: United Nations Economic Commission for Europe
      Uploaded by: Knoema
      Accessed On: 06 March, 2019
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      Source: UNECE Statistical Database, compiled from national and international official sources. Definitions: Gender pay gap is the difference between men’s and women’s average earnings from employment, shown as a percentage of men’s average earnings.The UNECE gender statistics database presents two indicators on gender pay gap, which represent two different concerns of gender equality. Gender Pay Gap in hourly wage rates refers to the gender gap in average hourly earnings. This indicator aims to capture the difference between men’s and women’s overall position in the labor market. It measures the difference between men’s and women’s wage rates independent of the number of hours worked, the type of activity or the type of occupation. Gender Pay Gap in monthly earnings refers to the gender gap in average monthly earnings. This indicator aims to capture the variance between men’s and women’s earnings over a specific period of time. It reflects differences in time worked and type of work performed, which translates into gender differences in economic autonomy. Wage rates are earnings elements meant to be measured, as stipulated by the ILO Resolution concerning an integrated system of wages statistics (ILO, 1973), in relation to an appropriate time period such as the hour, day, week, month or other customary period used for purposes of determining the wage rates concerned. In the case of these statistics, the reference time period is the hour. Wage rates should include basic wages, cost-of-living allowances and other guaranteed and regularly paid allowances, but exclude overtime payments, bonuses and gratuities, family allowances and other social security payments made by employers. Ex gratia payments in kind, supplementary to normal wage rates, are also excluded. Earnings relate to remuneration in cash and in kind paid to employees, as a rule at regular intervals, for time worked or work done together with remuneration for time not worked, such as for annual vacation, other paid leave or holidays. Earnings include direct wages and salaries for the time worked, or work done, remuneration for time not worked, bonuses and gratuities and housing and family allowances paid by the employer directly to his employee. Earnings exclude employers’ contributions in respect of their employees paid to social security and pension schemes and also the benefits received by employees under these schemes. Earnings also exclude severance and termination pay. Gross earnings refer to total earnings before any deductions are made by the employer in respect of taxes, contributions of employees to social security and pension schemes, life insurance premiums, union dues and other obligations of employees. Net earnings refer to pay allocated to the worker after deductions are made by the employer in respect of taxes, contributions of employees to social security and pension schemes, life insurance premiums, union dues and other obligations of employees. Educational attainment is defined as the highest level successfully completed by the person, in the educational system of the country where the education was received. The levels of education are defined according to the ISCED 1997 General note: Data are compiled from gross earnings and cover paid employees in all categories of activities and workers in full time and part-time employment. Any deviations from these are specified in the subsequent notes, to the extent the information is available. Gender pay gap in hourly wage: For EU member countries, the data are compiled from hourly earnings available in Eurostat’s online database devired from the Structure of Earnings Surveys. Please refer to the EU Structure of Earnings Survey methods and their gender pay gap in unadjusted form for further explanations. For non-EU countries, the figures are compiled from hourly earnings data provided by the countries in response to the UNECE questionnaire. Gender pay gap in monthly earnings: Figures are compiled from monthly earnings data provided by the countries in response to the UNECE questionnaire and official earnings data available in Eurostat and ILO databases. See the note ’Method and data sources for the gender pay gap in the UNECE Statistical Database’ for more information. Country: Austria Gross monthly earnings refer to the monthly amount in the main job. It includes usual paid overtime, tips and commission but excludes income from investments, assets, savings, stocks and shares. Profit share and bonuses are taken into account. Supplement payments (13th, 14th month, holiday pay...) are not included as they are not surveyed in this question, but they could be modeld (average gross monthly earning per group x14/12) under the simplified assumption that people are employed for the whole year and all receive these benefits. Country: Austria ISCED-11 is used from survey year 2014 on, before that ISCED-97. Country: Belgium For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, underlying average earnings data are compiled from EU Structure of Earnings Surveys. Country: Bulgaria Data cover employees only and are compiled from enterprise survey (four-yearly Structure of Earnings Survey). Overtime payments are included in average earnings. Country: Bulgaria From 2014 the educational breakdown is according to the ISCED-11. Country: Canada For GPG in hourly earnings, data covers employees only, self-employed are excluded. Country: Cyprus Data are based on the