The structure of the European education systems 2019/20 : schematic diagrams.
Date: 2019-10-18
Institutions: European Education and Culture Executive Agency
Subjects: Europe, education policy, educational system, teaching curriculum

 
The Structure 

of the European 

Education Systems 

2019/20 

Schematic Diagrams 

Eurydice – Facts and Figures 

Education and 
3 
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,  2019. The  Structure  of the  European  Education  Systems 

2019/20:  Schematic  Diagrams.  Eurydice  Facts  and  Figures.  Luxembourg:  Publications  Office  of 

the European Union. 

ISBN 978-92-9484-101-8 

ISSN 2443-5333 

doi:10.2797/44600 

EC-AL-19-001-EN-N 

Luxembourg: Publications Office of the European Union, 2019 

© Education, Audiovisual and Culture Executive Agency, 2019 

Reproduction is authorized provided the source is acknowledged. 

Education, Audiovisual and Culture Executive Agency 

Education and Youth Policy Analysis 

Avenue du Bourget 1 (J-70 – Unit A7)  

BE-1049 Brussels 

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

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

CONTENTS 

Introduction 

Main organisational models of primary and lower secondary education 

Guide to reading the diagrams 

Scope 

Main elements of the diagrams (and their graphical display) 

Definitions 

Key 

International Standard Classification of Education (ISCED 2011) 

Schematic diagrams 

Acknowledgements 

6 

7 

8 

8 

8 

9 

10 

11 

13 

35 

5 

 
 
 
 
INTRODUCTION  

This report focuses on the structure of education and training systems from pre-primary to tertiary 

level for the 2019/20 school/academic year. It covers 43 education systems, which corresponds to 

38 countries  participating  in  the  EU's  Erasmus+  programme  (28 EU  Member  States,  Albania, 

Bosnia  and  Herzegovina,  Switzerland,  Iceland,  Liechtenstein,  Montenegro,  North  Macedonia, 

Norway, Serbia and Turkey).  

This report has three main sections: 

1.  A  brief  presentation  of  the  main  organisational  models  of  primary  and  lower  secondary 

education (ISCED levels 1-2);  

2.  A guide to reading the diagrams; 

3.  The schematic diagrams.  

6 

 
MAIN ORGANISATIONAL MODELS OF  
PRIMARY AND LOWER SECONDARY EDUCATION 

Three  main  organisational  models  of  primary  and  lower  secondary  education  (ISCED  levels 1  and 

2)  can  be  identified.  These  education  levels  are  part  of  compulsory  education  in  all  European 

education systems.  

  Single  structure  education.  From  the  beginning  to  the  end  of  compulsory  education,  all 
students  follow  a  common  curriculum  providing  general  education;  in  addition,  there  is  no 

transition between primary and lower secondary education. 

  Common core curriculum provision. After successfully completing primary education (ISCED 

level 1),  all  students  progress  to  lower  secondary  level  (ISCED  level 2)  where  they  follow  the 

same general common core curriculum.  

  Differentiated  lower  secondary  education.  After  successfully  completing  primary  education, 

students follow distinct educational pathways or specific types of education, which start either 

at  the  beginning  or  in  the  course  of  lower  secondary  education.  At  the  end  of  their  studies, 

they receive different certificates.  

Main models of primary and lower secondary education (ISCED 1-2) in Europe, 2019/20 

Single structure  
(ISCED 1 + ISCED 2) 

Common core 
curriculum (ISCED 2) 

Differentiated  
branches/tracks  
(ISCED 2) 

Source: Eurydice. 

Note:  In  the  Czech  Republic,  Latvia, 
Hungary  and  Slovakia,  compulsory 
education  is  organised  in  a  single 
structure  up  to  age  of  14,  15,  and  16 
depending  on  the  country.  However, 
the  age  of  10,  11  and  13 
from 
(depending  on  the  country),  students 
can  enrol 
in  separate  educational 
institutions  providing  both  lower  and 
upper secondary education.  

