Regional EU Sustainable Development Indicators for Ireland 2022

Basic education

Participation in early childhood education

SDG_04_31 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. See Table 4.1 and Figure 4.1.

Early leavers from education and training

SDG_04_10 measures the share of the population aged 18 to 24 years 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). See Table 4.2 and Figure 4.2.

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

SDG_04_40 measures the share of 15-year-old students failing to reach level 2 (‘basic skills level’) on the PISA scale for the three core school subjects of reading, mathematics and science. The data stem from the Programme for International Student Assessment (PISA), a triennial international survey which aims to evaluate education systems by testing the skills and knowledge of 15-year-old students. See Table 4.3 and Figure 4.3.

Tertiary education

Tertiary educational attainment

SDG_04_20 measures the share of the population aged 25-34 years 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). See Table 4.4 and Figure 4.4.

Adult learning

Adult participation in learning

SDG_04_60 measures the share of people aged 25 to 64 years 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 to the question 'participation in education and training'. Adult learning covers both general and vocational formal and non-formal learning activities. Adult learning usually refers to learning activities after the end of initial education. Data stem from the EU Labour Force Survey (EU-LFS). See Table 4.5 and Figure 4.5.

Digital skills

Share of adults having at least basic digital skills

SDG_04_70 measures the share of people aged 16 to 74 years 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. See Table 4.6 and Figure 4.6.