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This report presents the results of the 2023 data collection on the structural indicators for monitoring education and training systems in the area of key competences. The report contains indicators on key policies related to: 1. cross-curricular learning at school; 2. active student participation in decision-making at school. The report contains information for the 2022/2023 school year. Participating countries include the EU Member States, as well as Albania, Bosnia and Herzegovina, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye.

This report presents the results of the 2023 data collection on the structural indicators for monitoring education and training systems in the area of digital competence. The report contains six indicators on key policies in the following areas: 1. curriculum, 2. teachers, 3. assessment, 4. the digital education ecosystem. The paper contains information for the 2022/2023 school year. Participating countries include the EU Member States, along with Albania, Bosnia and Herzegovina, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye.

Qualifications frameworks are tools for describing qualifications of an education or training system by classifying them into levels. Each level provides a clear description of what the holder of a qualification knows, understands and is able to do. They are important tools for making qualifications transparent and comprehensible, within and across borders, and for promoting lifelong learning. This fifth edition of the "Global Inventory of National and Regional Qualifications Frameworks" consists of two volumes with up-to-date information on recent developments in this field destined for policy-makers, educators, researchers, and experts. This volume, Volume II, compiles case studies from countries across four world regions to record progress in the development and implementation of National and Regional Qualifications Frameworks globally. A cross-country analysis of national case studies is presented, examining the objectives, functions and characteristics of national qualifications frameworks and their contributions to wider educational and training systems.

This report contains more than 30 structural indicators on education policies in five areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education and digital competence. The Eurydice project on Structural Indicators for Monitoring Education and Training Systems in Europe provides yearly data since 2015, which illustrate the main policy developments in education and training systems across Europe. The 2022 report contains the updated indicators for the 2021/2022 school/academic year together with a short overview of the major reforms since the start of the 2014/2015 school/academic year in five policy areas: (1) Early childhood education and care (ECEC); (2) Achievement in basic skills; (3) Early leaving from education and training (ELET); (4) Higher education; and (5) Digital competence. The 2022 update of the structural indicators covers the EU Member States, as well as Albania (only for digital competence), Bosnia and Herzegovina, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye. [For the 2021 report, see ED617601.]

Informatics education is essential to equip young people with the necessary skills to take an active part in our technology-driven and increasingly digital societies in a responsible and safe manner. European countries are gradually upgrading their school curricula to respond to the new reality and needs. This report provides a comparative analysis of the curricular approaches to teach informatics as a separate subject or integrated into other subjects throughout primary and general lower and upper secondary education in 2020/2021. It examines the main areas of informatics covered in the learning outcomes of the relevant subjects. It also looks at the qualifications held by the teachers of these subjects, and the training programmes and other support measures in place to support them. The report covers all the members of the Eurydice Network (the 27 EU Member States and Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey).

The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and nonuniversity study programmes are also highlighted. The information is available for 37 countries. [For the 2021/22 report, see ED617647.]

In our fast-changing and technology-driven societies, education in mathematics and science is crucial for ensuring that children and young people have the necessary skills, knowledge and mindset to be responsible and active citizens. Despite the emphasis on the key competences of basic numeracy and scientific literacy in the European Education Area, the share of pupils not reaching basic achievement levels remains considerably above the agreed maximum of 15%. This report investigates what education authorities across Europe do to strengthen student motivation, raise achievement and help those that are falling behind in mathematics and science. It brings together qualitative Eurydice data on national policies and legislation in 39 European education systems, and quantitative data from several student assessment surveys. The results highlight the importance of allocating sufficient instruction time, providing timely learning support, ensuring specialised teacher training and monitoring student achievement systematically. Ample examples are provided on how the mathematics and science curricula can foster reflection and relate to students' lives. The information focuses on primary and lower secondary education, and it covers all the members of the Eurydice Network (the 27 EU Member States and Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey).

The academic calendar contains 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 37 countries. [For the 2020/21 report, see ED610818.]

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases" gives an update on the national and regional qualification frameworks of 99 countries around the world. For each country, the NQF has been analysed based on the policy objectives, the levels and use of learning outcomes, stakeholder involvement and institutional arrangements, the recognition of non-formal and informal learning as well as whether references are made to existing regional frameworks. In addition, this volume also outlines existing regional frameworks in Southeast Asia, the Caribbean, Europe, the Gulf region, the Pacific, Southern Africa and the Commonwealth States. This third edition (the first two editions appeared in 2013 and 2015) of the "Global Inventory of Regional and National Qualifications Frameworks" is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The "Global Inventory of Regional and National Qualifications Frameworks 2017, Volume II" is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume I: Thematic Chapters, see ED604734.]

