The structure of the European education systems 2015/16 : schematic diagrams.
Date: 2015-12-18
Institutions: European Education and Culture Executive Agency
Subjects: Europe, education policy, educational system, teaching curriculum

The Structure of the European

Education Systems

 2015/16

Schematic Diagrams

Eurydice – Facts and Figures

Education and 
Training

The Structure of the European  
Education Systems 
2015/16 

Schematic Diagrams 

Eurydice – Facts and Figures 

Education  
and Training 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
This  document  is  published  by  the  Education,  Audiovisual  and  Culture  Executive  Agency  (EACEA, 
Education and Youth Policy Analysis). 

Please cite this publication as: 

European  Commission/EACEA/Eurydice,  2015. The  Structure  of the  European  Education  Systems 

2015/16:  Schematic  Diagrams.  Eurydice  Facts  and  Figures.  Luxembourg:  Publications  Office  of 

the European Union. 

ISBN 978-92-9492-023-2 

ISSN 2443-5333 

doi:10.2797/63725 

EC-AL-16-001-EN-N 

Text completed in November 2015. 

© Education, Audiovisual and Culture Executive Agency, 2015. 

Reproduction is authorized provided the source is acknowledged. 

Education, Audiovisual and Culture Executive Agency  

Education and Youth Policy Analysis 

Avenue du Bourget 1 (BOU2 – Unit A7)  

B-1049 Brussels 

Tel. +32 2 299 50 58 

Fax +32 2 292 19 71 

E-mail: eacea-eurydice@ec.europa.eu 

Website: http://ec.europa.eu/eurydice 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CONTENTS 

INTRODUCTION 

GUIDE TO READ THE DIAGRAMS 

General information 

Text 

Levels and types of education 

Compulsory work experience and  
its duration 

Age of students and  
programme duration scales 

Key 

Connections between programmes 

International Standard Classification of 
Education (ISCED 2011) 

SCHEMATIC DIAGRAMS 

Belgium – French Community 

5 

7 

7 

7 

7 

8 

8 

8 

9 

9 

11 

11 

Belgium – German-speaking Community  11 

Belgium – Flemish Community 

Bulgaria 

Czech Republic 

Denmark 

Germany 

Estonia 

Ireland 

Greece 

Spain 

12 

12 

12 

13 

13 

14 

14 

15 

15 

3 

France 

Croatia 

Italy 

Cyprus 

Latvia 

Lithuania 

Luxembourg 

Hungary 

Malta 

Netherlands 

Austria 

Poland 

Portugal 

Romania 

Slovenia 

Slovakia 

Finland 

Sweden 

United Kingdom – England 

United Kingdom – Wales 

United Kingdom – Northern Ireland 

United Kingdom – Scotland 

Bosnia and Herzegovina 

Switzerland 

Iceland 

Liechtenstein 

Montenegro 

16 

16 

17 

17 

18 

18 

19 

19 

20 

21 

21 

22 

22 

23 

23 

23 

24 

24 

25 

25 

25 

26 

26 

27 

27 

28 

28 

Former Republic Yugoslav of Macedonia  29 

Norway 

Serbia 

Turkey 

29 

29 

30 

 
 
 
INTRODUCTION  

This  report  focuses  on  the  structure  of  mainstream  education  in  European  countries  from  pre-

primary  to  tertiary  level  for  the  2015/16  school  and  academic  year.  Forty-two  education  systems 

are  included  covering  37 countries  participating  in  the  EU's  Erasmus+  programme  (28 Member 

States,  Bosnia  and  Herzegovina,  Switzerland,  Iceland,  Liechtenstein,  Montenegro,  the  former 

Yugoslav  Republic  of  Macedonia,  Norway,  Serbia  and  Turkey).  The  first  section  of  the  report  sets 

out  the  main  organisational  models  of  pre-primary  and  compulsory  education.  The  second  one 

provides a guide on how to read the diagrams. The national schematic diagrams are shown in the 

third section.  

Main organisational models 

Early childhood education and care (ECEC) 

Two main forms of ECEC structure can be distinguished in European countries (1): unitary and split.  

