Documentos. CDE Universitat de València

CoverThe Structure of the European Education Systems 2015/16: Schematic Diagrams
Eurydice Report, 23 November 2015

This report provides an overview of the structure of education systems in Europe for 2015/16. In total, 42 education systems are represented. 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.

For each country, diagrams show how the national education system is organised at five education levels: early childhood education and care, primary and secondary education programmes, post-secondary non-tertiary programmes, and the main programmes offered at tertiary level.

The first section of the report sets out the main organisational models of pre-primary and compulsory education. The second one provides a guide on how to read the diagrams, while the third section shows the national diagrams including the corresponding levels of education as defined by the International Standard Classification of Education (ISCED 2011). [+]

CoverEarly Childhood Education and Care Systems in Europe: National Information Sheets – 2014/15
Eurydice Report, 12 November 2015

The national information sheets give a concise overview of the key features of early childhood education and care systems in Europe. All the EU Member States are covered as well as Bosnia and Herzegovina, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey. The reference year is 2014/15.

For each country, a diagram shows the main elements of the organisation of the national system in early childhood education and care with a short description of the main types of provision. There is also information on access issues such as age range for place guarantee and participation rates and fees, on quality issues such as group size regulations and education guidelines, and on current reforms.

This report provides supporting and complementary evidence to the Eurydice report Structural Indicators for Monitoring Education and Training Systems 2015. [+]

CoverStructural Indicators for Monitoring Education and Training Systems in Europe – 2015
Eurydice Report, 12 November 2015

This report contains more than 30 structural indicators that focus on country progress and key policy developments in five areas:  early childhood education and care, achievement in basic skills, higher education, graduate employability, and learning mobility. Information covers all the EU Member States as well as Bosnia and Herzegovina, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey. The reference year is 2014/15.

The report provides background and complementary information to the Education and Training Monitor 2015 published by the European Commission. It also includes detailed information on each structural indicator of the Education and Training Monitor, including up-to-date figures, definitions, country notes, and short analysis of policy changes and reforms. The Education and Training Monitor is an annual publication of the European Commission which captures the evolution of Europe's education and training systems by bringing together a wide range of evidence in a concise manner. [+]

El Monitor de la Educación y la Formación de 2015 muestra un avance en toda Europa en cuanto al nivel educativo alcanzado, pero también pone de manifiesto la necesidad de invertir para que la educación sea más inclusiva y para impulsar la movilidad social.

La edición de 2015 del Monitor de la Educación y la Formación de la UE muestra que ahora hay más Estados miembros que han alcanzado sus objetivos de aumentar el número de alumnos que completan niveles más altos de educación y de reducir al mínimo el de los que abandonan prematuramente los estudios. Esto significa que Europa está en vías de alcanzar los objetivos establecidos en su estrategia de crecimiento y empleo para 2020. Sin embargo, este avance es irregular y hay diferencias entre los Estados miembros y dentro de ellos. Los alumnos procedentes de entornos desfavorecidos y de inmigración son los que corren más riesgo de no alcanzar unos niveles educativos mínimos.

Tibor Navracsics, comisario europeo de Educación, Cultura, Juventud y Deporte, ha declarado: «La educación es crucial para impulsar el crecimiento económico y construir sociedades cohesivas. Los sistemas de educación europeos están mejorando, y es importante que las personas en mayor situación de riesgo compartan los beneficios de esta mejora. Ello exige nuevas y mayores inversiones en la educación, a fin de garantizar unos entornos de aprendizaje de calidad, abiertos, favorecedores y tolerantes para todos».

Las pruebas reunidas para el Monitor ponen de manifiesto que los jóvenes de quince años con un estatus socioeconómico bajo tienen cinco veces menos probabilidades de conseguir aptitudes básicas como la lectura, la escritura y la aritmética elemental que los de ese mismo grupo de edad procedentes de entornos más favorecidos. Asimismo, destacan el hecho de que los alumnos nacidos en el extranjero tienen el doble de probabilidades de abandonar tempranamente los estudios que los estudiantes autóctonos. (RAPID, IP/15/6052, 12.11.2015)

CoverOrganisation of school time in Europe. Primary and general secondary education: 2015/16 school year
Eurydice Report, 1 September 2015

The School Calendar contains national data on the length of the school year, the start and the end dates of each school year, and the timing and length of school holidays. It covers both primary and secondary education. The information is available for 36 countries. [+]

CoverThe Teaching Profession in Europe: Practices, Perceptions, and Policies
Eurydice Report, 25 June 2015

Is the teaching profession an attractive career choice nowadays? What are teachers' working conditions? How are teachers trained for their job? Is transnational mobility popular among them?

This Eurydice report addresses these questions by analysing the relation between the policies that regulate the teaching profession in Europe, and the attitudes, practices, and perceptions of teachers. The analysis covers aspects such as, initial teacher education, continuing professional development, transnational mobility, as well as teacher demographics, working conditions, and the attractiveness of the profession.

The report focuses on almost two million lower secondary education teachers employed in the 28 EU Member States, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey. It is based on Eurydice and Eurostat/UOE data, as well as on a secondary analysis of TALIS 2013, combining qualitative and quantitative evidence. The reference year is 2013/14. [+]

CoverEurydice Brief: Early Leaving from Education and Training
Sogol Noorani (Coordinator), with the contribution of Marie-Pascale Balcon, Olga Borodankova and Sylwia Czort 
Education, Audiovisual and Culture Executive Agency, 2015

This Eurydice Brief on Early Leaving from Education and Training (ELET) shows that collectively, Member States are getting closer to the EU headline target: by 2020, the share of early leavers from education and training (aged 18-24) should be less than 10 %. Nevertheless, ELET remains still a serious challenge in many EU countries. Even if all countries have put in place measures to fight against early leaving, only a few have so far developed a specific ELET strategy, integrating prevention, intervention and compensation measures. The report also looks at how education, career guidance and cross-sector cooperation play an important role. It covers all the EU Members States as well as Iceland, Norway, Switzerland and Turkey – the reference year is 2013/14. [+]

CoverRecommended Annual Instruction Time in Full-time Compulsory Education in Europe 2014/15
Education, Audiovisual and Culture Executive Agency, 2015

An analysis of recommended annual instruction time suggests that countries have a very similar focus on key basic competences in compulsory education. At primary level, most countries' main focus is on reading, writing and literature (about 25 % of total instruction time). Mathematics takes the second largest share of total instruction time, at around 15 %. Many countries put a stronger focus on languages at compulsory secondary level compared to primary level. The report also finds that only a minority of countries allow for the flexible allocation of time between and across grades. It includes information on instruction time in national data sheets, and country specific notes. The data is presented in diagrams, detailing instruction time by country, by grade and by subject. Data collection took place across all 28 EU Member States as well as Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey. Data collection was a joint undertaking between the Eurydice network and the OECD (NESLI network). The reference year is 2014/15. [+]

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