This report presents a comparative overview of the main features of national student fee and financial support systems in European higher education in the 2020/21 academic year. It provides insights on whether any fees are charged to students in higher education, which students may have to pay such fees and how much. It also presents public financial support tools available to students, including grants and loans, as well as to their families, in the form of tax benefits to students' parents and family allowances. We can also learn about which students can benefit from grants and what criteria they need to meet to access grants. The comparative overview is complemented by 43 national information sheets, which briefly describe each national student fee and support system in public and government-dependent private higher education institutions. It includes data on short­cycle, first-cycle (Bachelor level) and second-cycle (Master level) programmes. The C0VID-19 pandemic have created more challenging circumstances to students to access higher education and have the right conditions to study and succeed in higher education. This report also aims to capture some administrative and financial measures in the area of student fees and support that governments adopted in 2020 to support students to strive. Information covers 38 countries, including the 27 EU Member States as well as the United Kingdom, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia, and Turkey.

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2020/21 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary education in Europe: 'single structured education', 'common core curriculum provision' and 'differentiated lower secondary education'. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2019/20 report, see ED610856.]

The academic calendar contains 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. [For the 2019/20 report, see ED610817.]

As national qualifications frameworks in Europe move closer to operation, policy integration becomes a key challenge. Introducing qualifications frameworks based on learning outcomes is now a global phenomenon. According to the recent joint publication by Cedefop, ETF and Unesco, frameworks are either established or being developed in 142 countries. The eight-level European qualifications framework (EQF) makes it possible to compare all types and levels of qualifications from different countries, subsystems, and learning settings. A total of 36 countries are now working together to implement the EQF: the 28 EU Member States, plus the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland, and Turkey. By the end of 2013, 22 of these countries will have formally linked ("referenced") their national qualifications levels to the EQF; the others are expected to do so within the next two years. National certificates, diplomas and Europass documents will eventually include the relevant EQF level. This is already the case in Denmark, Estonia, Ireland, France, Lithuania, and Portugal. The external evaluation carried out in 2012/13 confirmed that the EQF has become accepted as a reference point for national qualifications frameworks (NQF). The key to its success is continuity. Links between European and national levels need to be regularly reviewed; common trust can only be achieved through a systematic exchange between countries. Implementation of NQFs is still at an early stage, and their long-term impact is uncertain. To make sure that countries and individual learners enjoy their full benefits, policy-makers should focus on three major issues: visibility, integration, and engagement with the labour market.

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2019/20 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary education in Europe,: 'single structured education', 'common core curriculum provision' and 'differentiated lower secondary education'. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2018/19 report, see ED610859.]

The academic calendar contains 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. [For the 2018/19 report, see ED593872.]

This Eurydice 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 covers different areas of digital education starting by an overview of school curricula and learning outcomes related to digital competence. The development of teacher-specific competences during initial teacher education and throughout their career is addressed as well as the assessment of students' digital competences and the use of digital technologies for assessment. Finally, the report gives some insight into current national strategies and policies on digital education at school. The annexes add specific information by country, on school curricula, teacher competence frameworks, top-level strategies and agencies supporting digital education at school. The report covers digital education at primary and general secondary levels for the school year 2018/19 in all 28 EU Member States, as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey, 43 education systems in total.

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 care in Europe' charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems. It provides policymakers, researchers and parents with ready access to international comparative data and a wealth of country examples relating to the ECEC policies currently in place in Europe. The first part of the report provides indicators on the key quality areas of access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, the report offers 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 one of the best ways to increase equity and equality in society. The second part of the report gives the national picture with information sheets highlighting the key features of each ECEC system, including a diagram of its structure. The report's scope is very wide, covering centre-based and regulated home-based provision in both the public and private sectors in the 38 European countries (43 education systems) participating in the EU's Erasmus+ programme. It includes the 28 Member States of the European Union as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey.

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2018/19 school and academic year. It includes national schematic diagrams, an explanatory guide and a map showing visually the main organisational models of compulsory education. They also reveal that there are three main organisational models of primary and lower secondary education in Europe: Single Structured Education, common core curriculum provision and differentiated lower secondary education. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. The report's content is in line with the Eurydice Network's task: understand and explain how Europe's different education systems are organised and how they work. [For the 2017/18 report, see ED588866.]

