Statistics Explained

SDG 4 - Quality education

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all


Data extracted in April 2023.

Planned article update: June 2024.

Highlights


Goal-level assessment of SDG 4 “Quality education”, showing the EU has made moderate progress during the most recent five-year period of available data.
EU trend of SDG 4 on quality education

This article is a part of a set of statistical articles, which are based on the Eurostat publication ’Sustainable development in the European Union — Monitoring report on progress towards the SDGs in an EU context — 2023 edition’. This report is the seventh edition of Eurostat’s series of monitoring reports on sustainable development, which provide a quantitative assessment of progress of the EU towards the SDGs in an EU context.

SDG 4 seeks to ensure access for all to quality education through all stages of life, as well as to increase the number of young people and adults who have the relevant skills for employment, decent jobs and entrepreneurship.

Full article

Quality education in the EU: overview and key trends

Education and training are key drivers for growth and jobs because they help to improve employability, productivity, innovation and competitiveness. In the broader sense, education is also a pre-condition for achieving many other SDGs. Monitoring SDG 4 in an EU context focuses on basic education, tertiary education, adult learning and digital skills. Over the assessed five-year period, the EU has made significant progress in increasing participation in basic and tertiary education as well as in adult learning and to a lesser extent in in early childhood education. In contrast, trends in educational outcomes have been less favourable. The percentage of underachievers in the PISA test has further deteriorated, and the share of adults with at least basic digital skills remains far from its target.

  • A table showing the indicators measuring progress towards SDG 4 in the EU.

    Table 1: Indicators measuring progress towards SDG 4, EU

  • A table showing the Explanation of symbols for indicating progress towards SD objectives and targets.

    Table 2: Explanation of symbols for indicating progress towards SD objectives and targets

Basic education

Basic education covers the earliest stages in a child’s educational pathway, ranging from early childhood education and care to primary and secondary education. An inclusive and quality education for all, which eliminates school segregation, is an essential element of sustainable development. SDG 4 thus aims to ensure that by 2030 all girls and boys have access to quality early childhood development, care and pre-primary education so they are ready for primary education. In addition, SDG 4 intends to ensure that all boys and girls complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Furthermore, SDG 4 focuses on ensuring that all youths have the literacy, numeracy and relevant skills needed for employment, decent jobs and entrepreneurship.

Participation in early childhood education and care is rising too slowly in the EU to meet the 2030 target

Early childhood education and care is usually the first step on a child’s educational pathway. According to the EU Quality Framework for Early Childhood Education and Care, access to quality early childhood education and care for all children contributes to their development, wellbeing and educational success. Also, as highlighted in the 2022 Council Recommendation on early childhood education and care, the absence of early childhood education and care is a significant constraint on female labour market participation.

The 2021 Council Recommendation on a European child guarantee also emphasise the importance of equal access to quality and inclusive early childhood education and care for breaking the transmission of social exclusion and securing equal opportunities for children in a disadvantaged situation. Tackling disadvantage from early years is a cost-effective investment as it contributes to the inclusion of children and their integration into the labour market and social life when they are adults.

Participation in early childhood education is defined as the share of the population aged between three years and the starting age of compulsory primary education who take part in early education. Participation in early childhood education has risen slowly in the EU since 2014, reaching 93.0 % in 2020. Stronger progress will be necessary in the coming years to meet the target of 96 % by 2030.

Educational attainment levels in the EU are improving

Early school leaving is linked to unemployment, social exclusion, poverty and poor health. Thus, it is in the interest of societies as a whole, as well as individuals themselves, to make sure that everyone completes a certain level of education and training. Consequently, the EEA strategic framework has set a target to reduce the share of early leavers from education and training (ELET) to below 9 % by 2030.

Since 2002, the ELET rate has fallen continuously in the EU, albeit more slowly in recent years. In 2022 the share had reached 9.6 %, putting the EU well on track to meeting the 2030 target. An analysis by degree of urbanisation reveals that young people living in towns and suburbs (10.6 %) and rural areas (10.0 %) were more likely to leave school early than young people living in cities (8.6 %) in 2022 [1]. For further analyses of ELET trends by sex and citizenship, see the articles on SDG 5 ‘Gender equality’ and on SDG 10 ‘Reduced inequalities’.

