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This inventory of adult basic education and basic skills programmes takes the form of 35 system descriptions, covering 32 countries (all [European Union] EU Member States as well as Iceland, Liechtenstein, Norway and Turkey). Its main goal is to support mutual understanding and dialogue between countries. The document has been drafted on the basis of a standalone collection of data by Eurydice that took place in April and May 2014, with the school year 2013/14 as the main reference period. The data collection covered a range of areas related to learning opportunities for adults with low basic skills, or low level or no qualifications. One of the areas of enquiry was the existence of large-scale programmes intended to support adults in acquiring basic skills (in particular, the skills of literacy, numeracy and information and communication technology - ICT). Large-scale programmes were defined as those which operated throughout the whole country or across a significant geographical area, and were intended to run long-term with funding expected to continue over several consecutive years. On the basis of this definition, countries were asked to complete detailed questionnaires in order to provide the relevant information. In addition, the data collection also included questions about policy commitments relating to adult literacy and basic skills in Eurydice member countries.

The following country descriptions are based on these elements. In addition to the country descriptions, the information collected from the Eurydice Network was used as a basis for the comparative report 'Adult education and training in Europe: widening access to learning opportunities' (European Commission/EACEA/Eurydice, 2015). The country descriptions complement the comparative analysis, particularly the information on basic skills programmes.

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The Bologna Process aims to improve higher education systems and enable students to move more freely across national borders. This report gives a snapshot of the state of implementation of the Bologna Process across the 47 countries of the European Higher Education Area (EHEA). It provides comprehensive qualitative and quantitative information on all main aspects of higher education reforms aiming at a well-functioning EHEA. The report has been developed by Eurydice, Eurostat and Eurostudent for the Ministerial Conference in Yerevan (14-15 May 2015) and the work has been overseen by the Bologna Follow-Up Group (BFUG). The report shows that much work remains to be done. On average, only seven out of 10 students finish their higher education programme, while half of the countries' completion rates are as low as 30-50 per cent. The report also finds that funding and knowledge of languages are considered the biggest barriers to student mobility. The contents of the report are as follows: Context of the European Higher Education Area; Degrees and qualifications; Quality assurance; Social dimension of higher education; Lifelong learning; Effective outcomes and employability; Internationalisation and mobility.

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This report provides the background information to a number of structural indicators included in the Education and Training Monitor 2015. Published annually by the European Commission, the monitor assesses the changes in education and training systems across Europe through the use of targets set at European level, as well as other indicators and reports. This current report contains more than 30 structural indicators that focus on country progress and key policy developments in five areas: early childhood education and care, achievement in basic skills, higher education, graduate employability, and learning mobility. It provides background and complementary information to a number of structural indicators included in the Education and Training Monitor 2015. Information covers all the [European Union] EU Member States as well as most other countries participating in the Eurydice network. The reference year is 2014/15.

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This report presents a focused comparative analysis of national responses to the Europe 2020 priorities in the field of education and training. It concentrates on recent and forthcoming national reforms across four thematic areas that have a direct relevance to the Europe 2020 strategy: (1) early school leaving (ESL); (2) higher education; (3) youth employment; and (4) vocational education and training (VET) and lifelong learning. Based on national information collected through the Eurydice network, this report presents a factual cross-country reporting of recent reforms, which can support policy makers at national and European level. The report reviews policy measures undertaken since 2011, the year following the launch of the Europe 2020 strategy, as well as any measures currently at an advanced stage of preparation for implementation.

The report covers the [European Union] EU-28 Member States and the comparative analysis comprises four chapters addressing the following policy areas: Tackling early school leaving; Improving attainment levels and the quality and relevance of higher education; Improving skills and VET for youth employment; Increasing adult participation in lifelong learning.

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This report analyses the relation between the policies that regulate the teaching profession in Europe, and the attitudes, practices, and perceptions of teachers. The analysis covers aspects such as initial teacher education, continuing professional development, transnational mobility, as well as teacher demographics, working conditions, and the attractiveness of the profession. The report focuses on almost 2,000,000 lower secondary education teachers employed in the 28 [European Union] EU Member States, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. It is based on Eurydice and Eurostat/UOE [joint UIS/OECD/Eurostat data collection on education statistics] data, as well as on a secondary analysis of [the OECD's Teaching and Learning International Survey] TALIS 2013, combining qualitative and quantitative evidence. The reference year is 2013-14.

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Through a comprehensive overview of policies and data related to the renewed European agenda for adult learning, this report aims to support the exchange of policy and practice between countries. The report concentrates on measures to ensure that the most vulnerable groups of adult learners, in particular those with low basic skills or insufficient qualifications, have appropriate access to lifelong learning opportunities. The report's six chapters cover background statistical data on adult education and training, national policy commitments to adult learning, main types of publicly subsidised programmes, learning flexibility and progression pathways, outreach initiatives and guidance services as well as targeted financial support. The report is mainly based on information gathered through the Eurydice Network in 2014 and covers 35 national education systems located in 32 European countries (all EU Member States as well as Iceland, Liechtenstein, Norway and Turkey). Alongside Eurydice information, it also includes data from a range of research projects and statistical data from international surveys.

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This 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.

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This report from Eurydice looks at the trends in education spending over the period 2000-2012 and examines the impact of the financial crisis on education budgets in Europe from 2010 to 2012. The analysis covers the developments in education funding from pre-primary to tertiary level and provides an overview of the main trends in the adult learning sector. The full report includes information on the economic context, public expenditure, national budget developments in education, funding of human resources, educational infrastructure, support systems and financial support for students. The Eurydice network consists of 40 national units based in 36 countries (European Union (EU) Member States, Iceland, Liechtenstein, Norway, Switzerland, Croatia, the Former Yugoslav Republic of Macedonia, Montenegro, Serbia, and Turkey). Eurydice is coordinated by the EU Education, Audiovisual and Culture Executive Agency (EACEA). The Eurydice network serves mainly those involved in educational policy-making at national, regional and local levels, as well as in the EU institutions. It focuses primarily on the way education in Europe is structured and organised at all levels.

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This report reviews national policies for the development of key competences at school in Europe. It acknowledges the progress made so far in implementing the key competences approach and discusses several policy challenges that are directly linked to the contribution of education and training to meeting changing skills demands: tackling low achievement in reading, mathematics and science; increasing the number of mathematics, science and technology graduates; and further support for transversal competences such as [information technology] IT skills, entrepreneurship and civics. The report covers 31 European countries ([European Union] EU member states, Croatia, Iceland, Norway and Turkey) and takes the reference year 2011/12. Information covers compulsory and secondary general education.

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Developing and promoting entrepreneurship education has been one of the key policy objectives of the European Union (EU) institutions and Member States for many years. Indeed, in the context of high youth unemployment, economic crises and rapid changes related to the complex knowledge-based economy and society, transversal skills such as entrepreneurship are essential not only to shape the mindsets of young people, but also to provide the skills, knowledge and attitudes that are central to developing an entrepreneurial culture in Europe. However, although some countries have already been committed to fostering entrepreneurship education for more than a decade, others are just starting.

Following the 2012 Eurydice report on entrepreneurship education, this new analysis captures the latest developments in Europe. It provides updated and more detailed information on strategies, curricula and learning outcomes, and also covers new themes such as funding schemes and teacher education. The report focuses on primary education, lower and general upper secondary education as well as school-based initial vocational education and training. It contains information for 2014/15 from 33 countries participating in the Eurydice network. In addition, national information sheets provide an overview of entrepreneurship education in each country.

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