This annual report shows how fee and support systems (including grants and loans) interact in higher education in Europe. It provides both a comparative overview and individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to students, specifying the categories of students that are required to pay and those who may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances, where applicable. The report focuses on fees and support in public and government-dependent private higher education institutions. It includes data on short-cycle, first-cycle (Bachelor level) and second-cycle (Master level) programmes. Information covers 38 countries, including the 28 EU Member States as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, Norway, Serbia, the former Yugoslav Republic of Macedonia and Turkey.

The academic calendar contains 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. [For the previous report "The Organisation of the Academic Year in Europe, 2017/18. Eurydice--Facts and Figures," see ED588761.]

The Eurydice report 'Teaching careers in Europe: access, progression and support' provides a comparative overview of national policies on teacher careers across Europe. It maps existing regulations and policy recommendations at primary and general secondary levels, and covers all the countries of the European Union as well as Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Switzerland, Iceland, Liechtenstein, Montenegro, Norway, Serbia, and Turkey. The report is divided into five chapters: forward planning and main challenges in teacher supply and demand, entry to the teaching profession and teacher mobility, continuing professional development and support, career development, and teacher appraisal. The annexes provide information and references to the career structures, the teacher competence framework and their use.

This report focuses on the structure of mainstream education in European countries from preprimary to tertiary level for the 2017/18 school and academic year. Forty-three education systems are included covering 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey). The first section of the report sets out the main organisational models of primary and lower secondary education (ISCED 1-2). The second one provides a guide on how to read the diagrams. The national schematic diagrams are shown in the third section.

This annual report shows how fee and support systems (including grants and loans) work in higher education in Europe. It provides both a comparative overview of fees and financial support available to full-time students in 2017/18, and also includes individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to national, EU and international students, specifying the categories of students that are required to pay and those who may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances where applicable. The report focuses on fees and support in public or government-dependent private higher education institutions for short cycle, first cycle (Bachelor level) and second cycle (Master level) programmes, and does not cover private higher education institutions. Information covers the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, the Former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey. [For the 2016/17 report, see ED581937.]

The academic calendar contains 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 37 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2016/17. Eurydice--Facts and Figures," see ED593874.]

This booklet provides an overview of vocational education (VE) in the principality of Liechtenstein. The following are among the topics discussed: Liechtenstein's government, sovereignty, history, and foreign policy; Liechtenstein's VE system (history, underlying principles, policy, structure, economic framework, legal basis, organization and governing bodies); acquisition of vocational qualifications (career guidance, dual/trial system of initial vocational training, apprenticeships, special types of VE, postsecondary vocational schools and technical colleges, professional qualification in the tertiary sector, education at universities and other academic institutions); continuing education opportunities in Liechtenstein and abroad; costs and financing (investments in VE, state expenditures on VE, VE's contributions to the economy); VE from various perspectives (views from the business sector, views from various sectors of industry); access to the European scene (VE and the European Union, areas of cooperation between the European Union and Liechtenstein); and challenges for the future (decreasing numbers of apprenticeships since 1986, females choosing traditional roles, overqualification, integration of less-gifted individuals, initial vocational teaching and block teaching, learning in practice, modular educational programs, international cooperation). Concluding the booklet are a bibliography and reference list containing a total of 22 references and addresses of 14 organizations concerned with VE in Liechtenstein. (MN)

The academic calendar contains 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 37 countries. [For the previous report "The Organisation of the Academic Year in Europe, 2015/16. Eurydice--Facts and Figures," see ED593877.]

Entrepreneurship education is essential not only to shape the mind-sets of young people but also to provide the skills, knowledge and attitudes that are central to developing an entrepreneurial culture. This report captures all the latest developments in this regard in European countries, following earlier Eurydice reports (2006, 2012). It covers school education (primary, general secondary and school-based initial vocational education and training (IVET)) in all 33 Eurydice network countries/regions, except Germany, Ireland and Liechtenstein. Chapter 1 focuses notably on the national definitions and contextual indicators. Chapter 2 looks at strategic actions and funding mechanisms that support entrepreneurship education. Chapter 3 examines integration of entrepreneurship education into national school curricula and learning outcomes and Chapter 4 looks at the curricula of initial and continuing teacher education. Finally, Chapter 5 provides an overview of the elements that European countries have already put in place as well as those that need to be further developed in order to make advances in this field. [This report was written with contributions from Aude Antoine, Sogol Noorani, and Michele Zagordo.]