results of the Structure of Earnings Survey (SES) for years 2006 and 2010. Data for 2006 and 2010 have been revised to better reflect the definitions provided by UNECE.Hourly Wage Rate includes normal salary and regular bonuses paid to the employee (including payments for shift work). It excludes overtime payments, irregular bonuses and payments in kind.Monthly earnings include normal salary, regular bonuses paid to the employee (including payments for shift work) and payments for overtime. They exclude irregular bonuses and payments in kind.Coverage: Enterprises in all economic activities, excluding Agriculture, Fishing, Activities of Private Households and Extra-territorial Organisations. All enterprises covered had one or more employees. Self-employed are not covered.Geographical coverage: data refer to Government controlled areas only. Country: Czechia Reference period (2011 - 2012): For upper secondary and post-secondary non-tertiary education, data refer to ISCED 3 only (instead of 3-4), and fro tertiary education , data refer to ISCD 6 only (instead of 5-6). Country: Czechia Since 2011 all employees included in the sample surveys,including employees of enterprises with less than ten employees, employees of non-profit organizations, and also own-account workers that had not been measuredbefore. Country: Denmark For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, underlying average earnings data are compiled from EU Structure of Earnings Survey. Country: Estonia For gender pay gap in monthly earnings, data exclude self-employed persons. From 2014, breakdown by education is according to ISCED-2011. Country: Finland The method of defining part/full-timers changed in 2001. Country: Finland Data do not include irregular bonuses, housing and family allowances. Average monthly earnings data cover only full-time employees. Country: France For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered in data up to 2009. From 2014 data include overseas departments. Country: Germany For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. From 2014 breakdown by education compiled using ISCED-2011. Country: Greece For gender pay gap in hourly earnings, data from 2002 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data from 2006 on are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Hungary Data include only full-time employees. B-S (-O), 10 employees or more Country: Israel Change in definition (2006 - 2012): Data cover both - paid employees and self-employed Country: Israel Change in definition (2006 - 2012): Data cover both - paid employees and self-employed Country: Italy For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys (SES). The difference with the SES definition is that the SES definition contains overtime earnings and hours. Due to methodological changes, the data for 2014 might be uncomparable with the previous years. For monthly earnings, data are compiled from households surveys (EU-SILC) from 2006 to 2009 and from SES from 2010 onwards. The main difference with the SES definition is that the SES definition refers to the month of october and excludes bonuses and other items not payable each month. Due to methodological changes, the data for 2014 might be uncomparable with the previous years. Country: Latvia Additional information (2002 onward): Data by education level are calculated for enterprises with number of employees 10 and more for NACE Rev.1.1 sections C-K (excluding L) on 2002 and 2006 and for NACE Rev.2 sections B-S (excluding O) on 2010 according to the methodology of structural indicator of European Comission Gender Pay Gap (GPG). Country: Latvia Data cover paid employees only. Part-timers earnings have been equivalised to fill-time units. All data exclude remuneration of kind. Country: Lithuania The gross earnings data on which GPG in monthly earnings are based exclude housing and family allowances. From 2014 data are compiled according to ISCED-2011. Country: Luxembourg For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. For gender pay gap in monthly earnings, data are compiled from European Structure of Earnings Surveys. Average monthly earnings are based on full-time equivalent employees, reference month is october. NACE B to S exclunding O Country: Malta For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Norway Break in methodlogy (2005): Figures from 2005 for wages by level of education are not comparable with the figures for 2004 and earlier, due to changes in definitions. Country: Norway Change in definition (2000 onward): Data refer to full-time equivalent of paid employees only. Country: Poland Change in definition (2001 - 2004): Data cover employees only. Family allowances are not inclueded. Data refer to full-time employees only. Country: Poland Change in definition (2006 onward): Data cover employees only. Family allowances are not inclueded. Country: Portugal For gender pay gap in hourly earnings, data from 2006 are compiled from European Structure of Earnings Surveys. Earlier data are compiled from national sources. For gender pay gap in monthly earnings, the underlying average earnings data for 2006 are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered. Country: Romania Data by education level are derived from the Structure of Earnings Survey and related to enterprises with 10+ employees. The underlying average monthly gross earnings refers to October. Country: Russian Federation Change in definition (2005 - 2013): Underlying Earnings data do not include end of year, seniority, bonus payments and other nonrecurrent payments . Data include employees worked whole