Organisation of centre-based ECEC, 2015/16 

Unitary settings 

Split settings 

Note: The information on the main form 
of  ECEC  structure  is  not  visible  in  the 
diagrams of Spain, the United Kingdom, 
Montenegro  and  Serbia.  For  detailed 
information,  please  refer  to  'Eurydice 
Policy  Brief  Early  Childhood  Education 
and  Care  2014'  and  'Early  Childhood 
in 
Education  and  Care  Systems 
Europe:  National  Information  Sheets  – 
2014/15'.  

Source: Eurydice. 

 

 

In  the  typical  unitary  system  provision  for  all  children  of  pre-school  age  is  organised  in  a 
single  phase  and  delivered  in  settings  catering  for  the  whole  age  range.  Children  have  no 
breaks  or  transfers  between  institutions  until  they  start  primary  school.  The  ministry  of 
education  is  responsible  for  ECEC  governance,  regulation  and  funding.  The  provision  is 
considered  as  'early  childhood  education  and  care'  services  and  educational  guidelines  cover 
the entire ECEC phase.  

In  the  typical  split  system  provision  is  delivered  in  separate  settings  for  younger  and  older 
children  (usually  under  and  over  3 years).  The  responsibility  for  ECEC  governance,  regulation 
and  funding  are  usually  divided  between  different  authorities.  Educational  guidelines  often 
apply only to the provision for older children.  

(1)  For  more  detailed  information  on  the  ECEC  structure,  please  see:  Eurydice  Policy  Brief  Early  Childhood  Education  and 

Care 2014 at: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications: 
Eurydice_Policy_Brief_Early_Childhood_Education_and_Care_2014 and  
Early Childhood Education and Care Systems in Europe: National Information Sheets – 2014/15 at:  
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications: 
Early_Childhood_Education_and_Care_Systems_in_Europe:_National_Information_Sheets_%E2%80%93_2014/15 

5 

 
 
 
                                                            
 
 
 
 
T h e   S t r u c t u r e   o f   t h e   E u r o p e a n   E d u c a t i o n   S y s t e m s   2 0 1 5 / 1 6 :   S c h e m a t i c   D i a g r a m s  

Compulsory education  

The  diagrams  reveal  three  main  models  of  organisation  within  compulsory  education  in  European 

countries: 

  Single  structure  education.  Education  is  provided  from  the  beginning  to  the  end  of 
compulsory schooling, with no transition between primary and lower secondary education, and 

with general education provided in common for all pupils. 

  Common  core  curriculum  provision.  After  successful  completion  of  primary  education 
(ISCED 1), all students progress to the lower secondary level (ISCED 2) where they follow the 

same general common core curriculum.  

  Differentiated  lower  secondary  education.  After  successful  completion  of  primary  education, 

students  are  required  to  follow  distinct  educational  pathways  or  specific  types  of  schooling, 

either at the beginning or during lower secondary education. 

Main models of primary and lower secondary education (ISCED 1-2) in Europe, 2015/16 

Single structure  
(ISCED 1 + ISCED 2) 

Common core curriculum  
(ISCED 2) 

Differentiated branches/streams  
(ISCED 2) 

Source: Eurydice. 

is  organised 

Note:  In  the  Czech  Republic,  Latvia, 
Hungary  and  Slovakia,  compulsory 
education 
in  a  single 
structure up to ages 14 to 16. However, 
between  ages  10  and  13,  students  in 
these countries can, at certain stages in 
their  school  career,  enrol  in  separate 
establishments  providing  both 
lower 
and upper secondary education. 

6 

 
 
 
 
GUIDE TO READ THE DIAGRAMS 

The  Guide  to  read  the  diagrams  provides  necessary  information  to  understand  and  correctly 

interpret the content of the diagrams. It includes terminology, definitions, meaning of colours and 

symbols  used  for  the  graphic  layout  and  short  description  of  the  International  Standard 

Classification of Education (ISCED 2011).  

General information  

The  diagrams  show  the  mainstream  educational  programmes  considered  to  be  the  most 

representative in each country. They encompass: 1) early childhood education and care provided in 

publicly  subsidised  and  accredited  centre-based  settings  for  children  from  the  youngest  age  of 

enrolment,  2) primary  and  secondary  education  programmes  including  the  period  of  compulsory 

education,  3) post-secondary  non-tertiary  programmes  and  4) the  main  programmes  offered  at 

tertiary level.  

