The EU has been monitoring how students are prepared for the future, with a focus on the qualifications and skills they develop in their education. Among countless students, 60% of high school students in the “qualifications and lifelong learning: English” specialisation in general education initially take two or more foreign languages as part of their compulsory studies. This percentage is notably higher, standing at approximately 35% for students in the “specialisation in vocational education” category. In terms of language proficiency, English is the most widely studied language, with 96% of pupils in general education and 80% in vocational education language enthusiasts. German and French lead the pack, with German accounting for 99% and French for 98% in general education. Verticals such as Spanish, German, French, and Italian are the most popular in vocational education.
Among students in general education, Chinese remains the least studied language, with only 0.5% of pupils learning it at all. The top languages, in order, are Spanish (27.1% in general education), followed by German (21.2%), French (20.8%), and Italian (3.2%). Similarly, in vocational education, Spanish leads with 18.1% of pupils, while younger languages like German, French, and Russian are relatively underrepresented.
The availability of foreign-language courses in practical education settings varies significantly across EU countries. Infact, 100% of high school students in French, Romania, the Czech Republic, Slovakia, and other roads belong to the large classes in the general education segment. In contrast, students in Portuguese, Ireland, Spain, and Italy are far more likely to take at least two courses in languages.
Differences in teaching orientations often result in uneven opportunities for language acquisition. In countries like Romania and Finland, nearly all students in vocational education courses take two or more language classes, contrasting sharply with students in general education. The presence of language courses in vocational education is limited in many other countries, with even a single language class taking nearly none of the students.
Overall, the EU presents an uneven landscape for language education. While students in vocational education under two language courses demonstrate a far greater capability for and preference for language acquisition, the broader picture is one of remarkable diversity and successful localization in specific situations.