Monitoring of the 9 % target is complemented by a supplementary indicator on the completion of at least upper secondary education, which is generally considered the minimum requirement for gaining satisfactory employment in today’s economy and is important for full participation in society. The indicator, which measures the share of people aged 20 to 24 with at least an upper secondary qualification, shows that 83.6 % had completed this level of education in 2022 [2].

Educational outcomes in reading, maths and science have continued to deteriorate

Besides educational attainment in general, achieving a certain level of proficiency in basic skills is a key objective of all educational systems. Basic skills, such as reading a simple text or performing simple calculations, provide the foundations for learning, gaining specialised skills and personal development. Low achievers in the OECD's Programme for International Student Assessment (PISA) are those pupils who fail to reach the minimum proficiency level necessary to participate successfully in society. These pupils face having fewer opportunities in future, at both the personal and the professional level [3].

In 2018, more than one in every five 15-year-old pupils showed insufficient abilities in one or more of these basic skills. Test results in that year showed 22.3 % of pupils were low achievers in science, followed by 22.5 % for reading and 22.9 % for mathematics [4]. Compared with 2015, the results were a step backward, indicating the EU is lagging seriously behind in all three domains when it comes to reaching the 2030 EU-level target of reducing the share of low-achieving 15-year-olds in basic skills to less than 15 %.

Tertiary education

Continuing education after the basic level is important because people with higher qualifications are more likely to be employed and less likely to face poverty in a knowledge-based economy. Therefore, investing efficiently in education and training systems that deliver high-quality and up-to-date services lays the foundation for a country’s prosperity. Moreover, employment rates are generally higher for highly educated people. Conversely, low levels of tertiary educational attainment can hinder competitiveness, innovation and productivity and undermine growth potential.

The share of people with tertiary education has increased significantly since 2002

The EEA strategic framework aims to raise the share of the population aged 25 to 34 that has completed a higher education qualification (levels 5–8 in the 2011 International standard classification of education, ISCED) to at least 45 % by 2030. As a result of an 18.9 percentage point increase since 2002, the EU reached a tertiary education attainment rate of 42.0 % in 2022 and is well on track to meeting its 2030 target. The degree of urbanisation seems to be related to tertiary attainment levels. While in 2022 more than half (52.2 %) of the population aged 25 to 34 living in cities had attained tertiary education, the rate was significantly lower for towns and suburbs (35.9 %) and rural areas (30.2 %) [5].

The share of 25- to 34-year-olds with tertiary education has been growing steadily since 2002 in all Member States. This partly reflects their investment in higher education to meet the demand for a more skilled labour force. Moreover, some countries shifted to shorter degree programmes following the implementation of the Bologna process reforms. For further analyses of the trends in tertiary education by sex, see the articles on SDG 5 ‘Gender equality’ and on SDG 9 ‘Industry, innovation and infrastructure’.

Adult learning

Keeping skills up to date to support the ongoing quest for a high-quality labour force is one of the goals of adult learning. Adult education covers the longest period in a person’s learning lifetime. It is crucial for maintaining good health, remaining active in the community and being fully included in all aspects of society. Moreover, it helps to improve and develop skills, adapt to technological developments, advance a person’s career or aid their return to the labour market (upskilling and reskilling).

Adult participation in learning is growing

Adult participation in learning monitors the share of people aged 25 to 64 who stated they received formal or non-formal education and training in the four weeks preceding the survey. While this share has grown since 2002, when it stood at 5.3 %, it has remained at a rather low level, reaching just 11.9 % in 2022. A drop to 9.1 % in 2020 might be related to the COVID-19 pandemic and the adjustments to the related contingency measures, such as lay-offs and teleworking. Similarly, for adults not in employment, enrolment into education and training programmes was reduced temporarily in the beginning of the pandemic due to extended lockdown periods.

Women are more likely to participate in adult learning than men. In 2022, the share of 25- to 64-year-old women was 2.1 percentage points higher than that for men (12.9 % compared with 10.8 %, respectively). The rate for women was not only higher than for men, it had also been improving faster, gaining 7.4 percentage points since 2002, compared with 5.8 percentage points for men. The participation rate in adult learning also differs in terms of degree of urbanisation. In 2022, adults living in cities were more likely to participate in learning (14.6 %) than those living in towns and suburbs (10.6 %) or rural areas (9.0 %) [6].