October; data exclude non-regular, temporary, contractual, absent due to different reasons (maternity, sabbatical, annual leave), part-time workers and others. Country: Slovakia Additional information (2000 - 2012): The concept of Earnings in definitions, geographical coverage, reference period are in compliance with the request. Country: Slovenia Break in methodlogy (2007 - 2013): In 2007 EURO was introduced instead of the national currency SIT. Country: Slovenia Change in definition (2003 - 2013): Data refer to full-time employees only. Country: Slovenia Provisional value (2012): Country: Spain Additional information (2000): The results have been obtained as annual average of quarterly data form a wage survey. The coverage are local units with 5 or more employees. Country: Spain From 2002-2003, the coverage is local units with 10 or more employees. Since 2004, coverage has been extended to all size units. ISCED-97 is used 2002-2010 and ISCED-11 in 2014. Country: Sweden Change in definition (2000 onwards): The Data cover only employees and exlude irregular bonuses and gratuities. Country: Switzerland For monthly earnings, up to 2010 the data cover employees in private and public federal sectors. since 2012, the data concern only the private sector. Country: Switzerland The underlying average earnings data exclude overtime pay and family allowances and refer to full-time equivalents. GPG figures computed from median earnings instead of averages. Country: The former Yugoslav Republic of Macedonia For gender pay gap in monthly earnings, the underlying average earnings data are compiled from EU Structure of Earnings Survey and cover employees in enterprises of 10 or more employees only. People working in public sector are not covered
    • March 2019
      Source: World Bank
      Uploaded by: Knoema
      Accessed On: 06 March, 2019
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      Data cited at: The World Bank https://datacatalog.worldbank.org/ Topic: Gender Statistics Publication: https://datacatalog.worldbank.org/dataset/gender-statistics License: http://creativecommons.org/licenses/by/4.0/
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
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      These indicators present total expenditure of general government devoted to three different socio-economic functions (according to the Classification of the Functions of Government - COFOG), expressed as a ratio to GDP. The COFOG divisions covered are 'health', 'education' and 'social protection'.
    • December 2018
      Source: World Economic Forum
      Uploaded by: Knoema
      Accessed On: 28 January, 2019
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       Data cited at: The World Economic Forum https://www.weforum.org/ Topic: The Global Gender Gap Report 2018 Publication URL: https://www.weforum.org/reports/the-global-gender-gap-report-2018 License: https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode   This dataset provides education and skills related indicators that present in Global Gender Gap Report
    • December 2018
      Source: Knowledge4All
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
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      Data cited at: Knowledge4All,United Nations Development Programme & Mohammed Bin Rashid Al Maktoum Knowledge Foundation.   Note-Full Version can be checked here: https://knoema.com/WLDKALLGKI2018Dec/global-knowledge-index The GKI is a partnership initiative between the United Nations Development Programme (UNDP) and Mohammed Bin Rashid Al Maktoum Knowledge Foundation (MBRF), it was first announced during the Knowledge Summit in 2016. The Global Knowledge Index (GKI) is the index that measures knowledge on the global level, it highlights the strategic role of knowledge and the importance of developing objective and scientific tools to measure and evaluate it. The GKI aims at measuring knowledge as a broad concept that is intricately related to all aspects of modern human life, in a systematic approach that builds on solid conceptual and methodological principles. The Global Knowledge Index (GKI) is the only index that measures knowledge on the global level, it highlights the strategic role of knowledge and the importance of developing objective and scientific tools to measure and evaluate it. The GKI aims at measuring knowledge as a broad concept that is intricately related to all aspects of modern human life, in a systematic approach that builds on solid conceptual and methodological principles. The GKI is composed of six sectoral indices: 1) Pre - university education 2) Technical vocational education and training(TVET) 3) Higher education 4) Research, development and innovation(RDI) 5) Information and communications technology (ICT) 6) Economy in addition to a seventh supporting index on the General Enabling Environment. All values are normalized to a scale from 0 (worst) to 100 (best).
    • January 2019
      Source: INSEAD
      Uploaded by: Knoema
      Accessed On: 12 March, 2019
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      This data presents high-level way of mapping individual countries in terms of talent competitiveness consists of comparing their GTCI scores to their GDP per capita for the selected indicators.In its first year, the GTCI model covers 103 countries,representing 86.3% of the world’s population and 96.7% of the world’s GDP (in current US dollars).It is a simplified manner of acquiring a first assessment about the ways in which competitiveness relates to overall level of economic development of a nation.
