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EACEA National Policies Platform:Eurydice
Primary Education

Chapter Topics

Chapter Topics

Primary Education

Depending on the country, this topic presents either Primary Education or Single Structure Education (which corresponds to an integrated primary and lower secondary system). The main features of the public and private grant-aided sector are described. General education policy objectives are outlined as well as the main provisions of relevant education laws (decrees, decisions, at ministerial/municipal level), with links to relevant legislation.  


This section includes information about the following in relation to primary education:

Geographical accessibility

 The steps taken to ensure optimal provision for children who live in less populated areas

Admission requirements and choice of school

e.g. age, maturity or other criteria for admission to the ECEC provision concerned.

Age levels and grouping of pupils

e.g. whether or not primary (or single structure) education is divided into separate stages and the way in which those stages are structured and whether or not there are official recommendations regarding the maximum and/or minimum number of pupils in a class or group of pupils.

Organisation of the school year

E.g. the minimum core guidelines or recommendations in the legislation or official regulations regarding the structure of the annual timetable e.g. semesters, three-months terms etc

Organisation of the school day and week

Related regulations e.g. number of lessons per week, the school day, opening hours of institutions and out-of-school time.

Teaching and learning

This section includes information about the following in relation to primary education:

Curriculum, subjects and number of hours

•    Steering documents or other national/central level guidelines that influence curriculum are indicated, as well as the bodies/persons actively involved in their preparation

•    The titles of various core subjects of groups of subjects

Teaching methods and materials

 This section included whether teachers are free to choose the teaching methodology best suited to their particular circumstances, or have to follow certain guidelines


This section includes information about the following in relation to primary education:

Pupil assessment

•    The way evaluation is organised, distinguishing between continuous/formative and summative.

•    Whether there are differences between the evaluation carried out in different years and/or different subjects in terms of frequency, methods and/or the significations of the results

•    Whether if at the end of each year of primary (or single structure) education pupils receive an annual report/marks transcript and whether the progression to the next grade is dependent on this

Progression of pupils

•    A description of the circumstances under which the decision to allow pupils to progress from one class and/or stage to another is taken

•    If, according to the legislation in force, progress to the next grade is automatic or if it is possible for a pupil to repeat a class (year) in primary (or single structure) education


•    Information concerning the authority responsible for the certification (if such a body exists)

•    Content (e.g. subjects)

•    Methods (e.g. written/oral exams, continuous assessment etc.)

Organisational variations and alternative structures

This section describes less common or unusual variations in public-sector primary or single structure education e.g.

•    in rural areas

•    peripatetic teaching

•    home teaching or distance learning

•    art schools

•    international/bilingual schools

•    schools for sports activities

•    experimental or pilot schools