7 

 
 
 
 
 
 
 
GUIDE TO READING THE DIAGRAMS 

This short guide provides the necessary information to understand the diagrams. More specifically, 

it defines the scope; it presents the main elements of the diagrams and how they are graphically 

displayed;  it  provides  the  definitions  as  well  as  the  key.  Finally,  it  includes  a  short  description  of 

the International Standard Classification of Education (ISCED 2011).  

Scope 

The diagrams show the most representative mainstream education programmes in each education 

system. They encompass:  

 

 

 

Early childhood education and care provided in publicly subsidised and accredited centre based 

settings for children from the youngest age of enrolment; 

Primary and secondary education programmes;  

Post-secondary non-tertiary programmes;  

  Main tertiary level programmes.  

The diagrams do not show: 

 

Education  provision  intended  exclusively  to  adults  with  low  formal  educational  attainment 

and/or  a  low  level  of  basic  skills.  The  diagrams  cover  only  the  courses  allowing  adult  to  go 

back  to  school  or  to  gain  further  qualifications  that  are  part  of  mainstream  education 

programmes. Usually, these courses are integrated in the programmes providing competence-

based qualifications at secondary education level or allowing access to tertiary education (i.e. 
post-secondary non-tertiary education level) (1).  

 

 

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

educational needs.  

At  tertiary  level,  doctoral  studies  as  well  as  the  specialised  studies  for  regulated  professions 

such as medicine and architecture. 

Main elements of the diagrams (and their graphical display)  

Age of students and programme duration: two different scales 

The schematic diagrams have two distinct graphic areas:  

 

The  left  side  coloured  bars  show  the  main  education  programmes  from  pre-primary  to  post-

secondary  non-tertiary  levels  (ISCED  levels 0  to  4)  in  relation  to  the  age  of  students  when 

they start a particular programme. The ages are notional, i.e. they indicate the theoretical age 

at which students are supposed to enter an education level or begin a study programme. Early 

or late entry, grade retention or other interruptions to schooling are not taken into account. 

 

The  right  side  coloured  bars  present  the  main  education  programmes  at  tertiary  level  in 

relation to the standard number of years necessary to complete these programmes on a full-

time basis. The duration of part-time studies or individualised study patterns are not shown. 

(1)  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://eacea.ec.europa.eu/national-policies/eurydice/content/adult-education-and-training-europe-widening-access-
learning-opportunities_en  

8 

 
                                                            
 
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Education programmes  

The thick coloured bars show education programmes (2); the colours refer to the levels and types 
of  education.  Within  coloured  bars,  short  vertical  lines  either  show  the  division  into  cycles/key 

stages/education levels, or entry to or leaving ages for study programmes.  

The thin bars with coloured stripes indicate the corresponding levels of education as defined by the 

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

In  few  cases,  the  diagrams  also  show  transition  points  between  ISCED  levels  or  education 

programmes.  Long  vertical  lines  linking  coloured  bars  (education  programmes)  show  these 

transition points.  

Educational institutions 

The  terms  under  the  coloured  bars  refer  to  the  names  of  the  schools  or  educational  institutions 

providing  the  education  programmes  shown.  In  some  cases,  however,  they  might  refer  to 

education programmes or types of teaching. In that case, the terms are put in brackets. All terms 
are provided in the national language(s) of the country.  

Definitions 

Full-time compulsory education/training refers to a period of full-time education/training that 

is  compulsory  for  all  students.  This  period  is  regulated  by  law  and  often  determined  by  students' 

age.  Usually,  full-time  compulsory  education/training  is  provided  in  formal  institutions/schools. 

However,  in  some  education  systems,  certain  compulsory  education/training  programmes  can 

combine  part-time  school-based  and  part-time  workplace  courses.  In  such  cases,  students  are 

assessed  for  the  work  they  do  in  both  places  (workplace  and  school).  In  some  countries,  under 

certain conditions, compulsory education/training can be provided at home.  

Part-time  compulsory  education/training  may  take  two  forms:  before  or  after  full-time 

compulsory education. 