The  diagrams  cover  only  the  courses  allowing  adult  to  turn  back  to  school  or  to  gain  further 

qualifications  which  are  incorporated  in  mainstream  educational  programmes.  Usually,  these 

courses are integrated in the programmes providing competence-based qualifications at secondary 

educational level or allowing access to tertiary education (post-secondary non-tertiary educational 
level) (2).  Educational  provision  intended  exclusively  to  adults  with  low  formal  educational 
attainment and/or a low level of basic skills is not shown in the diagrams. 

Separate  provision  outside  mainstream  education  for  children  and  young  people  with  special 

educational  needs  is  not  included.  At  tertiary  level,  doctoral  studies,  as  well  as  the  specialised 

studies for the regulated professions such as medicine and architecture are excluded. 

The  Diagrams  also  show  the  possible  current  and/or  forthcoming  changes  in  the  structure  of  the 

national education systems and point out the programmes being phased out. 

The  graphic  layout  of  the  diagrams  is  divided  in  two  parts.  The  first  part  (left  side  bar)  shows 

educational  programmes  from  pre-primary  to  post-secondary  non–tertiary  levels.  The  second  one 

(right side bar) explains the main programmes at the tertiary level. 

Text 

All terms are provided in the official national language(s) of the country. For most of the countries 

the type of institution is indicated. For other countries, where the same educational program(s) can 

be provided by different types of institution, the type of education or programmes is specified. All 
country notes are in English.  

Levels and types of education  

The main bars of the diagrams show the national educational systems; different colours represent 

the different levels and types of education. The small vertical lines within the levels represent the 

division into cycles or key stages for primary and secondary education, as well as the duration of 

qualifying  programmes  in  post-secondary  and  tertiary  education.  A  second  thin  bar  with  coloured 

stripes  indicates  the  corresponding  levels  of  education  as  defined  by  the  International  Standard 

Classification of Education (ISCED 2011) (see description below). 

(2)  For more information on main type of educational provision for adults, see European Commission/EACEA/Eurydice, 2015. 

Adult Education and Training in Europe: Widening Access to Learning Opportunities. [Online] Available at:  
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:Adult_Education_and_Training_in_Europe:_Wide
ning_Access_to_Learning_Opportunities  

7 

 
                                                            
 
T h e   S t r u c t u r e   o f   t h e   E u r o p e a n   E d u c a t i o n   S y s t e m s   2 0 1 5 / 1 6 :   S c h e m a t i c   D i a g r a m s  

Compulsory work experience and its duration 

The diagrams highlight the countries in which compulsory work experience is required to move to 

the  next  educational  level  or  to  begin  a  particular  qualification  and  show  its  minimum  required 

duration where applicable.  

Age of students and programme duration scales  

The  'age  of  students'  scale  shows  the  age  of  pupils  and  students  when  they  start  each  level  of 

education  from  pre-primary  onwards  (ISCED  levels  0  to  4).  These  ages  are  notional  and  give  an 

indication  of  the  official  age  at  which  children  might  begin  early  childhood  education  and  care  or 

compulsory  education.  Early  or  late  entry,  grade  retention  or  other  interruptions  to  schooling  as 

well as adult learning are not taken into account. 

The 'programme duration' scale applies to tertiary level programmes and refers to the standard 

number  of  years  necessary  to  complete  studies  at  different  stages  on  a  full-time  basis.  The 

duration of part-time studies or individualised study patterns is not shown. 

The 'programme duration' scale is used to show tertiary level programmes taking into account that 

students might enrol in tertiary education programmes or in post-secondary education at different 

ages and take different amounts of time to complete the programmes, for instance, combing part-

time studies with work. 