This annual report shows how fee and support systems (including grants and loans) work in higher education in Europe. It provides both a comparative overview of fees and financial support available to full-time students in 2016/17, and also includes individual country sheets outlining the main elements of national systems. In particular, the publication describes the range of fees charged to national, EU and international students, specifying the categories of students that are required to pay and those who may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances where applicable. The report focuses on fees and support in public or government-dependent private higher education institutions for short cycle, first cycle (Bachelor level) and second cycle (Master level) programmes, and does not cover private higher education institutions. Information covers the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the Former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey.

This policy brief looks at the education of EU migrant children in the context of intra-EU mobility. It examines some of the literature and data on the topic in order to identify key differences between EU migrant children and non-migrant children. There are disparities in educational performance between migrants and non-migrants. The brief outlines some policies and practices which are aimed at improving educational outcomes and the progression of migrants in some EU Member States, namely in responding to the demands and challenges in education systems. Key Findings: (1) There are clear disparities in educational performance between EU migrants and non-migrants and expected life chance outcomes: (a) As well as displaying a higher tendency towards early school leaving compared with the non-migrant population, EU-migrant youths (15-24 year olds) are more likely to not be in education, employment or training (NEETs) compared with their non-migrant counterparts; and (b) The education performance gap between EU migrant and non-migrants children is due to a number of intersecting factors, including linguistic capabilities, parental influence and socio-economic status; and (2) A number of measures are being implemented across Member States with promising results: An integrated and comprehensive approach as well as going beyond the school working in partnership with community organisations can deliver some promising results. Recommendation: Building a strong evidence base could be beneficial in understanding what works when responding to EU-migrant children's educational needs. Moving forward, it would be useful to build an evidence base on which policies and practices work in terms of reducing the migrant education deficit and investing in children for their personal, educational and future workforce development.

The academic calendar contains 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. [For the previous report "The Organisation of the Academic Year in Europe, 2014/15. Eurydice--Facts and Figures," see ED593879.]

The Eurydice network has been collecting data on instruction time for more than two decades. These data have been published in many Eurydice publications, notably all editions of the 'Key data on Education'. Since 2010, annually updated data on instruction time has been available on the Eurydice website. Since 2013, the Eurydice network has been collecting jointly with the OECD (the NESLI network) data on instruction time. For many years too, the OECD has been collecting such data through the INES network for the collection and adjudication of system-level descriptive information on educational structures, policies and practices (NESLI, previously Network C). Given the great similarities between the two data collections, the OECD and Eurydice networks have decided to produce one single data collection tool and conjointly manage the data collection on instruction time. This common work avoids inconsistencies and overlaps between similar sets of internationally comparable data. The first section defines the scope of this publication and provides relevant definitions. The second contains a reading guide to the national data sheets (diagrams). This guide briefly explains what the diagrams show and how to read them, and lists the acronyms and abbreviations they use. The third provides country specific notes complementary to the information provided in the diagrams. These diagrams are located in Part II (Instruction time by country) and in Part III (Instruction time by subject). The annexes include diagrams on instruction time for subjects or curriculum categories that are only present in a small number of curricula in European countries (i.e. instruction time for the third and the fourth foreign languages as compulsory subjects and for the non-compulsory curriculum).

The academic calendar contains 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. [For the previous report "The Organisation of the Academic Year in Europe, 2013/14. Eurydice--Facts and Figures," see ED593880.]

The academic calendar contains 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. [For the previous report "The Organisation of the Academic Year in Europe, 2012/13," see ED593941.]

This Eurydice report analyses the relation between the policies that regulate the teaching profession in Europe, and the attitudes, practices, and perceptions of teachers. The analysis covers aspects such as, initial teacher education, continuing professional development, transnational mobility, as well as teacher demographics, working conditions, and the attractiveness of the profession. The report focuses on almost two million lower secondary education teachers employed in the 28 EU Member States, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. It is based on Eurydice and Eurostat/UOE data, as well as on a secondary analysis of TALIS 2013, combining qualitative and quantitative evidence. The reference year is 2013-14.

This 2012/13 academic calendar contains national data on how the academic year is structured (beginning of the academic year, teaching activity, holidays, examination periods, and end of the academic year). Differences between university and non-university study programmes are also highlighted. [For the 2011/12 report, see ED593929.]