Cursos y Seminarios de la UE. CDE Universitat de València

CoverRecommended Annual Instruction Time in Full-time Compulsory Education in Europe – 2017/18
Luxembourg: OPOCE, 2018. Eurydice Report

The Council of the European Union has set the goal of reducing low achievement in reading, mathematics and science among 15-year-olds to less than 15 % by 2020. How are European countries going to achieve this? One of the key elements in the learning process is the instruction time available to students. In fact, not only the quality of instruction but also the time available for learning can have a positive effect on students' learning process, in particular, in the case of disadvantaged students. This Instruction Time report analyses the recommended minimum instruction time in full-time compulsory general education in 43 European education systems for the year 2017-2018. Special attention is paid to subjects, with a special focus on reading, writing and literature, mathematics, natural sciences and social studies. [+]

CoverTeaching Careers in Europe: Access, Progression and Support
Luxembourg: OPOCE, 2017. Eurydice Report

At a time when the importance of teachers is becoming increasingly apparent, what are the main challenges in the teaching profession related to supply and demand? How do education systems address these issues? How does one qualify to be a teacher? What support is available once qualified? What are the career opportunities in this profession?

The comparative overview of national policies on teacher careers across Europe, which covers 43 European education systems, provides an analysis of different aspects of the teaching profession. The report focuses on primary and general secondary education. The main themes include: forward planning and main challenges in teacher supply and demand, entry to the teaching profession and teacher mobility, continuing professional development and support, career development, and teacher appraisal. [+]

CoverCitizenship Education at School in Europe 2017
Luxemburgo, OPOCE, 2018. Eurydice Brief

In an age where the importance of citizenship education is becoming apparent to deal with the current threats to fundamental European values, many countries are implementing changes in their national policies. The Eurydice brief Citizenship Education at School in Europe – 2017 presents some of the main findings of the November 2017 report, highlighting the differences between countries' regulations and recommendations regarding citizenship education that can affect its implementation in schools. [+]

CoverCompulsory Education in Europe – 2017/18
OPOCE, 2017. Eurydice Report

This publication focuses on the duration of compulsory education/training in Europe. It highlights the starting and leaving ages and distinguishes the notions of full-time and part-time compulsory education/training. The information is available for 43 European education systems covering 38 countries participating in the EU's Erasmus+ programme. [+]

CoverCitizenship Education at School in Europe – 2017
OPOCE, 2017. Eurydice Report

There has been a strong focus in recent years on the promotion of citizenship education, as a result of the increasing threats to fundamental values such as peace, equality and human rights Europe is faced with, and several countries are making changes to their policies in this area. But what is citizenship education? How is it taught? How are students evaluated? Can citizenship skills be developed outside the classroom? What training and support do teachers receive?

The report is divided into four chapters, each of which is complemented by a case study on recent policy initiatives:

  • Curriculum Organisation and Content
  • Teaching, Learning and Active Participation
  • Student Assessment and School Evaluation
  • Teacher Education, Professional Development and Support

The report is primarily based on qualitative data, and covers 42 education systems. It focuses on the existing regulations and recommendations regarding citizenship education in public sector schools and includes general education and school-based initial vocational education training programmes. [+]

Key data on teaching languages at school in Europe — 2017 edition

In an age where learning several languages is a necessity for many people and offers endless opportunities to all, there have been a number of reforms in recent years with regards to foreign language learning. This new Eurydice Brief on Key Data on Teaching Languages at School in Europe 2017  builds on a comprehensive report on teaching languages at school in Europe and includes information on research works and EU policy documents. It presents a state of play of the existing policies on key aspects of foreign language teaching and concludes with further routes which could be explored to encourage language teaching at primary and secondary level in the future. 
This Brief is structured around five key EU and national language policy themes: the importance of learning two foreign languages from a very early age; the range of foreign languages learnt by students; the foreign language teaching itself with a particular focus on teachers and their visits abroad for professional purposes, and CLIL (Content and Language Integrated Learning) as a teaching approach; the expected levels of attainment in foreign languages; language support measures to facilitate the integration of newly arrived migrant students. You can also have a look at our brand new infographics here.

CoverKey Data on Teaching Languages at School in Europe
OPOCE, 2017. Eurydice Brief

In an age where learning several languages is a necessity for many people and offers endless opportunities to all, there have been a number of reforms in recent years with regards to foreign language learning. This new Eurydice Brief on Key Data on Teaching Languages at School in Europe 2017  builds on a comprehensive report on teaching languages at school in Europe and includes information on research works and EU policy documents. It presents a state of play of the existing policies on key aspects of foreign language teaching and concludes with further routes which could be explored to encourage language teaching at primary and secondary level in the future.

This Brief is structured around five key EU and national language policy themes: the importance of learning two foreign languages from a very early age; the range of foreign languages learnt by students; the foreign language teaching itself with a particular focus on teachers and their visits abroad for professional purposes, and CLIL (Content and Language Integrated Learning) as a teaching approach; the expected levels of attainment in foreign languages; language support measures to facilitate the integration of newly arrived migrant students. [+]

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