Key 

Levels and types of education  

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Primary education 

Single structure 

Secondary general education 

Secondary vocational education 

Post-secondary non-tertiary education 

Tertiary education (full-time) 

Allocation to the ISCED 2011 levels (see definitions below) 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Other keys  

Compulsory full-time education 

Compulsory part-time education 

Combined school and workplace courses 

Possible additional year 

Study abroad 

year 

Programme being phased out during (year)  

Compulsory work experience + its duration (in years)  

8 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Connections between programmes  

The  diagrams  also  show  the  stages  at  which  students  may  move  to  a  different  type  of  school  or 

education, either within a level or on completion of a level or programme. These transition points 

are  shown  by  the  vertical  lines  linking  to  the  programmes.  However,  as  the  number  of  possible 

transition  routes  increases  in  some  countries  as  students'  progress  through  the  system,  the 

pathways  from  secondary/post-secondary  education  to  tertiary  education  programmes  are  not 

represented. Therefore, the conditions of entry to tertiary education, even in the case of automatic 

progression, are not shown. 

International Standard Classification of Education (ISCED 2011) 

The  International  Standard  Classification  of  Education  (ISCED)  is  an  instrument  suitable  for 

compiling statistics on education internationally. It covers two cross-classification variables: levels 

and  fields  of  education  with  the  complementary  dimensions  of  general/vocational/pre-vocational 

orientation  and  education-labour  market  destination.  The  last  version,  ISCED 2011  distinguishes 

eight  levels  of  education.  Empirically,  ISCED  assumes  that  several  criteria  exist  which  can  help 

allocate  education  programmes  to  levels  of  education.  Depending  on  the  level  and  type  of 

education concerned, there is a need to establish a hierarchical ranking system between main and 

subsidiary  criteria  (typical  entrance  qualification,  minimum  entrance  requirement,  minimum  age, 

staff qualification, etc.). 

ISCED 0: Early childhood education  

Programmes at this level are typically designed with a holistic approach to support children's early 

cognitive,  physical,  social  and  emotional  development  and  introduce  young  children  to  organised 

instruction outside of the family context. ISCED level 0 refers to early childhood programmes that 

have an intentional education component.  

ISCED 1: Primary education 

Programmes  at  this  level  are  typically  designed  to  provide  students  with  fundamental  skills  in 

reading, writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for 

learning  and  understanding  core  areas  of  knowledge,  personal  and  social  development,  in 

preparation for lower secondary education.  

Age  is  typically  the  only  entry  requirement  at  this  level.  The  customary  or  legal  age  of  entry  is 

usually not below 5 years old or above 7 years old. This level typically lasts six years, although its 

duration can range between four and seven years.  

ISCED 2: Lower secondary education  

Programmes  at  this  level  are  typically  designed  to  build  on  the  learning  outcomes  from  ISCED 

level 1.  Students  enter  ISCED  level 2  typically  between  ages  10  and  13  (age  12  being  the  most 

common). 

ISCED 3: Upper secondary education 

Programmes at this level are typically designed to complete secondary education in preparation for 

tertiary education or provide skills relevant to employment, or both. Pupils enter this level typically 

between ages 14 and 16.  

9 

T h e   S t r u c t u r e   o f   t h e   E u r o p e a n   E d u c a t i o n   S y s t e m s   2 0 1 5 / 1 6 :   S c h e m a t i c   D i a g r a m s  

ISCED 4: Post-secondary non-tertiary education 

Post-secondary  non-tertiary  education  provides  learning  experiences  building  on  secondary 

education, preparing for labour market entry as well as tertiary education. Programmes  at ISCED 

level 4, or post-secondary non-tertiary education, are typically designed to provide individuals who 

completed  ISCED  level 3  with  non-tertiary  qualifications  required  for  progression  to  tertiary 

education or for employment when their ISCED level 3 qualifications do not grant such access. The 

completion of an ISCED level 3 programme is required to enter ISCED level 4 programmes.  

ISCED 5: Short-cycle tertiary education 

Programmes  at  this  level  are  often  designed  to  provide  participants  with  professional  knowledge, 

skills  and  competencies.  Typically,  they  are  practically  based,  occupationally-specific  and  prepare 

students to enter the labour market. However, these programmes may also provide a pathway to 

other tertiary education programmes. Entry into ISCED level 5 programmes requires the successful 

completion of ISCED level 3 or 4 with access to tertiary education.  

