European Education: The Main Trends

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The European Social Survey, also known as the ESS, has implemented a model for measuring trends in education that address factors such as income levels, the interrelationship of home and school life, country-specific indicators, and more (European Social Survey, 2022). As such, in order to comprehend the most recent trends within European education, six categories must be investigated. These include factors associated with education systems, the students, familial and cultural backgrounds, teachers, equity and performance outcomes, and economic and social impacts.

Education systems are the foundational instruments for the assessment of overall performance. As such, determining trends throughout Europe allows for substantial insight into the basis of many external effects. First, compulsory schooling until the age of thirteen continues to be a noticeable trend within general education. This is a vital component as European nations are diverse in the timeframes of mandatory education. The range can reach 15 or 16 years, but no country provides compulsory education below 13 years (DEPP, 2018). This is significant as it indicates a preparedness for an expansion of early years education becoming more accessible.

Trends in the student population in recent years indicate that Europe is experiencing a general decline in fertility rates and a large aging population. Very few countries in Europe currently possess a larger ratio of the population that belongs to the 0-17 year age group. The median age is currently at 43 and may continue to rise. Within school settings, this indicates a smaller population size that may be involved in education when contrasted with the population that is already within the employment range.

Trends in relation to family and parental background depict that two-thirds of households are consistent with couples and that half of the parents are in possession of higher qualifications. Overall, the trend shows a rise in backgrounds that are more beneficial for students. Parents with tertiary education qualifications are of particular note as they represent 47% of the parent population among students (DEPP, 2020). Such trends are significant as they indicate a higher likelihood of the students achieving similar or better qualifications after their initial education.

The demographics for teachers present increasing problems that may arise in European education in the future. Current trends indicate that the population of teachers is largely aging and dominated by female professionals. While this is not an inherently negative finding it depicts that the current population of teachers lacks diversity within Europe. On the other hand, the findings show that teachers are largely motivated by social factors when they pursue teaching which can signify a more committed workforce.

Equity and performance statistics are currently analyzed through seven benchmarks including early leavers of education, attainment of tertiary education, early childhood education, underachievement in maths, reading, and science, adult participation, and employment of graduates. The performance of different states within these benchmarks varies greatly, but early childhood care seems to be more consistent. This provides an insight into greater change being necessary among higher education programs and facilities. The economic trends provide a similar image, which provides that students described as NEET or ESL lack substantial backing. Individuals within these groups are often subject to disparities in education which directly contribute to poorer results in finances and career performance. The combination of the equity and economics trends provides that there is a substantial blindspot in relation to higher and post-graduate education in Europe that may contribute to later issues in general education.