CoverThe Structure of the European Education Systems 2019/20: Schematic Diagrams
Luxemburgo: OPOCE, 2019. Eurydice Report

How do countries across Europe organise their education systems? What are the different models of organisation in primary and secondary education in Europe and how long does each educational level last? How diverse are the programmes offered at tertiary level?

The answers to all of these questions can be found in Eurydice's latest publication The Structure of the European Education Systems. You will discover, for example, that there are three main organisational models of primary and lower secondary education in Europe. The report includes a map visually showing these models, national schematic diagrams and a guide to reading the diagrams. The information is available for 43 European education systems, covering 38 countries participating in the EU's Erasmus+ programme. [+]

CoverCompulsory Education in Europe – 2019/20
Luxemburgo: OPOCE, 2019. Eurydice Report

This publication provides concise information on the duration of compulsory education/training in 43 European education systems, covering 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia and Turkey). Full-time compulsory education/training refers to a period of full-time educational/training attendance required of all students. [+]

CoverTeachers' and School Heads' Salaries and Allowances in Europe 2017/18
Luxemburgo: OPOCE ,2019. Eurydice Report

5th October is World Teacher Day and Eurydice celebrates with a new report. Teachers are at the centre of education and salaries are an important element in making a profession attractive. In which country do teachers get the highest pay in Europe? How have their salaries changed?

This yearly Eurydice publication analyses salaries of teachers and school heads in pre-primary, primary and general secondary public schools in 42 European education systems in 2017/18. It also shows the main changes over the last three years. Moreover, it looks into the average actual salaries (including allowances and other additional payments) in relation with the per capita GDP and the earnings of other tertiary-educated workers. The report includes national sheets with extensive information on the salaries, the allowances and other additional payments that teachers and school heads receive. Data is collected jointly by the Eurydice and the OECD/NESLI networks. [+]

CoverThe Teaching of Regional or Minority Languages in Schools in Europe
Luxemburgo: OPOCE ,2019. Eurydice Report

This Eurydice report provides an overview of regional or minority languages that are promoted by top-level education authorities. It also presents examples of current policy efforts in Europe that support the teaching of regional or minority languages in schools. More concretely, it presents examples of national policies and measures as well as some EU-funded projects that promote the teaching of these languages. [+]

CoverThe Organisation of the Academic Year in Europe  2019-20
Luxemburgo: OPOCE ,2019. Eurydice Report

The academic calendar shows national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [+]

CoverThe Organisation of School Time in Europe. Primary and General Secondary Education 2019-20
Luxemburgo: OPOCE ,2019. Euridyce Report

How is the school year organised across Europe? Despite some differences, countries show many similarities regarding the structure of their school calendars. This report, based on national data, gives an overview on the length of the school year, the start and the end dates, the timing and length of school holidays and the number of school days. It covers both primary and general secondary education and key points are illustrated by comparative figures. The information is available for 38 countries participating in the EU's Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey). [+]

CoverDigital Education at School in Europe
Luxembourg: OPOCE, 2019. Eurydice Report

Do European education systems prepare our young generations for today’s technology rich environments? How do they do that? Eurydice’s report on digital education at school in Europe, published today, reveals that a number of areas need policy attention.

The report covers different areas of digital education, starting with an overview of school curricula and learning outcomes related to digital competence. The report also looks into the development of teacher-specific competences during initial teacher education and throughout their career, as well as the assessment of students' digital competences and the use of digital technologies for assessment. The report gives an insight into current national strategies and policies on digital education at school. It also reveals that although European education systems have included digital competence into school curricula and promoted pedagogical use of technologies more can be done. [+]

CoverKey Data on Early Childhood Education and Care in Europe – 2019 Edition
Luxembourg: OPOCE, 2019. Eurydice Report

Early childhood education and care (ECEC) – the phase before primary education – is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of Key Data on Early Childhood Education and Care in Europe charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems.

The report provides indicators on the key quality areas of governance, access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, it presents a child-centred approach, with special attention being paid to the inter-relatedness of policies in different areas. The importance of inclusiveness in education is also stressed as high quality ECEC is considered to be one of the best ways to increase equity and equality in society.

Part one provides policymakers, researchers and parents with comparative information on the current ECEC policies across Europe. Part two gives an overview of the key features of national ECEC systems accompanied by a diagram of their structure. The scope of the report is wide, covering centre-based and regulated home-based provision in both the public and private sectors in the 38 European countries (43 education systems) participating in the EU's Erasmus+ programme. It includes the 28 Member States of the European Union as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey. [+]

Sentencia del Tribunal de Justicia de la Unión Europea. Asunto C-72/18 (Daniel Ustariz Aróstegui/Departamento de Educación del Gobierno de Navarra) de 20 de junio de 2019
Procedimiento prejudicial — Política social — Directiva 1999/70/CE — Acuerdo Marco de la CES, la UNICE y el CEEP sobre el Trabajo de Duración Determinada — Cláusula 4, apartado 1 — Principio de no discriminación — Sector de la enseñanza pública — Normativa nacional que concede un complemento retributivo únicamente a los profesores funcionarios de carrera — Exclusión de los profesores contratados administrativos — Concepto de “razones objetivas” — Características inherentes a la condición de funcionario de carrera
En el asunto C‑72/18, que tiene por objeto una petición de decisión prejudicial planteada, con arreglo al artículo 267 TFUE, por el Juzgado de lo Contencioso-Administrativo n.º 1 de Pamplona, mediante auto de 26 de enero de 2018, recibido en el Tribunal de Justicia el 5 de febrero de 2018, en el procedimiento entre Daniel Ustariz Aróstegui y Departamento de Educación del Gobierno de Navarra (, 20.6.2019)

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