Thematic studies

This study presents up-to-date, comprehensive and comparable information on arts education policy in 30 European countries. It gives a detailed picture of the aims and objectives of arts education, its organisation, the provision of extra-curricular activities as well as initiatives for the development of such education at school. It also includes information on pupil assessment and teacher education in the arts.
Besides the comparative study, detailed country descriptions on all topics covered are also available.

European Press release:
National press release:

The study provides a detailed picture of the context and organisation of national tests in 30 European countries and the use made of test results in informing education policy and practice and in guiding the school career of pupils.

It presents the diverse choices made by European countries regarding the objectives, frequency and scope of national tests and points to important Europe-wide patterns and trends.

European Press release:
National press release:

As part of the European Year of Intercultural Dialogue 2008 and in tandem with the preparation of a Green paper on the links between education and migration, the European Commission has asked the Eurydice network to update a part of the survey that it produced in 2004 on school integration of immigrant pupils in Europe. The choice concerned two aspects of particular importance in this context: improving communication between schools and the families of immigrant pupils and teaching the heritage language of the immigrant children. It is hoped that describing the policies and measures adopted today in European school systems with regard to these two aspects can contribute to the debates on the Green paper, especially as regards the key issues of catering for the growing diversity of mother tongues present in schools and building bridges with immigrant families.

The document covers the pre-primary, primary and secondary levels of general education of 30 European countries. Information were provided by the Eurydice national units with additional statistical data from Eurostat, the PISA and PIRLS 2006 surveys and certain

This report focuses on a few priority topics related to the emerging European Higher Education Area (EHEA), in particular the Bachelor-Master Degree Structure; ECTS; Diploma Supplement; National Qualifications Frameworks; Mobility and Portability of financial support. These priorities have been examined from the point of view of national policy and implementation measures.

Press releases:

- European Press release:
- National Press release:
- Press memo: Press release from 22 April 2009
- European Commission press release on the 2009 Bologna Ministerial meeting and other relevant documents

This study forms part of the follow-up to the 2006 European Commission Communication on ‘Efficiency and Equity in European Education and Training Systems’ which explicitly refers to pre-primary education 'as an effective means to establish the basis for further learning, preventing school drop-out, increasing equity of outcomes and overall skill levels'.

The study examines the available cross-national data and national policies on early childhood education and care (ECEC) in Europe. It is structured in three parts, comprising: (1) a review of scientific literature on the impact of high quality education and care on young children; (2) a scene-setting chapter presenting statistical data on relevant demographic characteristics of European families and the participation rates in ECEC; (3) a comparative analysis of policy measures based on information collected from national units of the Eurydice network.

Press releases:

- European Press release:
- National Press release:
- Press memo: Press release from 16 February 2009
- Press release of 16 February 2009 - Education and care for young children: how European countries face today's challenges

This series includes country descriptions of national systems of educational and vocational guidance with a brief outline of the organisation and stages of compulsory education; a description of the legal framework; the main national objectives in the area and a presentation of the responsibility divide between administrative authorities and other bodies.

It also explores: the presence of vocational guidance in the curriculum; the formal relations and partnerships with the professional world; the existing services and information available including a list of relevant websites and the level of qualifications and types of training of the staff responsible for these services in and outside schools.

This collection of national descriptions was possible thanks to the collaboration of the national units in the Eurydice Network, the CEDEFOP ReferNet national representatives and EUROGUIDANCE.

This study examines the curricular autonomy of schools and teachers in primary and lower secondary education in 30 European countries. It thus supplements the study on the autonomy of schools in the management of human and financial resources. Among the issues addressed are the underlying causes and impact of the reforms that have occurred over the last 20 years, and the autonomy of teachers vis-à-vis the curriculum, teaching methods and pupil assessment. Contractual definitions of the working time of teachers and the tasks they are required to perform are examined, along with the organisation of continuous professional development and ways in which teachers are contributing to reforms and educational innovation. The study also considers methods of evaluating teachers.

Press releases:

- European Press release:
- National Press release:
- Press memo: Press release from 22 April 2009
- European Commission press release on the 2009 Bologna Ministerial meeting and other relevant documents

This study explores the major strategic priorities with regard to funding and academic staff in higher education, the internal and external structures for the governance of higher education institutions (HEIs), the degree of institutional autonomy in raising and using private funds, the incentives to support HEIs in their search for private funding and the degree of autonomy for their recruitment and management of their teaching staff.

The study covers mainly public and government-dependent private higher education institutions and provides some information on private independent HEIs.

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This study presents an outline of the current state of school autonomy in 30 European countries. It focuses on the levels of autonomy in terms of financial resource management (public and private funding) and human resource management (school heads, teaching and non-teaching staff). It also presents the decision-making instances within schools as well as the evaluation systems (accountability) of schools which have been implemented in connection with this autonomy. A historical overview of the reforms related to school autonomy is also provided, spanning more than 20 years. Primary and lower secondary education are the levels concerned.

Press releases:

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- National Press release:

This publication reviews trends in the organisation of higher education in the 45 countries signatory to the Bologna Declaration at the time of the London Conference (May 2007). It reports on each of the aims of the Bologna Process for the establishment of a European higher education area by 2010, namely adoption of a three-cycle structure (Bachelor/Master/Doctorate), introduction of the European Credit Transfer and Accumulation System (ECTS), the provision of the Diploma Supplement, the recognition of joint degrees, the introduction of national qualifications frameworks and the development of quality assurance in higher education. It also describes the incentives introduced at national level to encourage higher education to adapt to the aims of the Bologna Process.

Press releases:

- European Press release:
- National Press release: