Evidence-based policy-making: the usability of the Eurostat Adult Education Survey

Abstract

This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation—15% to be achieved by 2020—is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development.

Keywords:

• benchmarks
• indicators
• survey
• monitoring
• participation

Additional information

Notes on contributors

Ellen Boeren

Ellen Boeren is a Chancellor’s Fellow at Moray House School of Education at the University of Edinburgh.