  Before: Early childhood education and care programs of 250 or less hours per year; 

  After:  Until  a  certain  age,  students  are  required  to  participate  in  additional  part-time 

school-based or workplace education/training. 

Additional  year:  Part  of  an  education  programme  that  is  not  necessary  to  complete  in  order  to 

end an education cycle or level, but may be necessary to access a higher education level or move 

to a different education pathway. 

(2)   ECEC services outside ISCED classification are also shown.  

9 

 
 
 
 
                                                            
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Key 

Levels and types of education  

Early childhood education and care (for which public education authorities are not responsible)  

Early childhood education and care (for which public education authorities are 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  

Full-time compulsory education/training 

Part-time compulsory education/training 

Combined school based and workplace courses 

Possible additional year 

Study abroad 

year 

Programme being phased out in (year)  

Compulsory work experience + its duration (in years)  

Compulsory work experience and its duration 

Compulsory work experience is shown when it is required to move to the next education level or to 

begin  a  particular  education  programme;  when  applicable,  its  minimum  required  duration  is 

indicated (-/n/-).  

Education programmes being phased out 

When  reforms  change  education  programmes,  new  and  old  programmes  are  concurrently  shown. 
 year).  
The year during which the old education programmes are being phased out is indicated (

10 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 9 / 2 0 :   S c h e m a t i c   D i a g r a m s  

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.). 

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 

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.  Students  enter  this  level 
typically between ages 14 and 16.  

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.  

11 

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 9 / 2 0 :   S c h e m a t i c   D i a g r a m s  

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.  

12 

 
SCHEMATIC DIAGRAMS 

Belgium – French Community 

Belgium – German-speaking Community 

Belgium – Flemish Community 

Bulgaria 

Czechia 

Denmark 

Germany 

Estonia 

Ireland 

Greece 

Spain 

France 

Croatia 

Italy 

Cyprus 

Latvia 

Lithuania 

Luxembourg 

Hungary 

Malta 

Netherlands 

Austria 

14 

14 

14 

15 

15 

16 

16 

16 

17 

17 

18 

18 

19 

19 

20 

20 

20 

21 

22 

22 

23 

24 

Poland 

Portugal 

Romania 

Slovenia 

Slovakia 

Finland 

Sweden 

United Kingdom – England 

United Kingdom – Wales 

United Kingdom – Northern Ireland 

United Kingdom – Scotland 

Albania 

Bosnia and Herzegovina 

Switzerland 

Iceland 

Liechtenstein 

Montenegro 

North Macedonia 

Norway 

Serbia 

Turkey 

24 

25 

25 

26 

26 

26 

27 

27 

28 

28 

28 

29 

29 

30 

30 

31 

31 

32 

32 

32 

33 

13 

 
 
 
Belgium – French Community 

Age of students 

Programme duration (years) 

Belgium – German-speaking Community 

Age of students 

Programme duration (years) 

1
4

Note:  Krippen starts from 3 months. 

Belgium – Flemish Community 

Age of students 

Programme duration (years) 

T
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Bulgaria 

Age of students 

Czechia 

Age of students 

1
5

Programme duration (years) 

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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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Denmark 

Age of students 

Germany 

Age of students 

1
6

Programme duration (years) 

Programme duration (years) 

T
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S

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Note:  Full-time compulsory education/training ends at the age of 18 or 19 depending on the Länder. 

Estonia  

Age of students 

Programme duration (years) 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Ireland 

Age of students 

Greece 

Age of students 

1
7

Programme duration (years) 

Programme duration (years) 

(1) Programme being phased out between 4 and 5 years old as from 2020/21. 

Notes: 

1. 

2. 

Law 4521/2018 has established the two-year compulsory pre-primary school (Nipiagogeio). It will be expanded to all municipalities over the span of 3 years.  
For school year 2019/20 (second year of its implementation), it will be applied to nearly all municipalities. Meanwhile, Vrefonipiakoi Stathmoi and Paidikoi Stathmoi will continue to accommodate children up to 5 years old. 
Esperino Geniko Lykeio lasts for 3 years instead of 4 years (Law 4547/2018). However, grade D (year 4) will operate until school year 2019/20. 