    • March 2017
      Source: International Youth Foundation
      Uploaded by: Knoema
      Accessed On: 14 December, 2017
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      The Global Youth Wellbeing Index details the performance and provides comparative analysis of 30 countries in terms of overall youth wellbeing and within six domains. The Index is designed to facilitate both thought and action by elevating youth needs and opportunities and young people’s participation on national and global agendas. It also provides public and private sector decision-makers an easier way to understand the big picture, guide actions and investments, and drive progress over time.   Wellbeing is a multidimensional concept that includes a person’s physical and mental health, educational status, economic position, physical safety, access to freedoms, and ability to participate in civic life, all components have again multiple aspects. It is, in a sense, the abundance or scarcity of opportunities available to an individual. The definition of wellbeing and the indicators selected to create a picture of wellbeing draw upon the body of work measuring quality of life and economic and social progress as well as the discipline of positive youth development, which is a framework that builds on young people’s assets while still addressing their deficits. Scores for countries are on a scale of 0 to 1, and ranks are assigned based on the numeric scores from highest to lowest.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
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      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
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      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning   Data and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • February 2016
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Pallavi S
      Accessed On: 18 March, 2016
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      Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 05 March, 2019
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      07This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Pupils and students - Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learning Data and indicators disseminated include e.g. participation rates at different levels of education, shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 05 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • December 2018
      Source: Organisation for Economic Co-operation and Development
      Uploaded by: Pallavi S
      Accessed On: 03 December, 2018
      Select Dataset
      Graduates are those who successfully complete an educational programme during the reference year of the data collection. One condition of a successful completion is that students should have enrolled in, and successfully completed, the final year of the corresponding educational programme, although not necessarily in the year of reference. Students who do not complete the final year of an educational programme, but later successfully complete a recognised "equivalency" examination based on knowledge learned outside of the education system, should not be counted as graduates. Successful completion is defined according to the graduation requirements established by each country: in some countries, completion occurs as a result of passing a final, curriculum-based examination or series of examinations. In other countries, completion occurs after a specific number of teaching hours has been accumulated (although completion of some or all of the course hours may also involve examinations).
    • February 2019
      Source: United Nations Economic Commission for Europe
      Uploaded by: Knoema
      Accessed On: 12 February, 2019
      Select Dataset
      Source: UNECE Statistical Database, compiled from national and international (Eurostat and OECD) official sources. Definition: Graduates from an ISCED level are individuals who entered and successfully completed an education programme which is classified as ‘level completion’. A new version of the International Standard Classification of Education (ISCED 2011) was adopted in 2011 by experts on Education Statistics. According to ISCED-11, the graduates refer to those who successfully completed levels 6, 7 or 8 of tertiary education. Programmes at ISCED-11 level 6, or Bachelor’s or equivalent level, are often designed to provide participants with intermediate academic and/or professional knowledge, skills and competencies, leading to a first university degree or equivalent qualification. Programmes at ISCED-11 level 7, or Master’s or equivalent level, provide participants with advanced academic and/or professional knowledge, skills and competencies, leading to a second degree or equivalent qualification. Such programmes may have a substantial research component but do not yet lead to the award of an advanced research qualification. Level 8 in ISCED-11, or doctoral or equivalent level, is reserved for tertiary programmes leading to the award of an advanced research qualification. According to ISCED-97 (previously in use), the ‘level completion’ programmes include levels 5A and 6. ISCED-97 level 5A corresponds to tertiary programmes that are largely theoretically based and are intended to provide sufficient qualifications for gaining entry into advanced research programmes and professions with high skill requirements. However, these programmes do not necessary distinguish between a first and second academic degree. Level 6 in ISCED-97 corresponds to level 8 in ISCED-11. For most countries the data on graduates in this table are shown according to ISCED-97 up to 2012 and according to ISCED-11 from 2013. However, for some countries the data were recalculated by the National Statistical Organizations according to ISCED-11 for earlier periods and provided both for ISCED-11 and ISCED-97 . In these particular cases, the sum of graduates at ISCED-11 levels 6 and 7 equals graduates at ISCED-97 level 5A, and, to avoid duplication, the data for every year are shown according to ISCED-11 