This report analyses the statutory salaries of teachers and school heads in pre-primary, primary and general secondary public schools in 42 European education systems in 2017/18.
This publication provides concise information on the duration of compulsory education/training in 43 European education systems, covering 38 countries participating in the EU’s Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey).
This report contains more than 35 updated structural indicators on education policies for the 2018/19 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility. It additionally provides a short overview of the major reforms […]
Does compulsory education mean obligation to attend schools in Europe? Do parents have the right to educate their children at home? Under which conditions can parents exercise this right?
Read Eurydice’s latest publication, the report outlines how reading, writing and literature are the subject areas that take up the largest share of instruction time, especially in primary education.
Read Eurydice’s latest publication The Structure of the European Education Systems to find out how each country organises their education systems.
EACEA A7 is proud to announce that it will present its Eurydice Report and Brief:– 2017 at a lunchtime conference on Friday 24 November, from 12.30 to 14.00.
This Eurydice report contains an overview of the main features of national fee and support systems. In addition there are more detailed information on each individual country. It presents the reality of fees and financial support available to students in public or government-dependent private higher education institutions for all cycle students in 2017/18. For students […]
Recent years the higher education sector has experienced profound changes. Student numbers have continued to increase, new steering and funding mechanisms have been established, quality assurance systems have been further developed and societal demands have expanded. However, for academic staff there has been too little focus on the impact and implications of these developments. The […]
