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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.]

This report contains more than 20 structural indicators on education policies in four areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET) and higher education. 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 2021 report contains the updated indicators for the 2020/21 school/academic year together with a short overview of the major reforms since the start of the 2014/15 school/academic year in four policy areas: (1) Early childhood education and care (ECEC); (2) Achievement in basic skills; (3) Early leaving from education and training (ELET); and (4) Higher education. The 2021 update of the Structural indicators marks the transition to the new strategic framework for European cooperation in education and training (2021-2030). [For the 2020 report, see ED610855.]

Education can play an important role in making European societies fairer and more inclusive. To accomplish this, education systems must ensure that all young people are able to develop their talents and achieve their full potential regardless of their background. However, socio-economic background continues to be a strong determinant of student attainment: underperformance, leaving education or training early, and social exclusion are still very real dangers for some students. The on-going COVID-19 crisis reinforces the case for improving equity in education as the shift to distance learning and the loss of teaching time bring increased challenges for disadvantaged students and are likely to compound existing inequalities.

This report contains more than 35 key structural indicators on education policies in six 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. This 2020 report contains the updated indicators for the 2019/20 school/academic year together with a short overview of the major reforms since the start of the 2014/15 school/academic year in six 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; (5) Graduate employability; and (6) Learning mobility (reference year 2018/19). Information on the scope of each indicator, as well as detailed definitions of the terms used, can be found at the end of the report. [For the 2019 report, see ED610853.]

This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS). Looking at 42 European education systems, the report identifies which policies and structures are associated with higher levels of equity in student performance. The report examines the following education system features: participation in early childhood education and care, school funding, differentiation and school types, school choice, admissions policies, tracking systems, grade repetition, school autonomy, school accountability, support for disadvantaged schools, support for low-achieving students and the opportunity to learn.

This report contains more than 35 structural indicators on education policies in six 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 is an update of the report Structural indicators for Monitoring Education and Training Systems in Europe 2018. This year, the report additionally provides an overview of major reforms since 2015 in the said policy areas. The Eurydice project on Structural Indicators for Monitoring Education and Training Systems in Europe provides yearly data since 2015 to illustrate the main policy developments in education and training systems across Europe. [For the 2018 report, see ED593424.]

This document contains data tables with more than 35 structural indicators on education policies in six 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 is an update of the report Structural indicators for Monitoring Education and Training Systems in Europe 2016. The Eurydice project on Structural Indicators for Monitoring Education and Training Systems in Europe provides yearly data since 2015 to illustrate the main policy developments in education and training systems across Europe. [For the 2016 report, see ED574058.]

This report aims to provide insight into the realities faced by higher education academic staff at a time of fast-moving change and increasing societal demand. Fluctuating student numbers, new funding and steering mechanisms are among the features of today's European higher education landscape, but not enough is known about how academic staff are affected by such changes. As academic staff are vital for the success of higher education, this report places them centre stage. The report is divided into six chapters. An introductory chapter provides contextual information on the higher education environment. Subsequent chapters examine the qualification requirements for academic staff, the recruitment process, employment and working conditions in academia, external quality assurance procedures, and top-level strategies for internationalisation. The report also includes national diagrams showing key characteristics of academic staff categories. The report draws on several data sources. It is based mainly on qualitative data gathered from the Eurydice National Units. This has been complemented by a range of research reports, as well as by reports and databases produced by international organisations. Information has also been collected through surveys to academic staff trade unions and quality assurance agencies. Alongside qualitative information, some chapters also include statistical data from international surveys and databases. These main findings highlight key issues for consideration by policy makers.

This publication reviews key structures, policies and reforms in the area of achievement in the basic skills (literacy, mathematics and science). It contains fi ve indicators on policies for organising nationally standardised tests, producing national reports on achievement, using student performance data in school evaluation, addressing underachievement in initial teacher education programmes and providing additional support for schools that enrol large numbers of disadvantaged students. A glossary is included. [This publication is based on a chapter in the Eurydice report, "Structural Indicators for Monitoring Education and Training Systems in Europe, 2016" (ED574058).]

This Eurydice report contains more than 30 detailed structural indicators, up-to-date figures, definitions, country notes and a short analysis of recent key policy developments and reforms in five areas: early childhood education and care, achievement in basic skills, early leaving from education and training, higher education and graduate employability. The report provides background and complementary information on a number of structural indicators examined in the Education and Training Monitor 2016, the annual publication of the European Commission which describes the evolution of Europe's education and training systems based on a wide range of evidence. It follows the progress made by the EU Members States towards achieving the targets set by the Europe 2020 and the Education and Training 2020 reform processes. Information for the year 2015/16 covers 40 European education and training systems. A glossary is included. [Managing Editor for this report was Arlette Delhaxhe.]