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 levels: 

ISCED 0 

ISCED 1 

ISCED 2 

ISCED 3 

ISCED 4 

ISCED 5 

ISCED 6 

ISCED 7 

Compulsory full-time education/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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S

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Spain 

Age of students 

Programme duration (years) 

Note:  

Escuelas oficiales de idiomas offer language courses that may last for 11 years.  
Some of the education provision of Conservatorios can be recognised/validated in full-time mainstream education programmes and contribute to the obtaining of Bachillerato certificate Bachiller artístico. 

France 

Age of students 

1
8

Programme duration (years) 

Note: 

For 16-18 year olds, compulsory training will come into effect as of September 2020. 

T
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Croatia 

Age of students 

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.  

Italy 

Age of students 

1
9

Nido  d'infanzia  is  marked  as  ISCED 0  on  the 
basis  of  the  law  107/2015,  implemented  from 
school year 2017/18. 

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) 

Primary education 

Single structure 

Secondary general education 

Secondary vocational education 

Post-secondary non-tertiary 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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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e

S

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Cyprus  

Age of students 

Latvia 

Age of students 

2
0

Lithuania 

Age of students 

Note:  

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

Programme duration (years) 

Programme duration (years) 

Programme duration (years) 

T
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Luxembourg 

Age of students 

Programme duration (years) 

Note: 

Luxembourg has developed a diversified school offer to meet the profiles of a very diverse student population.  
In addition to the main regular Luxembourgish school system, Luxembourg has 3 international schools streams, namely Enseignement germano-luxembourgeois, Enseignement européen and Enseignement britannique.   

2
1

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/training 

Compulsory part-time education/training 

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

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Hungary 

Age of students 

Programme duration (years) 

Note:  

Students can follow the Köznevelési Hídprogram after the grade 8 in case they do not have the admission certificate to access ISCED 3 programmes.   
In order to follow Szakképzési Hídprogram, students must have at least completed grade 6, but must be older than 15. 

2
2

Malta 

Age of students 

Programme duration (years) 

T
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Note: 

To emphasise the possibility of one continuous pathway between different levels, the Malta College of Arts, Science and Technology (MCAST) has introduced three colleges during 2016:  
the Foundation College, the Technical College and the University College.   

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Netherlands 

Age of students 

Programme duration (years) 

2
3

Note: 

At 16, students who have not obtained a basic qualification (Startkwalificatie) have to continue their education/training until they turn 18 or get a senior general secondary (HAVO) or  
pre-university (VWO) or VET (at least MBO 2) diploma. 

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/training 

Compulsory part-time education/training 

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
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Austria 

Age of students 

Programme duration (years) 

Note:  

Berufsbildende Höhere Schulen offer education programmes lasting 5 years:  
the first three years are classified as ISCED level 3 while the last two years belong to ISCED level 5. 

2
4

Poland 

Age of students 

Programme duration (years) 

Main changes  

1. 

2. 

3. 

From  2019/20  school  year,  those  students  who  have  graduated  from  8-year  szkoła  podstawowa 
(single structure education covering both ISCED 1 and 2) enter upper secondary education at the 
age 15. 
From 2019/20 school year, new types of upper secondary schools (4-year liceum ogólnokształcące, 
5-year  technikum)  are  operational.  'Old  type'  programmes  for  graduates  of  phased  out  gymnasia 
still operate in liceum ogólnokształcące up to the year 2021/22 and in technikum – up to the year 
2022/23. 
From  September  2020,  2-year  szkoła  branżowa  II  stopnia  (upper  secondary  school)  will  be 
operational. 

Note:  

Major changes at different education levels gradually take place between 1 September 2017 and the school year 2022/23 (Act of 14 December 2016 'Law on School Education' and an Act 'Legislation introducing the Act – Law on School Education'). 

