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Young adults whose highest level of education is at or below lower secondary school level are considered early leavers from education and training. Policy efforts have brought down their numbers to ratios that are very close to the EU target. Nevertheless all those who fall into this category suffer considerable disadvantage as they are more likely to be out of employment and less likely to engage in further education and training than others of their age group with a higher level of education. The ...

EU cooperation with Greenland

Briefing 11-04-2019

The overall aim of the European Union-Greenland Partnership Agreement is to boost ties and cooperation between the EU and Greenland, with education and training as one of several key areas of cooperation. As part of the partnership, and taking Greenland's needs into account, the focal point of EU-Greenland financial cooperation is education and training, with a special emphasis on boosting the pre-school and elementary school system, as well as on providing support for vocational education and post-elementary ...

This study is a concise update on early school leaving in the EU. It reviews the main developments and causes of the problem since the Council Recommendation of 2011 on policies to reduce early school leaving, and identifies policy initiatives taken by the Member States to address it. The study explores the interplay between early school leaving and public investment and lastly outlines recommendations to address future challenges. The study takes into consideration European and national literature ...

This note prepared by Economic Governance Support Unit gives an overview of the member states progress towards the EU 2020 targets.

'NEET' is an acronym used to refer to young people who are not in education, employment or training. The expression, which first emerged in the mid-90s in the United Kingdom, has been eagerly adopted by the media, policy makers and researchers due to its usefulness in describing the disproportionate effects of the economic crisis on the education, training and employability of young Europeans and, in the long term, on their social inclusion. In 2015 in the European Union, 12 % of 15- to 24-year-olds ...

Migrants' life stories reveal different levels of difficulty or ease in the process of integration. The key importance of education as a means of integration is widely acknowledged. For a number of years, the European Parliament has called for tangible commitments and proposed practical measures to integrate migrants and their children through education, training and the recognition of skills.

This briefing prepared by Policy Department A for the Employment and Social Affairs Committe provides an overview of career guidance / lifelong guidance in European policies. After a summary of dedicated concepts and evidence from research, it analyses guidance related aspects in key policy documents of the Council and the European Parliament. The paper describes European lifelong guidance policies and structured European cooperation including findings from a recent survey.

The employment and social dimension of European integration is a key element of the Europe 2020 Strategy, which aims at ensuring 'inclusive growth'. Four years after its launch, the European Commission has begun a review of this strategy. The European Parliament, for its part, is preparing a resolution on the employment and social aspects of the Europe 2020 strategy.

The European Parliament's 2013 Sakharov Prize will be awarded to 16 year old education activist Malala Yousafzai from Pakistan. Pakistan is the country with the second highest number of children out of school, according to UNESCO. Two-thirds (over 3 million) of these are girls.

Investment in education and training contributes significantly to economic growth and is pivotal to the EU's current and future competitiveness, while enhancing active citizenship, personal development and well-being. Still, many young Europeans are currently lacking a perspective for their future. Some of them leave the education system without having the skills or qualifications which are now seen as necessary to make a successful transition to the labour market and for active participation in ...