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EURYDICE - The Information Network on Education in Europe


  • To produce reliable, readily comparable information on national education systems and policies.
  • To act as an observatory, highlighting both the diversity of systems and their common features.
  • To circulate the results of its work, promoting better mutual understanding of these systems and the common issues that run through them.


  • EURYDICE collects information on primary and lower and upper secondary levels.


Methods used for data collection

  • Eurobarometer telephone survey in 2001, covering a sample of school heads and teachers in each EU country. Questions to school head were mainly concerning thie school ICT equipment and facilities, while teachers were asked about the use of computers and the internet (time spent, frequency of use, reasons for not using them etc.) and how ICTs had changed the way they taught.
  • National Units in the Eurydice network


Indicators used

  • Number of pupils per computer and number of pupils per computer with an internet connection (primary and secondary education)
  • Responsibility for the purchase and maintenance of hardware (primary and secondary education)
  • Distribution of the specific budget between the purchase of technical equipment and expenditure on human resources (primary and secondary education)
  • Inclusion of ICT in the curriculum (primary and upper secondary education)
  • Percentage of teachers who use computers and/or the internet in the classroom (primary and secondary education)
  • Average periods during which primary school teachers use computers, with or without internet connection, in the classroom (hours per week)
  • Approaches to ICT defined in the curriculum (primary and secondary education)
  • Objectives defined in the curriculum for the teaching or the use of ICT (primary and secondary education)
  • Reasons given for not using the internet with pupils (secondary education)
  • Annual number of hours recommended for teaching ICT in its own right (general lower secondary education)
  • Specialist ICT teachers (primary and secondary education)
  • Inclusion of ICT in the training of all teachers (except specialist ICT teachers) (primary and secondary education)
  • Percentage share of compulsory teaching related to ICT and the number of hours devoted to such teaching, in the initial training of all teachers (except specialist ICT teachers) (lower secondary level)
  • Percentages of primary school teachers and secondary school teachers who have received official training in the use of computers and/or the internet in their teaching

(For further details see EURYDICE website)