T
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Portugal 

Age of students 

Programme duration (years) 

Note:  

Agrupamentos de Escolas (School Clusters) are organisational units that can encompass several schools and learning cycles, from kindergarten to upper secondary education.  
The institutions in the diagram are examples of some of the learning spaces where each type of education is offered; the diagram does not indicate all educational institutions existing in the Portuguese system. 

2
5

Romania 

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) 

Primary education 

Single structure 

Secondary general education 

Secondary vocational education 

Post-secondary non-tertiary 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/training 
Compulsory part-time education/training 

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
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u
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t
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o
f

t
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E
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Slovenia 

Age of students 

Slovakia 

Age of students 

2
6

Finland 

Age of students 

Note:  

Students can joint ISCED 4 programmes at different ages. 

Programme duration (years) 

Programme duration (years) 

Programme duration (years) 

T
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Sweden 

Age of students 

Programme duration (years) 

United Kingdom – England 

Age of students 

Programme duration (years) 

2
7

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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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S

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United Kingdom – Wales  

Age of students 

Programme duration (years) 

United Kingdom – Northern Ireland  

Age of students 

Programme duration (years) 

2
8

United Kingdom – Scotland 

Age of students 

Programme duration (years) 

T
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Albania 

Age of students 

Programme duration (years) 

Bosnia and Herzegovina 

Age of students 

2
9

Programme duration (years) 

Note:  

Education between 5 and 6 is only compulsory on a part-time basis in the Federation of BiH and the Brčko District but it is implemented in the Republika Srpska on the same basis, although it is not mandatory. 

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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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e

S

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Switzerland 

Age of students 

Programme duration (years) 

3
0

Note:  

In most cantons, compulsory education starts at age 4 (in a few at ages 5 or 6). 

Iceland 

Age of students 

Programme duration (years) 

T
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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 

3
1

Programme duration (years) 

Note:  

Starting from the academic year 2017/18, public HEIs started enrolling perspective undergraduate students in 3+2(+3) (undergraduate + master + PhD) study programmes (private institutions no later than in 2020/21).  
All HEIs will harmonize their study programmes by the end of 2019/20 academic year.  

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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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S

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North Macedonia  

Age of students 

Programme duration (years) 

Note:  

The  leaving  age  for  compulsory  education  may  vary  from  17  to  19  years  and  6  months  depending  on  the  type  of  programme.  The  lowest  leaving  age  (17)  applies  to  students  attending  the  two  years  vocational  programme  (strucno 
osposobuvanje) while the ending age of 18 applies to those attending the three years vocational programme (strucno obrazovanie za zanimanja). The highest leaving age of 19 years and 6 months applies to students attending general 
secondary education (gimnazisko obrazovanie) or a four years programme of vocational education (chetirigodishno struchno obrazovanie). 

Norway 

Age of students 

3
2

Serbia 

Age of students 

Programme duration (years) 

Programme duration (years) 

T
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S

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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
3

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/training 

Compulsory part-time education/training 

Additional year 

Study abroad 

Combined school and workplace courses 

Compulsory work experience + its duration 

 Years 

Programme being  
phased out during (year) 

T
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S

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ACKNOWLEDGEMENTS 

EDUCATION, AUDIOVISUAL AND CULTURE  
EXECUTIVE AGENCY 

Education and Youth Policy Analysis 

Avenue du Bourget 1 (J-70 – Unit A7) 
B-1049 Brussels 
(http://ec.europa.eu/eurydice) 

Authors 

Nathalie Baïdak (coordinator), Agathina Sicurella 

Graphics and layout 

Patrice Brel  

Cover  

Virginia Giovannelli  

Production coordinator 

Gisèle De Lel  

35 

 
 
 
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 9 / 2 0 :   S c h e m a t i c   D i a g r a m s  

EURYDICE NATIONAL UNITS 

ALBANIA 

CYPRUS 

Eurydice Unit  
European Integration and Projects Department 
Ministry of Education and Sport 
Rruga e Durrësit, Nr. 23 
1001 Tiranë 
Contribution of the Unit: Egest Gjokuta 

