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Higher education

Last update: 09 November 2026

The system-level indicators for higher education focus on key themes in current EU policy, notably in relation to admissions, quality assurance and performance-based funding related to social dimension of higher education. They examine admission policies from the point of view of atypical entry (recognition of prior learning etc.), quality assurance procedures related to admissions and completion rate and lastly, they show to what extent social dimension is taken into account in performance-based funding mechanisms.

The scope of the indicators is publicly funded and government dependent private higher education institutions (ISCED 5, 6, 7 and 8).

These indicators support the analysis in the Education and Training Monitor, which is the European Commission’s annual report on EU education and training systems.

Open Data

Atypical entry routes and external quality assurance in admission policies to higher education, 2025/2026

This indicator considers two different aspects related to admission to higher education: Firstly, it examines the existence of atypical entry routes into higher education, and in particular whether bridging programmes exist, and whether non-formal and informal learning may be taken into account in admissions. In the majority of systems one main route exists for admission, and that is via the successful completion of upper secondary education. The most prevalent alternative routes include bridging programmes and the recognition of prior informal and non-formal learning. Secondly, it examines whether external quality assurance agencies are required to monitor higher education institutional admission policy measures. If quality assurance agencies are required to monitor implementation, this gives a strong signal that the importance of admission policy and practice is recognised.

Completion Rate as a requirement in external quality assurance, 2025/2026

This indicator focuses on the use of completion rates as one of the criteria included in external quality assurance (QA) procedures for higher education institutions/programmes. Where the monitoring of completion rates is a requirement, it gives a good indication that they are measured in practice and that the information is likely to be used in policy making. The completion rate indicates the percentage of students who complete the higher education programme they have started.

Performance-based funding mechanisms with a social dimension focus, 2025/2026

This indicator examines whether performance-based funding mechanisms with a social dimension focus enable funding to be provided to higher education institutions if they meet a defined level of performance in relation to social objectives. The performance may refer to people – staff or students – with defined characteristics in terms of socio-economic status, ethnicity, disability, age, gender, migrant status, etc.

1 Admissions policy

This composite indicator examines issues that encourage the development of a supportive admissions policy in a lifelong learning framework. It comprises five elements: The first element examines whether a strategy for increasing participation for under-represented groups exists. Strategy, in this context, refers to a top-level vision for equitable participation in higher education which has been conceived with clear (qualitative and quantitative) objectives and goals and applies to all higher education institutions. The second element examines funded measures for increasing participation in education in later life. This is particularly important in a fast-changing labour market that requires a skilled workforce and where educational opportunities are therefore not only needed for young people but also for more experienced adults. The third element considers the existence of atypical entry routes into higher education, and in particular whether bridging programmes exist, and whether non-formal and informal learning may be taken into account in admissions. In the majority of cases one main route exists for admission, and that is via the successful completion of upper secondary education. However, those who do not complete upper secondary education but later wish to enter higher education may find themselves blocked unless there is an alternative route available. The most prevalent alternative routes include bridging programmes and the recognition of prior informal and non-formal learning. The fourth element concerns quality assurance, and in particular whether external quality assurance agencies are required to monitor higher education institutional admission policy measures. If quality assurance agencies are required to monitor implementation, this gives a strong signal that the importance of admission policy and practice is recognised. The fifth element examines whether at least two student background characteristics (other than age and gender) are taken into account in admission measures for encouraging the participation of under-represented groups. In such cases this shows that under-represented groups are defined in a more sophisticated way.

2 Gender strategy and guidance for encouraging female students to study STEM subjects, 2024/2025

According to the European Commission, there are currently shortages in the number in STEM graduates. Traditionally, STEM subjects have attracted more male than female students. Therefore, attracting more female students to study STEM subjects would improve gender equity and address shortages. In the European Commission's STEM Education Strategic Plan, the goal is that the share of students enrolled in STEM fields at tertiary level should be at least 32% , with at least 2 out of every 5 students female. This indicator shows two dimensions related to STEM subjects and gender. Firstly, if countries have a gender-equality strategy (see also the composite indicator on gender issues in higher education), the indicator shows whether it includes measures to encourage female students to study STEM subjects. The second dimension shows whether there is guidance and/or counselling to encourage female students to apply to study STEM courses in higher education.

3 Composite indicator on policies for tackling gender equity issues in higher education, 2024/2025

This composite indicator examines whether gender issues are addressed in higher education. It comprises four elements: The first element looks at whether a strategy for gender equality exists and is in place for all higher education institutions. A strategy can be specific document using the name ¨strategy’, but it may also be a document (or documents) that describe a major policy plan without, however, bearing the title ‘strategy’. The second element focuses on measurable targets. A strategy may reflect good intentions, but is most likely to be operationalised when specific targets are set. For a target to be measurable it must be quantitative in nature, and reference points for measurement need to be put in place. Thus, a target would typically take the form of a statement that, for example, the percentage of women/men in high-level academic posts would move from x % to y % by a certain date. The third element considers to what extent stakeholder consultation has taken place, in order to ensure that a gender equality strategy is inclusive and responsive to the needs of communities in the higher education sector. The final element of the scoreboard indicator concerns the role of external quality assurance agencies, and in particular whether they are required to monitor the implementation of the strategy within the higher education institutions. If quality assurance agencies are required to monitor implementation, this gives a strong sense of the importance of gender issues in the higher education sector.

4 Financial incentives to encourage students to study STEM subjects, 2024/2025

Students often make study choices in a difficult environment, influenced by aspects such as university admission policies, labour market needs and conditions and the potentially higher costs of studying STEM subjects. To encourage enrolment in STEM-courses , and in so doing to address shortages in the number of STEM graduates, countries may provide financial incentives to students. This indicator shows whether there are financial incentives to encourage students to study STEM subjects. These may include grants, internship funding, free waivers, or other types of incentive.

Related publications

Structural indicators for monitoring education and training systems in Europe - 2023: Higher education

The European Higher Education Area in 2024: Bologna Process Implementation Report

Catalogue number: EC-01-26-141-EN-Q
ISBN 978-92-9416-231-1
ISSN 2599-8846
doi: 10.2797/2821452

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