While the above-mentioned indicator is based on the question of whether adults participated in learning during the four weeks preceding the survey, the target defined in the EEA strategic framework and the European Pillar of Social Rights Action Plan refers to the share of adults participating in learning during the past 12 months. Baseline data for the target definition have so far only been collected in 2016 [7]. At that time, the share stood at 37.4 %, which is 9.6 percentage points below the EU target of 47 % for 2025 and 22.6 percentage points below the 2030 target of 60 %. Participation rates were particularly low for low-educated adults (ISCED 2011 levels 0–2), at 17.9 %. The European Skills Agenda consequently also set a target for raising the share of adults aged 25 to 64 with low qualification and who participated in learning during the past 12 months to 30 % by 2025. In contrast to this group, more than half (58.1 %) of adults with tertiary education (ISCED 2011 levels 5–8) participated in learning in 2016.

Digital skills

Digitalisation is having a massive impact on the labour market and the type of skills needed in the economy and society. Thus, digital skills are of critical value for working, learning and social interaction. The COVID-19 pandemic accentuated the digital skills gap that already existed and new inequalities are emerging as many people still do not have a basic level of digital skills or are in workplaces or schools that are lagging behind in digitalisation.

The share of people with at least basic digital skills remains far from the 2030 target

The European Pillar of Social Rights Action Plan has set a complementary target for the EU to raise the share of people aged 16 to 74 who have at least basic digital skills to 80 % in 2030. This target is monitored using the composite indicator for digital skills, based on selected activities performed by individuals on the internet in specific areas: information and data literacy, communication and collaboration, digital content creation, safety and problem solving. The level of ‘at least basic digital skills’ refers to the two highest out of six levels derived from the survey on the use of information and communication technologies (ICT) in households and by individuals. It is assumed that individuals who can perform certain activities have the desired digital skills, therefore the indicator can be considered as a proxy for the digital competences and skills of individuals.

In 2021, the share of people aged 16 to 74 with at least basic digital skills stood at 53.9 % and thus at a level considerably below the 80 % target for 2030. In contrast to most other education indicators presented in this chapter, fewer women (52.3 % in 2021) had at least basic digital skills than men (55.6 %). Age and formal education also affect a person’s level of digital skills. While 71.2 % of 16- to 24-year-olds had basic or above-basic overall digital skills in 2021, this was only the case for 62.1 % of 25- to 54-year-olds. Older people struggle in particular with the use of digital media, with only 34.6 % of people aged 55 to 74 having at least basic digital skills in 2021. Additionally, 79.0 % of people with high formal education had such digital skills in 2021, while this was only the case for 31.9 % of people with no or low formal education [8].

Digital competences constitute an essential skill for participating in a technology-driven world. In the EEA strategic framework, the EU sets a target for the share of low-achieving eighth-graders in computer and information literacy to be less than 15 % by 2030. One of the key findings of the 2018 study shows that young people do not develop sophisticated digital skills just by growing up using digital devices: in 8 out of 13 Member States participating in the International Computer and Information Literacy Study (ICILS), more than one-third of pupils achieved scores below level 2 on the ICILS CIL scale. This level can be defined as the threshold for underachievement in digital competence [9].


Presentation of the main indicators


Low achieving 15-year-olds in reading, mathematics or science

The long-term evaluation of the indicator for Low achieving 15-year-olds in reading, mathematics or science for the period 2006 to 2018 shows movement away from the EU target. The short-term evaluation for the period 2015 to 2018 also shows movement away from the EU target.

This indicator measures the share of 15-year-old students failing to reach level 2 (‘basic skills level’) on the Programme for International Student Assessment (PISA) scale for the three core school subjects of reading, mathematics and science. The data stem from the PISA study, a triennial international survey that aims to evaluate education systems by testing the skills and knowledge of 15-year-old students.