only. Differences between ISCED-11 and ISCED-97 may affect time series data for some countries and result in breaks in series. With some exceptions, data on graduates refer to the calendar year. General note:The joint UOE (UNESCO-UIS, OECD, EUROSTAT) 2005 data collection on graduates by fields of education and training was changed to include graduates who were awarded more than one degree in different fields (not within the same field). In previous years, these graduates were reported only once and pro-rated over the fields. This change affected data in very few countries as multiple graduations in different fields for the same reference year are negligible in most countries. .. - data not available Country: Albania Advanced research programmes do not exist. Country: Armenia The transition to ISCED-2011 is from 2013-2014 school year. From 2012 backwards, the data have been recalculated by the NSO based on ISCED-2011. Country: Bulgaria Break in methodlogy (2000): Since 1997 the three-cycle degree structure (bachelor ? master ? doctoral) has been adopted following the Bologna process (due to changes in the national legislation) Country: Bulgaria Break in methodlogy (2007): The programs for training of medical nurses and maternity nurses have completed with qualification degree & 39;Bachelor& 39; since 2007 (due to changes in the national legislation). Medical nurses and maternity nurses education has moved from ISCED 5B to ISCED 5A since 2006. Country: Canada Reference period (1995 - 2013): Data refer to calendar year. e.g. data for graduates 2004-2005 refer to calendar year 2005. Country: Croatia Data refer to calendar year. Country: Cyprus Data cover only government controlled area. Country: Czechia 1980, 1990, 1995: data refer to graduates of full-time attendance only. Country: Estonia Up to 1990: advanced research programmes were not included in regular education. Country: Georgia Break in methodlogy (2010): Change in source Country: Georgia Territorial change (1980 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Germany 1980-1995: data refer to ISCED 1976 classification. 1980-1990: data refer to the former Federal Republic of Germany. From 1995: data refer to the territory of Germany after reunification. Country: Hungary Change in definition (1980 - 2000): data refer to ISCED 1976 classification Country: Iceland 2001-2005: data refer to calender year. Country: Kyrgyzstan Change in definition (1995 - onwards): Data refer to state and non-state educational institutions. Country: Kyrgyzstan Reference period (2000 - 2012): Data refer to the beginning of academic year. Country: Kyrgyzstan Reference period (2013): Since 2013 data refer to the end of an academic year. Country: Latvia 1990, 1995: data refer to ISCED 1976 classification. Country: Lithuania Data refer to calendar year. Country: Luxembourg Data refer to population aged 25-64. Country: Moldova, Republic of As of 2005/2006 school year, higher education, except medical and pharmaceutical, is carried out in two cycles (Licentiate and Master‘s). Students downcast to 2005/2006 academic year completed training on the rules according to the Bologna Declaration. In number of the graduates at the level 5A in 2008 includes those who received a diploma of higher education (before the adoption of the Bologna Declaration) and licentiate degree, and in 2010 and those who got master‘s diploma. Before 2009 data excluded foreigners. From 2012/2013 data are classified according to ISCED-2011. Country: Moldova, Republic of Data exclude the territory of the Transnistria and municipality of Bender Country: Romania Data are not available for advanced research programmes. Country: Serbia The Statistical Office of the Republic of Serbia has no available data on the AP Kosovo and Metohija. Country: Slovakia 1995: data do not refer to ISCED 1997 classification. Country: Slovenia Data refer to calendar year. Country: Spain 2005: Provisional data Country: Sweden 1995: data refer to ISCED 1976 classification. Country: Switzerland Break in methodlogy (2005): Break in series due to the growth in some fields of studies for women such as teacher training or health in Universities of Applied Sciences. Country: Switzerland Reference period (1995): Data refer to 1997 Country: Tajikistan Reference period (2000 - 2013): Data for advanced research programmes refer to end of year. Data for theoretical oriented programmes refer to June-July of reporting year. Country: Turkey Change in definition (1990 onwards): Data for theoretical oriented programmes include open education graduates. Data for advanced research programmes include medical interns and doctorate students. Country: Turkey Reference period (1990 onwards): Data refer to end of year. Country: Ukraine From 2014 data cover the territories under the government control. Country: Ukraine Data with year T in the headings refers to the beginning of the school year T/T+1. Transition from ISCED-1997 to ISCED-2011 since the school year 2012/2013.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 18 March, 2019
      Select Dataset
      Eurostat Dataset Id:educ_momo_grd Statistics on student/graduate mobility and foreigners in tertiary education collected through the UOE data collection on education and training systems. Data concerning mobility and foreigners are collected as follows:Number of mobile and foreign enrolled students by level of education, programme destination and field of education.Number of mobile and foreign enrolled students by level of education, programme destination, EU/non EU/unknown membership and gender.Number of foreign enrolled students by level of education, programme destination and country of citizenship.Number of mobile enrolled students by level of education, programme destination, and country of origin (usual residence and/or country of prior education).Number of mobile and foreign graduates by level of education, programme destination, cumulative duration and gender. Data by both country of origin and country of destination of the students are disseminated. The absolute figures along with indicators are published.
