Eurydice - The European Information Network.

The mission of the Eurydice network is to provide those responsible for education systems and policies in Europe with European-level analyses and information which will assist them in their decision making.

Eurydice website, has reliable information on all aspects of European education. You may wish to add this link to your bookmarks:

Latest Eurydice Publications

Structural Indicators for Monitoring Education and Training Systems in Europe – 2019: Overview of major reforms since 2015

This report contains more than 35 updated structural indicators on education policies for the 2018/19 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility. It additionally provides a short overview of the major reforms since the start of the 2014/15 school/academic year in the said policy areas. Part of the information in this report that concerns the EU Member States was published in the Education and Training Monitor 2019.

The 2019 update of the structural indicators covers all EU Member States, as well as Bosnia and Herzegovina, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey.

Published 18 October 2019

The Structure of the European Education Systems 2019/20: Schematic Diagrams

This report provides information on the structure of mainstream education in European countries from pre-primary to tertiary level for the 2019/20 school and academic year. It includes national schematic diagrams, a guide to reading the diagrams and a map showing the main organisational models of primary and lower secondary education. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme.

Published 15 October 2019

Compulsory Education in Europe – 2019/20

This publication provides concise information on the duration of compulsory education/training in 43 European education systems, covering 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey).

Full-time compulsory education/training refers to a period of full-time educational/training attendance required of all students.

Published 15 October 2019

Teachers' and School Heads' Salaries and Allowances in Europe 2017/18

This report analyses the statutory salaries of teachers and school heads in pre-primary, primary and general secondary public schools in 42 European education systems in 2017/18. While in some countries teachers have the same statutory salary regardless of the education level at which they teach, in others, there are differences across education levels often linked to differences in qualification requirements. School heads usually earn higher salaries than teachers and, in many education systems, their salary increases with the size of the school.

The report also shows the main changes in statutory salaries over the last three years and compares the average actual salaries of teachers (including allowances and other additional payments) with the per capita PIB and with the mean earnings of other higher education graduates in each country.

The report includes national sheets with extensive information on the salaries and the allowances and other additional payments for teachers and school heads in each education system. Data have been collected jointly by the Eurydice and the OECD/NESLI networks.

Published 04 October 2019

Information Note on Teachers’ and School Heads’ Salaries and Allowances in Europe 2017/18

This note provides a summary of findings of particular interest from an Irish perspective that are included in the Eurydice report Teachers’ and School Heads’ Salaries and Allowances in Europe, 2017/2018.

The Teaching of Regional or Minority Languages in Schools in Europe

This Eurydice report provides an overview of current policy efforts in Europe that support the teaching of regional or minority languages in schools. It presents the references made to regional or minority languages by top-level education authorities in official documents. It also illustrates some of the existing policies and measures on teaching regional or minority languages in the different European education systems.

It concludes with an overview of some of the EU-funded projects and initiatives that support the teaching of regional or minority languages in schools in Europe.

Published 26 September, 2019

The Organisation of the Academic Year in Europe – 2019/20

The academic calendar shows national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries

Published 18 September, 2019

The Organisation of School Time in Europe. Primary and General Secondary Education – 2019/20

This report, based on national data, gives an overview on the length of the school year, the start and the end dates, the timing and length of school holidays and the number of school days. It covers both primary and general secondary education and key points are illustrated by comparative figures. The information is available for 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey).

Published 18 September, 2019

Digital Education at School in Europe

Acknowledging the key role school education plays in preparing young people for a tech-driven world, this report sheds light on two different but complementary perspectives of digital education: the development of digital competences relevant to learners and teachers on the one hand, and the pedagogical use of technologies to support, improve and transform learning and teaching on the other.

The report provides indicators on the development of students' digital competence through school curricula and teacher-specific digital competences, the assessment of students' digital competences and the use of technology for assessment in general, and finally, on the strategic approaches to digital education and specifically policies supporting schools in this matter.

While the four main chapters provide policy-makers, researchers and the education community with comparative information on the current school digital education policies across Europe, the annexes add specific information by country, on school curricula, teacher competence frameworks, top-level strategies and agencies supporting digital education at school.

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Published 12 September 2019

Key Data on Early Childhood Education & Care in Europe- 2019 Edition

Early childhood education and care (ECEC) – the phase before primary education – is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of Key Data on Early Childhood Education and Carein Europe charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems.

The report provides indicators on the key quality areas of governance, access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, it presents a child-centred approach, with special attention being paid to the inter-relatedness of policies in different areas. The importance of inclusiveness in education is also stressed as high quality ECEC is considered to be one of the best ways to increase equity and equality in society.

Eurydice Brief - Key Data on Early Childhood Education and Care in Europe

Published 04 July 2019

Recommended Annual Instruction Time in Full-Time Compulsory Education in Europe, 2018/19

The Council of the European Union has set the goal of reducing low achievement in reading, mathematics and science among 15-year-olds to less than 15% by 2020. How are European countries going to achieve this? One of the key elements in the learning process is the instruction time available to students. In fact, not only the quality of instruction but also the time available for learning can have a positive effect on students' learning process. This instruction time report analyses the recommended minimum instruction time in full-time compulsory general education in 43 European education systems for the year 2018/19. Special attention is paid to reading, writing and literature, mathematics, natural sciences and social studies.

Published 11 June 2019

Integrating Asylum Seekers and Refugees into Higher Education in Europe National Policies and Measures

This report was planned in the wake of the refugee crisis and aims at assessing to what extent national systems are able to respond to the needs of asylum seekers and refugees in higher education. While there is a strong potential demand for higher education among refugees and many have previously been enrolled in university programmes in their home country, it cannot be taken for granted that this demand is easily met.

Published 07 February 2019

Eurydice Brief: Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures

This Eurydice Brief presents the main findings of the Eurydice report Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures, published in January 2019 and produced under the auspices of the European Commission. The information is based on existing top-level regulations and recommendations for the school year 2017/18, gathered by the Eurydice Network in 42 education systems. It is complemented by findings from the academic literature and statistical analyses based on Eurostat, IEA PRILS 2016 and ICCS 2016 data.

Published 17 January 2019

Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures

Infographic - Integrating Migrant Students

This Eurydice report investigates what top-level education authorities across Europe do to promote the integration of students from a migrant background into schools. It presents a comparative mapping of a wide range of national policies and measures aimed at placing newly arrived migrant students in schools and addressing the various issues related to them. It also offers a deeper analysis of some of the key policies that can enable schools to welcome students from diverse linguistic and cultural backgrounds and to take into account students’ holistic and emotional needs in order to encourage their learning and development.

Published 17 January 2019

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