The report, which reflects the framework of the Leuven/Louvain-la-Neuve Communique, is the result of a joint effort by Eurostat, Eurydice as well as by Eurostudent and has been overseen by the Bologna Follow-up Group and more specifically by a working group established by the latter. In line with the specific mission and methodology of the aforementioned data collectors, the report describes the state of implementation of the Bologna Process in 2012 from various perspectives and with data ranging from 2010 to 2011 as well as with earlier trends data for some statistical figures. Thus the report provides statistical data as well as contextualized information and it compares social and economic data on student life. Statistical evidence is complemented by normative system descriptors as well as by an analysis of how the system works. The former scorecard indicators have been newly revised by the Bologna Follow-up Group and integrated into the report as Bologna indicators. Those former scorecard indicators carry value judgements expressed through the use of the dark green, light green, yellow, orange and red colour scheme. As compared with previous exercises, the colour dark green is less prevalent in some action lines than before. This is due to the fact that a more nuanced insight has been used as a yardstick in the measurement of the action lines or that the scope of the indicator has been extended. The report is divided into seven chapters: 1. Context of the European Higher Education Area, 2. Degrees and Qualifications, 3. Quality Assurance, 4. Social dimension in higher education, 5. Effective outcomes and employability, 6. Lifelong Learning, 7. Mobility. Read transversally these chapters provide answers to three sets of questions: Who gains access to higher education and how does this happen?, How is higher education provision organised and what is the progression between cycles? What is the experience of student life like while the student is in the system?, How does the student benefit from higher education? What are the results of higher education? Glossary and methodological notes are included. (Contains 102 figures and 90 footnotes.)

There is an urgent need to address the social dimension of higher education more forcefully and coherently, particularly in view of the economic downturn across Europe. This is the conclusion of the new Eurydice report, which looks at national policies on access to higher education, funding and student support. The report, covering EU Member States, plus Iceland, Liechtenstein, Norway and Turkey, suggests that countries are struggling to adapt their higher education systems to meet the challenges brought about by rapid societal change in recent years. In particular, they need to open up opportunities for more people to benefit from higher education, matching this objective with coherent measures, funding and monitoring to evaluate their impact. European leaders have agreed a headline target that 40% of 30-34 year olds should have a higher education qualification by 2020--an increase from just over 33% today. The study focuses on three key topics: policies to widen participation in higher education; funding trends; and the impact of student fee and support systems. It reveals that approaches to meet shared European objectives vary greatly between countries and have different impacts on the performance of higher education. For example, there seems to be an East-West divide regarding routes to higher education for non-traditional candidates such as adult learners and people entering university on the basis of skills gained in the workplace rather than school qualifications. The report highlights changes in higher education spending in response to the crisis. Over the past academic year (2010/11 compared to 2009/10) budgets were most increased in Lithuania, Liechtenstein, Austria, France, Finland and Malta, while the deepest cuts were made in Greece, Ireland, Iceland, (8-10% decrease), as well as in Spain, Italy, the Czech Republic and Slovakia (up to 3% decrease). A glossary is included. Individual chapters contain footnotes. (Contains 26 figures.)

This 2010 edition of the "Focus" report has been prepared for the European Ministerial Conference in Budapest/Vienna, 11-12 March 2010, that officially launches the European Higher Education Area. The report has been developed as a fully collaborative exercise between the Eurydice Network and the Bologna Follow-up Group (BFUG), with the aim of ensuring that information is as comprehensive, reliable and consistent as possible. The main aim of the report is to provide concise and clear information on key aspects of higher education systems in all 46 countries of the emerging European Higher Education Area at the end of the first Bologna decade. It focuses on the impact of Bologna process reforms, taking account of other significant contextual factors. The publication is divided into two main parts. The first part consists of a comparative overview of the main issues related to the implementation of the Bologna process. These aspects include the Bologna three-cycle degree structure, the implementation of the main Bologna tools--the European Credit Transfer and Accumulation System (ECTS), the Diploma Supplement and National Qualifications Frameworks--the development of quality assurance systems, the social dimension of higher education, lifelong learning in higher education, student mobility and the impact of the economic crisis. The second part of the publication consists of comparable system information for all signatory countries giving an overview of key issues associated with the Bologna process. Each country table is accompanied by a higher education diagram showing the higher education degree structures and qualifications most commonly offered by higher education institutions. A glossary is included. (Contains 12 figures and 1 footnote.)

The role of higher education in the society of knowledge is recognised both at European and Member State levels. This level of education is called upon to make a significant contribution to achieving the Lisbon objectives in terms of growth, prosperity and social cohesion. The European Union "Education and Training 2010" work programme clearly emphasises the importance of modernising higher education institutions and of the reforms encouraged by the Bologna process, with a view to establishing a European Higher Education Area. To meet these expectations, higher education has to respond to some major challenges: it must achieve a level of quality that stands the test of international comparison, improve governance and accountability, increase its funding and diversify its sources of funding. These major aims presuppose changes in higher education that have to be among the top priorities on the policy agenda and in the national strategies of European countries. The present study highlights the process of modernisation at work in higher education in Europe and analyses in particular the structures of governance, the methods used to fund higher education institutions and their responsibilities vis-a-vis academic staff. It also draws attention to the wide variety of models of governance, for example as regards private fund-raising, or decision-making bodies inside institutions. It further emphasises that important national debates are under way concerning the strategic policies of higher education, which involve a wide range of stakeholders. Appended are: (1) Documents of national strategic policies for higher education, 2006/07; (2) Institutional governance bodies, public and government-dependent private higher education institutions, 2006/07; and (3) Criteria used for public grants awarded to public and government-dependent private higher education institutions, 2006/07. A glossary is included. Individual chapters contain footnotes. (Contains 22 figures.)