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<p>The establishment of the European Education Area implies a significant need for a comprehensive system to assess and monitoring educational outcomes. Addressing this urgency, this paper introduces a novel approach to evaluating and comparing educational systems across Europe, providing insights into both outcomes and the underlying processes. Using individual-level data from the EU-SILC survey, we construct a new set of indicators that capture educational performance and its distribution across different population groups. This approach allows for a more detailed analysis of how family and individual characteristics influence educational outcomes. The methodology is applied to data from 30 European countries (27 EU Member States, along with Norway, Serbia, and Switzerland), using cluster analysis to identify cross-country patterns and explore the role of individual and family-level determinants in shaping educational attainment. The proposed framework offers a valuable tool for supporting EU-level efforts to strengthen the European Education Area through a more nuanced and inclusive evaluation of education systems.</p>

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Monitoring Educational Systems in Europe: A Novel Approach based on EU-SILC Data

  • 期刊论文

  • 发表日期：

    2026年7月31日

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  • Daniele Checchi,
  • Alice Bertoletti

摘要

The establishment of the European Education Area implies a significant need for a comprehensive system to assess and monitoring educational outcomes. Addressing this urgency, this paper introduces a novel approach to evaluating and comparing educational systems across Europe, providing insights into both outcomes and the underlying processes. Using individual-level data from the EU-SILC survey, we construct a new set of indicators that capture educational performance and its distribution across different population groups. This approach allows for a more detailed analysis of how family and individual characteristics influence educational outcomes. The methodology is applied to data from 30 European countries (27 EU Member States, along with Norway, Serbia, and Switzerland), using cluster analysis to identify cross-country patterns and explore the role of individual and family-level determinants in shaping educational attainment. The proposed framework offers a valuable tool for supporting EU-level efforts to strengthen the European Education Area through a more nuanced and inclusive evaluation of education systems.