Documentos de la UE. CDE Universitat de València

Salarios y complementos del profesorado y los directores de centros educativos en Europa 2015/16. Eurydice Datos y cifras.
Luxemburgo: Oficina de Publicaciones de la Unión Europe, 2016
En 2015/16, el salario del profesorado aumentó en 24 países/regiones, mientras que permaneció en el mismo nivel en 16. En los últimos siete años, en términos reales, los salarios mínimos oficiales han aumentado o se han mantenido estables en la mayoría de los países europeos, aunque, en algunos países, son incluso inferiores a los de 2009. La remuneración es un elemento clave que hace que la profesión docente resulte más atractiva. El informe Salarios y complementos del profesorado y los directores de centros educativos en Europa - 2015/16 presenta un análisis comparativo de los salarios oficiales mínimos y máximos del profesorado y los directores de centros públicos de educación infantil, primaria y secundaria en 40 países/regiones de Europa. También examina los cambios que se han producido en los salarios base del profesorado durante el último año y la evolución de su poder adquisitivo desde 2009. El informe también estudia los salarios reales, la progresión salarial y los complementos disponibles en cada país, e incluye fichas de datos nacionales con información detallada sobre todas estas cuestiones. [+]

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.

213 EN eurdice briefModernisation on Higher Education in Europe: Academic Staff 2017
OPOCE, 2017. Eurydice Brief

The higher education sector has experienced profound changes in recent years. As student numbers have continued to increase, new steering and funding mechanisms have been established, quality assurance systems have been further developed and societal demands have expanded. Yet there has been too little focus on the impact and implications of these developments for academic staff, who play a vital role in higher education institutions and systems. 

The brief is based on a comprehensive report, Modernisation of Higher Education in Europe: Academic Staff – 2017published in June, which explores the realities for academic staff in this changing higher education landscape. The brief focuses on some of the main findings, including on human resource policy planning, academic careers, working conditions, and teaching. It concludes by highlighting three key concerns for policy-making: 'levelling the playing field for academic careers', 'balancing institutional autonomy and government oversight' and 'improving information gathering on academic staff'. [+]

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. [+]

CoverModernisation of Higher Education in Europe: Academic Staff 2017
Luxemburgo, OPOCE, 15 June 2017. Eurydice Report

The higher education sector has experienced profound changes in recent years. Student numbers have continued to increase, while the sector has diversified and experienced significant structural changes, such as new funding arrangements, and new quality assurance systems. The challenges for academic staff have also been growing. Staffs are responsible for teaching ever greater numbers of students, undertaking research, and responding to growing societal needs, while academic jobs become more competitive, and job security more tenuous.

Modernisation of Higher Education in Europe: Academic Staff – 2017 explores the current realities for academic staff within this changing higher education landscape. The report focuses on the qualification requirements for academic staff, the recruitment process, employment and working conditions in academia, the impact of external quality assurance, and top level strategies for internationalisation. It also includes national diagrams showing key characteristics of academic staff categories.

The report is based mainly on qualitative data gathered by the Eurydice Network, covering higher education systems in 35 countries. The data collection focused on academic higher education staff who are primarily responsible for teaching and/or research. In addition, quantitative data from Eurostat and the European Education Tertiary Register (ETER) are also used, as well as information gathered from surveys developed for this report to academic staff Trade Unions and Quality Assurance agencies. [+]

CoverRecommended Annual Instruction Time in Full-time Compulsory Education in Europe – 2016/17

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. But how are European countries going to achieve this? Effective learning depends on many factors, but one key element in the learning process of students is the instruction time available to them. How can they best organize limited time between different subjects, ensuring that all students have the opportunity to develop their learning potential in a range of different areas?