    • September 2015
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 17 December, 2015
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      Eurostat Dataset Id:educ_grad2 The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • September 2015
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 20 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_grad4 The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • March 2019
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 22 March, 2019
      Select Dataset
      This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and EntrantsLearning mobilityEducation personnelEducation financeGraduatesLanguage learningData and indicators disseminated include e.g. participation rates at different levels of education,  shares of pupils and students by programme orientation (general/academic and vocational/professional) and in combined school and work-based programmes, enrolments in public and private institutions, tertiary education graduates, degree mobile students enrolled and graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP etc.
    • November 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 November, 2015
      Select Dataset
      The Human Resources in Science and Technology (HRST) domain provides data on stocks and flows (where flows in turn are divided into job-to-job mobility and education inflows). Stocks and flows are the main statistics for HRST. Their methodologies interlink and are therefore presented together in one single metadata-file. This metadata-file is duplicated in the structure of Eurostat's online database, while statistics for stocks and flows are found in separate folders. Several breakdowns are available for stocks and flows indicators: sex, age, region, sector of economic activity, occupation, educational attainment, fields of education, although not all combinations are possible. The data on stocks and job-to-job mobility are obtained from the European Union Labour Force Survey (EU LFS). The National Statistical Institutes are responsible for conducting the surveys and forwarding the results to Eurostat. The data on education inflows are obtained from Eurostat's Education database and in turn obtained via the UNESCO/OECD/Eurostat questionnaire on education. The National Statistical Institutes are responsible for conducting the surveys, compiling the results and forwarding the results to Eurostat. Please note that for paragraphs where no metadata for regional data has been specified, the regional metadata is identical to the metadata provided for the national data.
    • September 2015
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 10 December, 2015
      Select Dataset
      Eurostat Dataset Id:educ_grad5 The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes by pupils and students, personnel in education and the cost and type of resources dedicated to education. The standards on international statistics on education and training systems are set by the three international organisations jointly administering the UOE data collection:the United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),the Organisation for Economic Co-operation and Development (OECD) and,the Statistical Office of the European Union (EUROSTAT). The following topics are covered:Context - School-aged population, overall participation rates in educationDistribution of pupils/students by levelParticipation/enrolment in education (ISCED 0-4)Tertiary education participationTertiary education graduatesTeaching staff (ISCED 1-3)Pupil/students-teacher ratio and average class size (ISCED 1-3)Language learning (ISCED 1-3)Regional enrolmentsExpenditure on education in current pricesExpenditure on education in constant pricesExpenditure on education as % of GDP or public expenditureExpenditure on public and private educational institutionsFinancial aid to studentsFunding of education Other tables, used to measure progress towards the Lisbon objectives in education and training, are gathered in the Thematic indicators tables. They contain the following indicators: - Teachers and trainers - Mathematics, science and technology enrolments and graduates - Investments in education and training - Participation rates in education by age and sex - Foreign language learning - Student mobility
    • December 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 27 May, 2014
      Select Dataset
      Eurostat Dataset Id:educ_bo_ou_gren The Bologna declaration was signed in 1999 by 29 European ministers responsible for higher education. Today, 46 signatory countries are engaged in the process towards a European Higher Education Area (EHEA). The Bologna Process is an intergovernmental initiative which also involves the European Commission, the Council of Europe and UNESCO-CEPES, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies. It aims to create a European Higher Education Area by 2010, and to promote the European system of higher education worldwide. More information on the Bologna process is available on http://ec.europa.eu/education/higher-education/doc1290_en.htm. Many indicators on social dimension and mobility in the Bologna process come from the UOE data collection in the education statistics domain. The aim of the education