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Eurydice

EACEA National Policies Platform:Eurydice
Structural Indicators for Monitoring Education and Training Systems in Europe - 2021

Comparative Reports

Comparative Reports

Structural Indicators for Monitoring Education and Training Systems in Europe - 2021

15 October 2021

This year’s edition analyses more than 20 key structural indicators on education policies in four areas: early childhood education and care, achievement in basic skills, early leaving from education and training and higher education. It additionally provides a short overview of major reforms since the start of the 2014/15 school/academic year in these policy areas. The part of information that concerns the European Union countries has also been included in the Education and Training Monitor 2021.

The 2021 update of the structural indicators covers all EU Member States, as well as Bosnia and Herzegovina, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Türkiye.

Latest Comparative Reports

Key data on early childhood education and care in Europe - 2025

24 January 2025

Early childhood education and care (ECEC) is a basic right for all children and a foundation for lifelong learning. It plays a critical role in reducing inequalities and enhancing women’s participation in the workforce. This third edition of Key data on early childhood education and care in Europe aims to help build accessible, inclusive and high-quality ECEC systems by providing policymakers, researchers and parents with detailed data and examples of ECEC policies across Europe.

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The European Higher Education Area in 2024: Bologna Process Implementation Report

27 May 2024

The Bologna Process Implementation report provides an overview of the latest policy commitments in the European Higher Education Area (EHEA) and assesses their implementation across the countries. 

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Validation of non-formal and informal learning in higher education in Europe

30 April 2024

This Eurydice report investigates whether and to what extent higher education systems across Europe recognise and validate learning outcomes from non-formal and informal learning. Building on EU steering documents and objectives set within the Bologna Process, the report examines the validation of non-formal and informal learning as (1) an alternative access route to education and (2) a way to fulfil higher education study requirements.

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Learning for sustainability in Europe: Building competences and supporting teachers and schools

16 April 2024

This Eurydice report focuses on the development of sustainability competences among learners and the support offered to teachers and schools to meet the challenges of the green transition in 39 European education systems. The report analyses how learning for sustainability is embedded in European curricula, and to what extent sustainability competences – defined on the basis of the European GreenComp framework – are included in these steering documents (Chapter 1).

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