Eurydice Unit 
Ministry of Education and Culture 
Kimonos and Thoukydidou 
1434 Nicosia 
Contribution of the Unit: Christiana Haperi; 
expert: Antonis Antoniou  

AUSTRIA 

CZECHIA 

Eurydice-Informationsstelle 
Bundesministerium für Bildung, Wissenschaft und 
Forschung 
Abt. Bildungsentwicklung und –monitoring 
Minoritenplatz 5 
1010 Wien 
Contribution of the Unit: Joint responsibility  

BELGIUM 

Unité Eurydice de la Communauté française 
Ministère de la Fédération Wallonie-Bruxelles 
Direction des relations internationales 
Boulevard Léopold II, 44 – Bureau 6A/008 
1080 Bruxelles 
Contribution of the Unit: Joint responsibility 

Eurydice Vlaanderen 
Departement Onderwijs en Vorming/ 
Afdeling Strategische Beleidsondersteuning 
Hendrik Consciencegebouw 7C10 
Koning Albert II-laan 15 
1210 Brussel 
Contribution of the Unit: Sanne Noël and Isabelle Erauw 

Eurydice-Informationsstelle der Deutschsprachigen 
Gemeinschaft 
Ministerium der Deutschsprachigen Gemeinschaft 
Fachbereich Ausbildung und Unterrichtsorganisation 
Gospertstraße 1 
4700 Eupen 
Contribution of the Unit: Catherine Reinertz and 
Clara Jacquemart 

BOSNIA AND HERZEGOVINA 

Ministry of Civil Affairs 
Education Sector 
Trg BiH 3 
71000 Sarajevo 
Contribution of the Unit: in cooperation with experts from the 
Ministries of Education of Republika Srpska, 10 cantons in 
Federation of B&H and Divisions for the Education of the 
Brcko District 

BULGARIA 

Eurydice Unit 
Human Resource Development Centre 
Education Research and Planning Unit 
15, Graf Ignatiev Str.  
1000 Sofia 
Contribution of the Unit: Anna Arsenieva-Popova and 
Ivana Radonova 

CROATIA 

Agency for Mobility and EU Programmes 
Frankopanska 26 
10000 Zagreb 
Contribution of the Unit: Joint responsibility 

Eurydice Unit 
Czech National Agency for International Education 
Dům zahraniční spolupráce 
Na Poříčí 1035/4 
110 00 Praha 1 
Contribution of the Unit: Andrea Turynová 

DENMARK 

Eurydice Unit 
Ministry of Higher Education and Science 
Danish Agency for Science and Higher Education  
Bredgade 43 
1260 København K 
Contribution of the Unit: The Ministry of Higher Education 
and Science 

ESTONIA 

Eurydice Unit 
Analysis Department 
Ministry of Education and Research 
Munga 18 
50088 Tartu 
Contribution of the Unit: Joint responsibility 

FINLAND 

Eurydice Unit 
Finnish National Agency for Education 
P.O. Box 380 
00531 Helsinki 
Contribution of the Unit: Hanna Laakso 

FRANCE 

Unité française d’Eurydice 
Ministère de l'Éducation nationale et de la Jeunesse (MENJ) 
Ministère de l’Enseignement supérieur, de la Recherche et 
de l'Innovation (MESRI) 
Direction de l’évaluation, de la prospective et de la 
performance (DEPP) 
Mission aux relations européennes et internationales 
(MIREI) 
61-65, rue Dutot
75732 Paris Cedex 15
Contribution of the Unit: Anne Gaudry-Lachet

GERMANY 

Eurydice-Informationsstelle des Bundes 
Deutsches Zentrum für Luft- und Raumfahrt e. V. (DLR) 
Heinrich-Konen Str. 1  
53227 Bonn 