statistics domain is to provide comparable statistics and indicators on key aspects of the education systems across Europe. The data cover participation and completion of education programmes, personnel in education and the cost and type of resources dedicated to education. The main source of data is the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education. Data on regional enrolments and foreign language learning are collected additionally by Eurostat. Countries provide data, coming from administrative records, on the basis of commonly agreed definitions. From the UOE data collection, the following datasets on the Bologna Process are available: A. Widening access educ_bo_ac_ent2: Net entry rate (ISCED 5A) by age and sexeduc_bo_ac_ent3: Female entrants by field of education (ISCED 5A)educ_bo_ac_gent: Entrants at ISCED 5A and qualifying graduates of secondary schooling (ISCED 3A - 4A)educ_bo_ac_el1t: Students (ISCED 5A) studying part-time, by age B. Study framework educ_bo_fi_fgdp: Public expenditure on tertiary education (ISCED 5-6), as % of GDP or total public expenditureeduc_bo_fi_ftot: Annual total expenditure on educational institutions (ISCED 5-6) per full-time equivalent student with and without expenditure on research and ancillary serviceseduc_bo_fi_ffun: Tertiary education institutions' income from private sources (households and other private entities) as % of all public and private sourceseduc_bo_fi_fiaid: Public financial aid to tertiary students (ISCED 5-6), by type of aid, as % of public expenditure on tertiary education C. Student and staff mobility educ_bo_mo_el8o: Students (ISCED 5A and 6) who are nationals of a given country, studying in another country (EU-27, EFTA and CC) as % of the total enrolment in that countryeduc_bo_mo_el8i: Number of foreign students (world and Bologna Area) studying in a given country, as % of the total enrolment in that country, ISCED 5A and 6educ_bo_mo_gr4: Graduates (ISCED 5A and 6) from abroad (non-citizens, permanent residence and prior education outside the country) D. Effective outcomes and employability educ_bo_ou_gren: Gross graduation rate and net entry rate, ISCED 5A   The data for some countries which do not participate in the UOE data collection were provided to Eurostat specifically for the monitoring of the Bologna Process. Not being fully integrated in the UOE, the data sometimes might not be as comparable as the data for the remaining countries, due to differences in the underlying data sources and definitions. These data were provided by the following entities: Andorra (AD): data provided by the University of Andorra (indicators educ_bo_ac_ent3, educ_bo_fi_ffun, educ_bo_mo_el8i, educ_bo_mo_gr4)Armenia (AM): data provided by the Ministry of Education and Science (educ_bo_ac_gent, educ_bo_ac_el1t, educ_bo_mo_gr4, educ_bo_ou_gren)Georgia (GE): data provided by the NSI, Statistics Georgia (educ_bo_ac_ent3, educ_bo_ac_el1t, educ_bo_fi_fgdp, educ_bo_mo_gr4)Serbia (RS): data provided by the NSI, Statistical Office of the Republic of Serbia (educ_bo_mo_el8i)Ukraine (UA): data provided by the NSI, State Statistics Committee for Ukraine (educ_bo_ou_gren, educ_bo_ac_el1t, educ_bo_mo_el8i, educ_bo_mo_gr4, educ_bo_ou_gren)
  • H
    • November 2016
      Source: United Nations Economic Commission for Europe
      Uploaded by: Knoema
      Accessed On: 21 November, 2018
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      Source: UNECE Statistical Database, compiled from national official sources Definition: A university is an institution of higher education providing facilities for learning (and usually research) and authorised to grant academic degrees. Their main focus should be on ISCED 1997 level 5A or ISCED 2011 levels 6 and 7 programmes. .. - data not available Country: Albania Change in definition (2012): Data refers to personel only in public University Country: Cyprus Reference period (2008): data refer to 2009 Country: Cyprus Territorial change (1990 onward): Government controlled area only. Country: Denmark Reference period (2011): Data refer to January 2012. Country: Georgia Change in definition (2000 onward): Data refer to institutions accredited by the Ministry of Education and Science. Country: Georgia Territorial change (2000 onward): Data do not cover Abkhazia AR and Tskhinvali Region. Country: Latvia Reference period (2008): Data refer to 2009. Country: Moldova, Republic of Additional information (1995 onward): Data exclude the territory of the Transnistria and municipality of Bender Country: Portugal Additional information (2013): The changes relate to the merger of two public universities located in Lisbon, thus passing from 16 to 15 members. Country: Slovakia 2015 data refer to 20 November 2015. Country: Slovenia Break in methodology (2012): The number includes heads of all public and private higher education institutions. Country: Spain Break in methodlogy (2013): The data are provided to the Women& 39;s Institute in 2014 by the Rector& 39;s Conference of the Spanish Universities Country: Switzerland Break in methodlogy (2008): Data before 2008 refers to universityies only . As of 2008 data include universities and universities of applied sciences that cover the entire ISCED-97, level 5A/ISCED-11, level 7.
