How inclusive are education systems in EU neighbouring countries?

The European Training Foundation’s annual cross country monitoring report 2024 sheds light on an important question: how well do partner countries provide accessible, equitable and high-quality learning opportunities? This annual publication, based on data from  initiatives like KIESE (Key Indicators on Education, Skills, and Employment) and the Torino Process evaluates education systems 26 ETF partner countries in Central Asia, South Eastern Europe, the EU neighbourhood countries and the Southern and Eastern Mediterranean. Focusing on inclusiveness, the 2024 report examines how these systems support learners of all ages, genders, and backgrounds. So, how well are ETF partner countries doing in 2024? 

Understanding the learners and their needs 

The journey begins by identifying learners and their specific education requirements - young people transitioning from education to work have very distinct educational needs compared to adults seeking to reskill and upskill for a changing labour market. Fore example in countries like Palestine and Egypt, youth populations are growing and the demand for youth education is high, while ageing populations in countries like Serbia and Ukraine highlight the need for adult learning.  

High numbers of young people who are neither in education, nor in employment or training (NEETs) indicates that there maybe barriers to participation and transition to employment, while data shows that many young people – over 75% on average for all ETF partner countries – are struggling with the double challenge of socio-economic disadvantage and lack of basic skills.   

Further complicating the landscape is the need to cater for the vulnerable learners, such as socio-economically disadvantaged youth, women facing gender barriers, and adults with low education or unemployment. For instance, adults in the Southern and Eastern Mediterranean often face low educational attainment, particularly women, which suggests that there is a significant need for reskilling.  

Finally, there is a wide disparity in the proportion of first-generation migrant students, which underlines the need policies to be devised on the basis of a proper understanding of context, migration patterns, and socio-economic factors. 

How well are systems responding? 

The inclusiveness of vocational education and training systems varies considerably  across ETF partner countries While the data suggest that young people generally have better access to education and training than adults, systemic gaps persist. Türkiye, for example, stands out for its higher rates of participation among adults in lifelong learning compared to youth. Albania and Palestine, show large gaps between youth and adult participation, while  Moldova and Serbia achieve balanced, but lower overall access.  

For adults  at risk, support often hinges on the  type of disadvantage they face. While support for those with low or no education has improved since 2023, economically inactive adults frequently lack tailored programmes and incentives to participate. . leaving them at risk of  skill erosion, further complicating reintegration efforts. In contrast, the long-term unemployed have seen modest improvements, with retraining and reskilling initiatives beginning to yield results. 

Among young learners, the picture is similarly complex. While disadvantaged youth perform on a par with their peers, young women appear to face additional challenges. Declining outcomes  for this group, coupled with persistent socio-economic barriers, underscore the need for more targeted interventions. Moreover, many ETF partner countries face systemic difficulties in meeting the education and labour market needs of first-generation migrant adults in terms of access and participation. 

Are learners benefitting? 

Access alone does not guarantee success. The ETF’s findings suggest that -economic status, gender, and systemic conditions significantly influence learning outcomes. Disadvantaged students and those at risk of exclusion tend to show below average level foundational skills, as measured by international assessments like the OECD’s PISA. Financial and human resource shortages, such as underfunded education systems and teacher shortages, contribute to that result.  

To bridge these gaps, the ETF recommends prioritising inclusiveness in education by addressing teacher shortages and enhancing training, investing in digital tools and infrastructure and supporting at-risk students with early interventions like mentoring programmes. 

For the full findings and recommendations, access the Cross-country monitoring report 2024 here.