Eurydice-Informationsstelle der Länder im Sekretariat der 
Kultusministerkonferenz 
Taubenstraße 10 
10117 Berlin 
Contribution of the Unit: Thomas Eckhardt 

36 

A c k n o w l e d g e m e n t s  

GREECE 

LUXEMBOURG 

Hellenic Eurydice Unit 
Directorate for European and International Affairs 
General Directorate for International, European Affairs, 
Education for Hellenic Diaspora and Intercultural Education  
Ministry of Education and Religious Affairs 
37 Andrea Papandreou Street (Office 2172) 
15180 Maroussi (Attiki) 
Contribution of the Unit: Nicole Apostolopoulou 

Unité nationale d'Eurydice  
ANEFORE ASBL  
eduPôle Walferdange 
Bâtiment 03 - étage 01 
Route de Diekirch 
7220 Walferdange 
Contribution of the Unit: national experts: Claude Sevenig 
(MENJE) and Patrick Hierthes (MENJE) 

HUNGARY 

MALTA 

Hungarian Eurydice Unit 
Educational Authority 
19-21 Maros Str. 
1122 Budapest 
Contribution of the Unit: Joint responsibility 

ICELAND 

Eurydice Unit 
The Directorate of Education 
Víkurhvarfi 3 
203 Kópavogur 
Contribution of the Unit: Hulda Skogland 

IRELAND 

Eurydice Unit 
Department of Education and Skills 
International Co-operation Unit 
Marlborough Street 
Dublin 1 – DO1 RC96 
Contribution of the Unit: Joint responsibility 

ITALY 

Unità italiana di Eurydice 
Istituto Nazionale di Documentazione, Innovazione e Ricerca 
Educativa (INDIRE) 
Agenzia Erasmus+ 
Via C. Lombroso 6/15 
50134 Firenze 
Contribution of the Unit: Erica Cimò 

LATVIA 

Eurydice Unit 
State Education Development Agency 
Vaļņu street 1 (5th floor) 
1050 Riga 
Contribution of the Unit: Viktors Kravcenko 

LIECHTENSTEIN 

Informationsstelle Eurydice 
Schulamt des Fürstentums Liechtenstein 
Austrasse 79 
Postfach 684 
9490 Vaduz  
Contribution of the Unit: Joint responsibility 

LITHUANIA 

Eurydice Unit 
National Agency for School Evaluation of the Republic of 
Lithuania 
Geležinio Vilko Street 12  
03163 Vilnius 
Contribution of the Unit: Joint responsibility 

Eurydice National Unit 
Directorate for Research, Lifelong Learning and 
Employability 
Ministry for Education and Employment 
Great Siege Road 
Floriana VLT 2000 
Contribution of the Unit: Joanne Bugeja  

MONTENEGRO 

Eurydice Unit 
Vaka Djurovica bb 
81000 Podgorica 
Contribution of the Unit: Joint responsibility 

NETHERLANDS 

Eurydice Nederland 
Ministerie van Onderwijs, Cultuur en Wetenschap  
Directie Internationaal Beleid  
Rijnstraat 50  
2500 BJ Den Haag 
Contribution of the Unit: Joint responsibility 

NORTH MACEDONIA 

National Agency for European Educational Programmes and 
Mobility 
Boulevard Kuzman Josifovski Pitu, No. 17 
1000 Skopje 
Contribution of the Unit: Joint responsibility 

NORWAY 

Eurydice Unit 
Ministry of Education and Research 
Kirkegata 18  
P.O. Box 8119 Dep. 
0032 Oslo 
Contribution of the Unit: Joint responsibility 

POLAND 

Polish Eurydice Unit 
Foundation for the Development of the Education System 
Aleje Jerozolimskie 142A 
02-305 Warszawa 
Contribution of the Unit: Magdalena Górowska-Fells and 
Michał Chojnacki in consultation with the Ministry of National 
Education 

PORTUGAL 

Unidade Portuguesa da Rede Eurydice (UPRE) 
Ministério da Educação e Ciência 
Direção-Geral de Estatísticas da Educação  
Av. 24 de Julho, 134 
1399-054 Lisboa 
Contribution of the Unit: Joint responsibility 

