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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.]

This edition of the Bologna Process Implementation Report charts important progress made over two decades when it comes to mobility, quality assurance and recognition, but also points to the work needed in the future. The report shows how European higher education systems advanced with concerted national reforms. This in itself is a remarkable achievement. Nevertheless, the process was not all plain sailing. Some countries moved faster than others, and some embedded reforms more deeply. As a result of reaching different levels of implementation, the foundations of the European Higher Education Area are not yet stable enough. Students, researchers and higher education institutions may still face unnecessary obstacles in their work together.

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 publication focuses on the duration of compulsory education/training in Europe. It highlights the starting and leaving ages and distinguishes the notions of full-time and part-time compulsory education/training. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. [For the 2019/20 report, see ED610848.]

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.]

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 Eurydice report investigates what top-level education authorities across Europe do to promote the integration of students from a migrant background in schools (in the reference year 2017/18). 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 their language, learning and psycho-social support needs. It also offers a deeper analysis of some of the key policies that can enable schools to be welcoming for students from diverse linguistic and cultural backgrounds and to take into account students' social and emotional well-being in order to create an optimal state for their learning and development. The report focuses on top-level regulations and recommendations covering primary, general lower and upper secondary education as well as school-based initial vocational education and training. Information covers 42 education systems, including the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, Norway, Serbia, the former Yugoslav Republic of Macedonia and Turkey. ["Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report" was written with Teodora Parveva.]

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.

The report describes the mechanisms and practices that support evidence-based policy-making in the education sector in Europe. It comparatively looks at institutions and practices in evidence-based policy-making, as well as the accessibility, and mediation, of evidence. The report presents more detailed information on each individual country, with specific examples of the use of evidence in policy formulation for each separate country. A glossary is included. [Managing Editor for this report was Arlette Delhaxhe.]

This publication presents some structural indicators on higher education in 40 European education and training systems. It examines whether there are targets for widening participation of under-represented groups in higher education and whether countries monitor the characteristics of the student body. Moreover, it looks at whether, and to what extent atypical routes to higher education exist through the recognition of informal and non-formal learning in admission procedures. Also, there are indicators showing whether it is required to monitor completion rates in external Quality Assurance procedures, and whether there is a social dimension in performance-based funding mechanisms. 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 publication presents some structural indicators on graduate employability in 40 European education and training systems. It examines whether countries use regular labour market forecasting to improve the employability of graduates; moreover, other indicators include the involvement of employers in external quality assurance procedures, requirements or incentives given for student work placements; the availability of career guidance services, and the use of regular graduate tracking surveys. 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).]

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.]

The report sheds light on current national and institutional policies and practices aimed at increasing and widening access, reducing student dropout, and improving the employability of higher education graduates in Europe. The primary objective is to support Member States in their reform efforts by outlining and analysing national policies, and by highlighting evidence-based practice that is contributing effectively to positive outcomes. The impact of policies and practice on non-traditional groups in higher education is a particular focus of the report. [For the brief to this report, "Modernisation of Higher Education in Europe: Access, Retention and Employability. Eurydice Brief," see ED574093.]