ISCED 6: Bachelors' or equivalent level 

Programmes  at  this  level  are  often  designed  to  provide  participants  with  intermediate  academic 

and/or  professional  knowledge,  skills  and  competencies,  leading  to  a  first  degree  or  equivalent 

qualification.  Entry  into  these  programmes  normally  requires  the  successful  completion  of  an 

ISCED  level 3  or  4  programme  with  access  to  tertiary  education.  Entry  may  depend  on  subject 

choice and/or grades achieved at ISCED levels 3 and/or 4. Additionally, it may be required to take 

and succeed in entry examinations. Entry or transfer into ISCED level 6 is also sometimes possible 

after the successful completion of ISCED level 5.  

ISCED 7: Master's or equivalent level  

Programmes  at  this  level,  are  often  designed  to  provide  participants  with  advanced  academic 

and/or professional knowledge, skills and competencies, leading to a second degree or equivalent 

qualification. Typically, programmes at this level are theoretically-based but  may include practical 

components and are informed by state of the art research and/or best professional practice. They 

are traditionally offered by universities and other tertiary educational institutions.  

Entry  into  ISCED  level 7  programmes  preparing  for  a  second  or  further  degree  normally  requires 

the  successful  completion  of  an  ISCED  level 6  or  7  programme.  In  the  case  of  long  programmes 

that  prepare  for  a  first  degree  equivalent  to  a  Master’s  degree,  entry  requires  the  successful 

completion of an ISCED level 3 or 4 programme with access to tertiary education. Entry into such 

programmes  may  depend  on  subject  choice  and/or  grades  achieved  at  ISCED  levels 3  and/or  4. 

Additionally, it may be required to take and succeed in entry examinations.  

For the full details on each ISCED level, please consult:  

UNESCO,  Institute  for  Statistics,  2012.  International  Standard  Classification  of  Education. 

ISCED 2011. Available at: http://www.uis.unesco.org/Education/Documents/isced-2011-en.pdf  

10 

 
SCHEMATIC DIAGRAMS 

Belgium – French Community 

Age of students 

Programme duration (years) 

Belgium – German-speaking Community 

Age of students 

Programme duration (years) 

1
1

Belgium – Flemish Community 

Age of students 

Programme duration (years) 

T
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Bulgaria 

Age of students 

Czech Republic 

Age of students 

1
2

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
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2
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6
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S
c
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D

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m
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Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Denmark 

Age of students 

Germany 

Age of students 

1
3

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
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t
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f

t
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Estonia  

Age of students 

Ireland 

Age of students 

1
4

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
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6
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S
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D

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Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Greece 

Age of students 

Spain 

Age of students 

1
5

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
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t
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f

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France 

Age of students 

Croatia 

Age of students 

1
6

Programme duration (years) 

Programme duration (years) 

Note: Start of primary education (ISCED 1) depends on child's birthday. Children born between January and April start primary school in calendar year in which they 

turn 6, those born from April to December when they are 7 years old. 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
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t
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o
f

t
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Italy 

Age of students 

Cyprus  

Age of students 

1
7

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
Latvia 

Age of students 

Lithuania 

Age of students 

1
8

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

Note: Gimnazija might cover primary education programme (ISCED 1) and basic educational programmes. 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Luxembourg 

Age of students 

Programme duration (years) 

Hungary 

Age of students 

1
9

Programme duration (years) 

Note: HÍD II may start in grade 7; HÍD I may start in grade 9 but the theoretical starting age is 14 in both cases. 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Malta 

Age of students 

Programme duration (years) 

2
0

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Netherlands 

Age of students 

Programme duration (years) 

2
1

Austria 

Age of students 

Programme duration (years) 

Note: Berufsbildende Höhere Schule / Bildungsanstalt für Kindergartenpädagogik / Bildungsanstalt für Sozialpädagogik deliver continuous programmes i.e. 1st to 3rd year followed by 4th and 5th year.  

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Poland 

Age of students 

Programme duration (years) 

Note: A reform introduced in 2013 led to the gradual lowering of the beginning of compulsory full-time education in primary school from 7 to 6 years. Before 2014, admission of 6-year olds to grade 1 of primary 
school was left to the parents’ discretion. In 2014, education in primary schools became compulsory for 6-year old children born in the first half of the year 2008, i.e. children born before the end of June 2008. 
Starting in 2015, all six-year-olds will commence compulsory schooling. 