37 

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 9 / 2 0 :   S c h e m a t i c   D i a g r a m s  

ROMANIA 

SWEDEN 

Eurydice Unit  
National Agency for Community Programmes in the Field of 
Education and Vocational Training 
Universitatea Politehnică București 
Biblioteca Centrală 
Splaiul Independenței, nr. 313 
Sector 6  
060042 București 
Contribution of the Unit: Veronica – Gabriela Chirea in 
cooperation with expert Ciprian Fartușnic (Institute of 
Science Education) 

SERBIA 

Eurydice Unit Serbia 
Foundation Tempus 
Ruze Jovanovic 27a 
11000 Belgrade 
Contribution of the Unit: Joint responsibility 

SLOVAKIA 

Eurydice Unit 
Slovak Academic Association for International Cooperation 
Krížkova 9 
811 04 Bratislava 
Contribution of the Unit: Joint responsibility 

SLOVENIA 

Eurydice Unit 
Ministry of Education, Science and Sport 
Education Development Office 
Masarykova 16 
1000 Ljubljana 
Contribution of the Unit: Joint responsibility 

SPAIN 

Eurydice España-REDIE 
Centro Nacional de Innovación e Investigación Educativa 
(CNIIE)  
Ministerio de Educación y Formación Profesional 
c/ Torrelaguna, 58 
28027 Madrid 
Contribution of the Unit: Marta Crespo Petit, Francisco Javier 
Varela Pose, Ana Prados Gómez, Berta González Álvarez 
and Elena Vázquez Aguilar 

Eurydice Unit 
Universitets- och högskolerådet/ 
The Swedish Council for Higher Education 
Box 450 93 
104 30 Stockholm 
Contribution of the Unit: Joint responsibility 

SWITZERLAND 

Eurydice Unit 
Swiss Conference of Cantonal Ministers of Education (EDK) 
Speichergasse 6 
3001 Bern 
Contribution of the Unit: Alexander Gerlings 

TURKEY  

Eurydice Unit  
MEB, Strateji Geliştirme Başkanlığı (SGB) 
Eurydice Türkiye Birimi, Merkez Bina 4. Kat 
B-Blok Bakanlıklar 
06648 Ankara 
Contribution of the Unit: Joint responsibility 

UNITED KINGDOM 

Eurydice Unit for England, Wales and Northern Ireland 
National Foundation for Educational Research (NFER) 
The Mere, Upton Park 
Slough, Berkshire, SL1 2DQ 
Contribution of the Unit: Maureen Heron and Sigrid Boyd 

Eurydice Unit Scotland 
Learning Directorate 
Scottish Government 
2-C North  
Victoria Quay  
Edinburgh EH6 6QQ 
Contribution of the Unit: Alina Dragos 

38 

 
 
 
 
 
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The Structure of the European Education Systems 2019/20:
Schematic Diagrams

This report provides information on the structure of mainstream European
education systems, from pre‐primary to tertiary level for the 2019/20 school and
academic year. It includes national schematic diagrams and a guide to reading the
diagrams. It also contains a map visually showing the main organisational models of
primary and lower secondary education in Europe: 'single structured education',
'common core curriculum provision' and 'differentiated lower secondary education'.
The information is available for 43 European education systems covering
38 countries participating in the EU's Erasmus+ programme.

The report's content is in line with the Eurydice Network's task: understand and
explain how Europe's different education systems are organised and how they work.

The Eurydice network’s task is to understand and explain how Europe’s different
education systems are organised and how they work. The network provides
descriptions of national education systems, comparative studies devoted to specific
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
trust and mobility at European and
promote
international levels. The network consists of national units located in European
countries and is coordinated by the EU Education, Audiovisual and Culture Executive
Agency. For more information about Eurydice, see http://ec.europa.eu/eurydice.

understanding, cooperation,

ISBN 978-92-9484-101-8
doi:10.2797/44600