A triple vertical bar chart with a horizontal line line showing low achieving 15-year-olds in reading, mathematics or science, EU, 2006–2018 as a percentage of 15-year-old students in the EU from 2006 to 2018, by sex. The bars represent reading, mathematics and science, and the line shows the 2030 target.
Figure 1: Low achieving 15-year-olds in reading, mathematics or science, EU, 2006–2018 (% of 15-year-old students)
Source: OECD (Eurostat online data code (sdg_04_40))


A dot plot with three dots showing low achieving 15-year-olds in reading, mathematics or science, by country in 2018 as a percentage of 15-year-old students in the EU, EU Member States and other European countries. The dots represent figures for reading, mathematics, and science.
Figure 2: Low achieving 15-year-olds in reading, mathematics or science, by country, 2018 (% of 15-year-old students)
Source: OECD (Eurostat online data code (sdg_04_40))

Participation in early childhood education

The long-term evaluation of the indicator for participation in early childhood education is not possible because the time series is too short. The short-term evaluation for the period 2015 to 2020 shows moderate progress towards the EU target.

This indicator measures the share of children between the age of three and the starting age of compulsory primary education who participated in early childhood education. Data presented here stem from the joint UIS (UNESCO Institute of Statistics)/OECD/Eurostat (UOE) questionnaires on education statistics, which constitute the core database on education.

A line chart showing participation in early childhood education as a percentage of children aged 3 or over, in the EU from 2013 to 2020.
Figure 3: Participation in early childhood education, EU, 2013-2020 (% of children aged 3 and over)
Source: Eurostat (sdg_04_31)


A double vertical bar chart showing participation in early childhood education, by country in 2015 and 2020 as a percentage of children aged 3 or over in the EU, EU Member States and other European countries. The bars show the years.
Figure 4: Participation in early childhood education, by country, 2015 and 2020 (% of children aged 3 and over)
Source: Eurostat (sdg_04_31)


Early leavers from education and training

The long-term evaluation of the indicator for early leavers from education and training, for the total population and the gender gap, during the period 2007 to 2022 both show significant progress towards the EU target. The short-term evaluation for the total during the period 2017 to 2022 shows significant progress towards the EU target and the short-term evaluation for gender gap shows moderate progress towards the EU target.

The indicator measures the share of the population aged 18 to 24 with at most lower secondary education who were not involved in any education or training during the four weeks preceding the survey. The data stem from the EU Labour Force Survey (EU-LFS).

A line chart with three lines and a dot showing early leavers from education and training, by sex, in the EU from 2002 to 2022, as a percentage of population aged 18 to 24. The lines represent rates for women, men and the total population; and the dot represents the 2030 target.
Figure 5: Early leavers from education and training, by sex, EU, 2002-2022 (% of the population aged 18 to 24)
Source: Eurostat (sdg_04_10)


A double vertical bar chart showing early leavers from education and training, by country in 2017 and 2022 as a percentage of the population aged 18 to 24 in the EU, EU Member States and other European countries. The bars show the years.
Figure 6: Early leavers from education and training, by country, 2017 and 2022 (% of the population aged 18 to 24)
Source: Eurostat (sdg_04_10)

Tertiary educational attainment

The long-term evaluation of the indicator for tertiary educational attainment, for the total population during the period 2007 to 2022 shows significant progress towards the EU target; the long-term evaluation of the gender gap during the same period for this indicator shows movement away from the EU target. The short-term evaluation for the total population during the period 2017 to 2022 shows significant progress towards the EU target and the short-term evaluation of the gender gap for this indicator shows insufficient progress towards the EU target.

This indicator measures the share of the population aged 25 to 34 who have successfully completed tertiary studies (for example, at university or a higher technical institution). Tertiary educational attainment refers to ISCED (International Standard Classification of Education) 2011 levels 5–8 for data from 2014 onwards and to ISCED 1997 levels 5–6 for data up to 2013. The indicator is based on the EU Labour Force Survey (EU-LFS).

A line chart with three lines and a dot showing tertiary educational attainment, by sex, in the EU from 2002 to 2022, as a percentage of population aged 25 to 34. The lines represent rates for women, men and the total population; and the dot represents the 2030 target.
Figure 7: Tertiary educational attainment, by sex, EU, 2002-2022 (% of the population aged 25 to 34)
Source: Eurostat (sdg_04_20)


A double vertical bar chart showing tertiary educational attainment, by country in 2017 and 2022 as a percentage of population aged 25 to 34, in the EU, EU Member States and other European countries. The bars show the years.
Figure 8: Tertiary educational attainment, by country, 2017 and 2022 (% of the population aged 25 to 34)
Source: Eurostat (sdg_04_20)