Portugal 

Age of students 

2
2

Programme duration (years) 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Romania 

Age of students 

Slovenia 

Age of students 

2
3

Slovakia 

Age of students 

Programme duration (years) 

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Finland 

Age of students 

Sweden 

Age of students 

2
4

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
United Kingdom – England 

Age of students 

Programme duration (years) 

United Kingdom – Wales  

Age of students 

Programme duration (years) 

2
5

United Kingdom – Northern Ireland  

Age of students 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
United Kingdom – Scotland 

Age of students 

Programme duration (years) 

Bosnia and Herzegovina 

Age of students 

2
6

Programme duration (years) 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Switzerland 

Age of students 

Programme duration (years) 

2
7

Iceland 

Age of students 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Liechtenstein 

Age of students 

Programme duration (years) 

Note: Students in vocational education and the majority of students in higher education attend educational institutions in Switzerland.  

Montenegro 

Age of students 

2
8

Programme duration (years) 

(*): Spec Studies – Students have the right to be enrolled in the postgraduate specialist studies after completing undergraduate studies lasting 3 years (Bachelor Degree). Specialist studies are organized for  a 
period of one year. After completion of specialist study, students have the right to be enrolled in master studies lasting one year. Specialist studies can be treated as II1 (second 1) cycle of the postgraduate studies, 
while II2 (second 2) cycle relates to the master studies. 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Former Republic Yugoslav of Macedonia  

Age of students 

Programme duration (years) 

Note:  The  ending  age  for  compulsory  education  may  vary  from  16  to  18  years  age  depending  on  the  type  of  programme.  The  lowest  ending  age  (16)  applies  to  students  attending  the  two  years  vocational 
programme strucno osposobuvanje while the ending age of 17 applies to those attending the three years vocational programme strucno obrazovanie za zanimanja. The highest ending age of 18 applies to students 
attending general secondary education or a four years programme of vocational education. 

Norway 

Age of students 

2
9

Serbia 

Age of students 

Programme duration (years) 

Programme duration (years) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a

t
i

o
n

S
y
s
t

e
m
s

2
0
1
5

/

1
6

:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Turkey 

Age of students 

Programme duration (years) 

Early childhood education and care (for which the Ministry of Education is not responsible)  

Early childhood education and care (for which the Ministry of Education is responsible) 

Secondary vocational education 

Post-secondary non-tertiary education 

3
0

Primary education 

Single structure 

Secondary general education 

Tertiary education (full-time) 

Allocation to the ISCED levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education 

Compulsory part-time education 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
h
e

S

t
r
u
c
t
u
r
e

o
f

t
h
e

E
u
r
o
p
e
a
n

E
d
u
c
a
t
i

o
n

S
y
s
t
e
m
s

2
0
1
5
/
1
6
:

S
c
h
e
m
a
t
i

c

D

i

a
g
r
a
m
s

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
E
C
-
A
L
-
1
6
-
0
0
1
-
E
N
N

-

The Structure of the European Education Systems 2015/16: 
Schematic Diagrams

This  report  provides  an  overview  of  the  structure  of  education  systems  in  Europe 
for 2015/16. In total, 42 education systems are represented. Information covers the 
28 EU Member States as well as other countries participating in the Eurydice network.

For  each  country,  diagrams  show  how  the  national  education  system  is  organised 
at ﬁ ve education levels: early childhood education and care, primary and secondary 
education  programmes,  post-secondary  non-tertiary  programmes,  and  the  main 
programmes oﬀ ered at tertiary level.

For  further  information  on  national  education  systems  and  related  policies: 
http://ec.europa.eu/eurydice - ‘Countries’ section.

The  Eurydice  Network’s  task  is  to  understand  and  explain  how  Europe’s  diﬀ erent 
education  systems  are  organised  and  how  they  work.  The  network  provides 
descriptions of national education systems, comparative studies devoted to speciﬁ c 
topics, indicators and statistics. All Eurydice publications are available free of charge 
on the Eurydice website or in print upon request. Through its work, Eurydice aims to 
promote understanding, cooperation, trust and mobility at European and international 
levels.  The  network  consists  of  national  units  located  in  European  countries  and  is 
co-ordinated by the EU Education, Audiovisual and Culture Executive Agency. For more 
information about Eurydice, see http://ec.europa.eu/eurydice.

ISBN 978-92-9492-023-2