    • March 2019
      Source: World Bank
      Uploaded by: Knoema
      Accessed On: 20 March, 2019
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      Health Nutrition and Population Statistics database provides key health, nutrition and population statistics gathered from a variety of international and national sources. Themes include global surgery, health financing, HIV/AIDS, immunization, infectious diseases, medical resources and usage, noncommunicable diseases, nutrition, population dynamics, reproductive health, universal health coverage, and water and sanitation.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
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      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • October 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 June, 2014
      Select Dataset
      Eurostat Dataset Id:trng_hour06s There are three main sources providing results on participation in education and training. - The Adult Education Survey (AES) is carried out every 5 years starting from 2011 and is designed to give detailed information on the participation of individuals in education and training activities. A pilot survey took place in 2007. The reference period for the participation in education and training activities is the twelve months prior to the interview. - The Labour Force Survey (LFS) provides annual evolutions for a limited set of indicators. The reference period for the participation in education and training activities is the four weeks prior to the interview. - The Continuing Vocational Training Survey (CVTS) completes the AES results each 5 years focussing on enterprise strategies for employee skill developments. The reference period for the participation in education and training activities is the four weeks prior to the interview. The time series for the indicator 'lifelong learning' (participation of adults aged 25-64 in education and training) is based on the EU-LFS (four-week reference period) which 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 Labour Force Survey data with reference to the available quarter(s)) In addition to these series, an ad-hoc module to the LFS was conducted in 2003 on lifelong leaninng with similar characteristics to the AES (12-month reference period). Life-long learning is also part of the Sustainable Development Indicators.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
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      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • October 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 25 March, 2016
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • January 2014
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 16 June, 2014
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      Eurostat Dataset Id:trng_cvts78 CVTS2, CVTS3 and CVTS4 data were collected with reference year 1999, 2005 and 2010 in order to provide harmonised, reliable and relevant statistical information on continuing vocational training in enterprises.CVT stands for continuing vocational training i.e. education and training occurring during paid working time or paid at least partially by employers (if training activities are organised outside paid working time). CVTS 2, 3 and 4 provide statistics on incidence of training in enterprises, participation of employees and volume of CVT courses, CVT costs as well as CVT strategies of enterprises including on Initial vocational training (IVT, i.e. apprenticeship). The section "past series on lifelong learning" presents tables which are no longer available in the same format or at the same level of precision as CVTS 4. The CVTS1 was the first survey on continuing vocational training in enterprises carried out on the EU level in a co-ordinated form (outline questionnaire, common definitions, and common recommendations with the respect to the fieldwork). The survey was of pioneering nature, and is not any longer disseminated due to lack of comparability with the following waves.
    • October 2013
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 12 December, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocational training of their staff. Continuing vocational training (CVT) refers to education or training measures or activities which are financed in total or at least partly by the enterprise (directly or indirectly). Part financing could include the use of work-time for the training activity as well as financing of training equipment. Information available from the CVTS is grouped around the following topics: Training/non-training enterprisesParticipation in continuing vocational trainingPlanning and assessment of continuing vocational trainingCosts of continuing vocational training coursesTime spent on continuing vocational training courses Four waves of the CVTS have been carried out by now: CVTS 1 – reference year 1993CVTS 2 – reference year 1999CVTS 3 – reference year 2005CVTS 4 – reference year 2010 The domain "Vocational training in enterprises (trng_cvts)" presents data for 2010 and 2005 which are comparable between the two waves. 2005 data which are not comparable with 2010 data are shown in the folder "Continuing vocational training - reference year 2005 (trng_cvts3)" and 1999 data are available in the folder "Continuing vocational training - reference year 1999 (trng_cvts2)". Both folders can be found in the domain "Past series (trng_h)". The first survey (CVTS 1) was carried out in the then 12 Member States of the European Union. CVTS 1 was of pioneering nature and due to lack of comparability with the following waves data are not available in Eurostat's online database but main results are available here. The next CVTS is due for reference year 2015.
    • March 2009
      Source: Eurostat
      Uploaded by: Knoema
      Accessed On: 29 November, 2015
      Select Dataset
      The Continuing Vocational Training Survey (CVTS) collects information on enterprises’ investment in the continuing vocationa