A map of Europe showing tertiary educational attainment by NUTS 2 region, in 2022, as a percentage of the population aged 25 to 34. The map shows EU Member States and other European countries.
Map 1: Tertiary educational attainment, by NUTS 2 region, 2022 (% of population aged 25 to 34)
Source: Eurostat (edat_lfse_04)

Adult participation in learning in the past four weeks

The long-term evaluation of the indicator for adult participation in learning in the past four weeks for the period 2007 to 2022 shows significant progress towards SD objectives. The short-term evaluation for the period 2017 to 2022 also shows significant progress towards SD objectives.

Adult participation in learning refers to people aged 25 to 64 who stated they received formal or non-formal education and 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 the question ‘participation in education and training’. Adult learning covers formal and non-formal learning activities — both general and vocational — undertaken by those aged 25–64 [10]. Data stem from the EU Labour Force Survey (EU-LFS).

A line chart with showing adult participation in learning in the past four weeks, in the EU from 2002 to 2022, as percentage of population aged 25 to 64.
Figure 9: Adult participation learning, EU, 2002-2022 (% of population aged 25 to 64)
Source: Eurostat (sdg_04_60)


A double vertical bar chart showing adult participation in learning in the past four weeks, by country in 2017 and 2022 as percentage of population aged 25 to 64, in the EU, EU Member States and other European countries. The bars show the years.
Figure 10: Adult participation in learning, by country, 2017 and 2022 (% of population aged 25 to 64)
Source: Eurostat (sdg_04_60)

Share of adults having at least basic digital skills

The long-term evaluation of the indicator for share of adults having at least basic digital skills is not possible due to breaks in time series in 2021.


This indicator measures the share of people aged 16 to 74 who have at least basic digital skills. It is a composite indicator based on selected activities performed by individuals on the internet in specific areas: information and data literacy, communication and collaboration, digital content creation, safety and problem solving. The indicator assesses digital skills classified into six levels, of which the two highest constitute the basic or above basic level of digital skills. The indicator is based on data from the EU survey on the use of ICT in households and by individuals.

A triple vertical bar chart and a dot showing the share of adults having at least basic digital skills, by sex, as a percentage of individuals aged 16 to 74 in the EU in 2021. The bars represent the shares for women, men and the total population; and the dot shows the 2030 target.
Figure 11: Share of adults having at least basic digital skills, by sex, EU, 2021 (% of individuals aged 16 to 74)
Source: Eurostat (sdg_04_70)


A vertical bar chart showing the share of adults having at least basic digital skills, by country in 2021 as a percentage of individuals aged 16 to 74, in the EU, EU Member States and other European countries.
Figure 12: Share of adults having at least basic digital skills, by country, 2021 (% of individuals aged 16 to 74)
Source: Eurostat (sdg_04_70)

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More detailed information on EU SDG indicators for monitoring of progress towards the UN Sustainable Development Goals (SDGs), such as indicator relevance, definitions, methodological notes, background and potential linkages, can be found in the introduction of the publication ’Sustainable development in the European Union — Monitoring report on progress towards the SDGs in an EU context — 2023 edition’.


Notes

  1. ↑ Source: Eurostat (online data code: (edat_lfse_30)).
  2. ↑ Source: Eurostat (online data code: (yth_educ_030)).
  3. ↑ European Commission (2019), PISA 2018 and the EU. Striving for social fairness through education, p. 7.
  4. ↑ Within the EU weighted averages for 2018, Spain’s results were excluded for reading. The PISA results for 2022 will only be released in December 2023 and are therefore not included in the analysis.
  5. ↑ Source: Eurostat (online data code: (edat_lfs_9913)).
  6. ↑ Source: Eurostat (online data code: (trng_lfs_14)).
  7. ↑ Source: Eurostat, adult education survey (AES).
  8. ↑ Source: Eurostat (online data code: (ISOC_SK_DSKL_I21)).
  9. ↑ For more information see: European Commission (2022), Education and Training Monitor 2022 (europa.eu)
  10. ↑ The general definition of adult learning covers formal, non-formal and informal training but the indicator adult participation in learning only covers formal and non-formal education and training. For more information, see: Eurostat, Participation in education and training.
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