This report examines the recommended minimum instruction time in full-time compulsory general education in 2016/17 in 42 European education systems. It includes national diagrams illustrating the data by country and by subject. The comparative overview examines the policy changes that have taken place over the last year regarding the recommended annual instruction time and its distribution across subjects. It pays special attention to several subjects which are currently of particular interest at European level: Reading, writing and literature, maths, natural sciences, other languages and physical education and health. For maths and natural sciences it compares the minimum recommended by education authorities with the instruction time reported by teachers and students in TIMSS and PISA surveys.

The Eurydice network has been collecting data on instruction time for more than two decades and annually updated data on instruction time has been available on the Eurydice website since 2010.  [+]

CoverKey Data on Teaching Languages at School in Europe – 2017 Edition

There are over 60 official languages in Europe. It is a continent of considerable linguistic diversity, and that breadth is only increasing with recent migration flows. The 2017 Edition of Key Data on Teaching Languages at School in Europe depicts the main education policies regarding teaching and learning of languages in 42 European education systems.

Although the main focus of the report is on foreign languages, some information about the regional/minority and classical languages in the curriculum is provided. The report also discusses the language support measures available for newly arrived migrant students. A variety of sources are used in this report, including the Eurydice Network, Eurostat, and the OECD’s PISA and TALIS international surveys. Eurydice data cover all countries of the European Union as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey. [+]

CoverSupport Mechanisms for Evidence-based Policy-Making in Education
European Commission. Eurydice, 26 January 2017

Having a solid evidence base is essential for effective policy-making in the education sector. In practice the mechanisms used to support evidence-based policy-making differ significantly between countries.  This report describes the mechanisms and practices that support evidence-based policy-making in the education sector in Europe. It provides an initial mapping of a complex area. It compares institutions and practices in evidence-based policy-making, as well as the accessibility, and mediation, of evidence. The report also presents more detailed information, with specific examples of the use of evidence in policy formulation for each individual country.

Information was provided by Eurydice National Units and covers the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. [+]

CoverLa educación para el emprendimiento en el sistema educativo español. Año 2015: Resumen ejecutivo Eurydice España Redie
Ministerio de Educación, Cultura y Deporte, 2016

El propósito de este estudio es actualizar y analizar en profundidad datos relevantes sobre políticas, currículo, resultados e impacto de la educación para el emprendimiento, así como reunir información sobre formación y medidas de apoyo al profesorado y buenas prácticas en este ámbito. El año de referencia es el curso 2014/15. El informe describe la situación de la educación para el emprendimiento en Educación Primaria y Secundaria (ESO, Bachillerato y Formación Profesional de grado medio). No se han tenido en cuenta los itinerarios formativos enfocados al emprendimiento como opción profesional, como por ejemplo los estudios del área empresarial, dado que se desvían del análisis del emprendimiento como competencia clave de carácter transversal. Dado el alto grado de descentralización del sistema educativo español, ha sido preciso llevar a cabo el análisis tanto a nivel nacional como autonómico. El principal instrumento de recogida de datos ha sido el cuestionario diseñado por la Red Europea de Información sobre Educación (EURYDICE) para la elaboración del estudio "Entrepreneurship Education at School in Europe" (2016) que se remitió a las 17 comunidades autónomas en Marzo de 2015. [+]

CoverNational Student Fee and Support Systems in European Higher Education – 2016/17
Comisión Europea. Eurydice, 2016

When students plan for higher education, one important element to consider is how much it will cost and whether they can receive any financial support. In a Europe where people can study in other countries, reliable information on the costs of higher education is essential.

This report aims to provide both an overview of the main features of national fee and support systems and more detailed information on each individual country. Forty-two national sheets present the reality of fees and financial support available to students in public or government-dependent private higher education institutions in short cycle, first and second cycle students in 2016/17. In particular, the publication describes the range of fees charged to national, EU and international students and specifies the categories of students that are required to pay, and those that may be exempt. Similarly, it explains the types and amounts of public support available in the form of grants and loans, as well as tax benefits and family allowances where applicable.

Information covers the 28 EU Member States as well as Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey. [+] 

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