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. 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. Data stem from the EU Labour Force Survey (EU-LFS).

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. 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. Data stem from the EU Labour Force Survey (EU-LFS). The data are presented by citizenship, showing the shares for citizens of the reporting country, for foreigners from EU countries, and for non-EU citizens.

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

The indicator measures the share of the children between the age of three and the starting age of compulsory primary education who participated in early childhood education and care (ECEC) which can be classified as ISCED level 0 according to the International Standard Classification for Education (ISCED 2011). In order for ECEC programmes to be classified as ISCED level 0, they must be intentionally designed to support a child’s cognitive, physical and socio-emotional development. The starting age of compulsory primary education varies across countries. The participation of children in programmes which are not intentionally designed to support child development (such as childcare-only programmes) is not included in this indicator.

The indicator measures the share of 15-year-old students failing to reach level 2 (‘minimum level of proficiency’) on the PISA scale for the three domains of reading, mathematics and science. The data stem from the Programme for International Student Assessment (PISA), a regularly conducted international survey which aims to evaluate education systems by testing the skills and knowledge of 15-year-old students.

The indicator measures the share of people aged 25 to 64 who stated that 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 job-related and non-job-related formal and non-formal learning activities. It usually refers to learning activities after the end of initial education. Data stem from the EU Labour Force Survey (EU-LFS).

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.