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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.

This document provides information on who is eligible for undergraduate, postgraduate and further education financial support from Student Finance England. It is designed to assist with the interpretation of The Education (Student Support) Regulations 2011 (as amended) (the Regulations) and is for Student Finance England students only.

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).

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).

Work in 2015-17 signals continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications, two areas that have been reinforced by EU-level policy packages. The report also presents measures taken in: VET teacher and trainer professional development, key competence provision, and quality assurance, including actions to make use of information on skills intelligence. Complementing this report, individual country chapters offer more detailed information on national developments. Though their long-standing collaboration, countries aim at achieving common objectives set for 2020. As policy-makers are reflecting on their vision for VET and collaboration beyond 2020, this interim report also discusses these trends from a forward-looking perspective. [The thematic sections and accompanying country chapters were prepared and drafted by: Silke Gadji, George Kostakis, Dmitrijs Kulss, Jelena Letica, Vicky Oraiopoulou, Iraklis Pliakis, Anastasia Pouliou, Eleonora Schmid, Guy Tchibozo and Aristos Theocharous (Cedefop); and Georgios Zisimos, Evgenia Petkova and Mircea Badescu (ETF).]

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.]

These Key Indicators on Education, Skills and Employment (KIESE) are a collection of statistics that are part of a broader set of indicators proposed by the ETF to enable an assessment of developments in the field of human capital in the partner countries. They include data on education, initial vocational education and training, lifelong learning, labour market outcomes, skills and human capital. KIESE have been revised in 2020 to align them more closely with the ETF strategy, in terms of lifelong learning systems and human capital development coverage. One important objective of this report is to provide an overview of trends and developments in partner countries, and also to raise awareness on the use of indicators to drive the policy cycle. This document presents the main findings and results from 2020. It is divided into four parts: (1) the indicators and their definitions; (2) key findings for 2020; (3) data availability and quality; and (4) indicators. [For the 2019 report, see ED603407.]

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

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.]

This report provides an updated statistical overview of vocational education and training (VET) and lifelong learning in European countries. These country statistical snapshots illustrate progress on indicators selected for their policy relevance and contribution to Europe 2020 objectives. The indicators take 2010 as the baseline year and present statistical overviews for the 28 European Union Member States and the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. The overviews comprise 32 carefully selected indicators that provide relevant information about the position of each country in relation to the priorities of European VET and lifelong learning policy. Indicators are supplemented by a short commentary highlighting particularly interesting points of information for each country. The indicators provide country-based evidence on: (1) access, attractiveness, and flexibility of initial and continuous VET; (2) investment, skill developments, and labour market relevance in VET; and (3) labour market transitions and employment trends. They offer a review of progress in key areas of education and training policy in Europe. This updated version of the report incorporates new hard evidence from the European statistical system, including the latest rounds of the continuing vocational training survey and the adult education surveys, as well as most recent updates from the European Union labour force survey and the UNESCO/OECD/EUROSTAT (UOE) data collection on education. Latest data from Cedefop skills supply and demand forecasts are also considered. Data are based on international statistics enabling comparisons of countries and statistical averages for the European Union. This publication is a valuable tool to help policymakers understand and assess the situation in each European country. The following annexes are included: (1) Short description of indicators; and (2) Comparative overview of selected statistical sources. [This report is the result of a team effort, with contributions from Cedefop colleagues under the supervision of Pascaline Descy; Marco Serani coordinated the project; and Steve Bainbridge and Mircea Badescu provided valuable input and suggestions throughout. Arie Gelderblom, Marion Collewet, Lynn Gambin, and Terence Hogarth drafted the report and provided conceptual, methodological, statistical, and technical contributions to the selection, presentation, and management of various data. Assistance was also provided by Dan Dinu, Matthijs de Jong, Martina Korudova, Andrew Holden, and Rob Wilson. The work was carried out under Cedefop's service contract No AO/RPA/MSERA-ALSTI/VET Statistical overview/009/11.]

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.

Certificates, diplomas and titles are commonly known as qualifications. Their purpose is to show employers, training providers, and individuals what the person holding the qualification has learned and can do. Every country issues many different qualifications, but for the European labor market to work as intended--that is for European citizens to be able to work in any European Union (EU) country--employers, schools, and education authorities need to understand what qualifications from other EU countries represent. The ETF (European Training Foundation) is an EU agency that helps transitional and developing countries to harness the potential of their human capital through the reform of education, training, and labour market systems in the context of the EU's external relations policy. The European Centre for the Development of Vocational Training (CEDEFOP) helps to achieve mutual understanding by contributing to the concept, design, development and implementation of common European instruments and principles in education and training. These are designed to help people progress through education and training to change career, move abroad for work or further education. The principles are expected to lead to greater consistency in employment, education and training policy throughout Europe. In addition, European Skills/Competencies, Qualifications and Occupations (ESCO) aims to provide a single language for all job seekers, employers, and educators. This report provides an inventory of recent National Qualifications Framework Developments in European Training Foundation Partner (ETF) countries. Countries from the following world regions included in this report are: (1) Western Balkans & Turkey; (2) Southern & Eastern Mediterranean; (3) Eastern Europe; and (4) Central Asia. Information provided here for each of the countries in a region includes such topics as: (1) Challenges needing to be addressed; (2) Main policy objectives; (3) Involvement of stakeholders and legal arrangements; (4) Levels, descriptors, and the use of learning outcomes; (5) Progression Pathways and Recognition and Validation of non-Formal and Informal Learning; (6) Referencing to regional framework; and (7) Important lessons and future plans. A bibliography is provided as well as a list of acronyms and abbreviations to assist in understanding and interpreting the information provided in this report.

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.