Publications récentes

Publications éducatives en ligne des institutions et organisations internationales

  ICT in Initial Teacher Training.   

http://www.oecd.org/dataoecd/4/43/45214586.pdf;

In Finland initial teacher education for primary and secondary schools is presently at eight universities of which it was decided to choose, in present terms (January 2010), University of Helsinki (Department of Teacher Education) and University of Eastern Finland (School of Applied Education and Teacher Education) for this study. Also the teacher training schools associated with the respective Faculties co-operated and participated in the study. The questionnaires were translated from the English original to Finnish in an iterative process of several rounds checking some details from the Swedish version to ensure correct interpretations. ... Both Departments involved in the study were active in research programmes focussing on ICT use in education and had a number of younger staff members enrolled in related doctoral studies. (DIPF/Orig.).
 

  Caring and learning together.   

http://unesdoc.unesco.org/images/0018/001878/187818E.pdf;

Early childhood care and education (ECCE) generally embodies two different traditions: care and education. The former was often developed as welfare measures for working-class children who needed care while their parents were at work; the latter as kindergarten or pre-primary education, providing middle-class or all children with enriched educational activities prior to formal schooling. This division between care and education has strongly infl uenced the organization and conceptualization of ECCE, and resulted in discontinuities and inequalities between childcare and early education sectors due to differences in access, availability, resourcing and quality. To reduce the adverse effects of ‘split systems’, two main strategies have been employed: greater coordination and integration. [The study] focuses on examining the policy option of integrating ECCE within the education system, which is being adopted by a growing number of countries. It analyses and documents the experience of five countries - Brazil, Jamaica, New Zealand, Slovenia and Sweden - and one municipality - Ghent in Belgium Flanders - which have chosen this option, to generate a better understanding of the rationales, processes and consequences of integration within education. It also looks at why other countries have not followed this course of action. This UNESCO study offers a rare assessment of the policy of integrating care and early education services within education, and provides key policy insights and recommendations on the subject. (DIPF/Orig.).
 

  Learning outcomes approaches in VET curricula.   

http://www.cedefop.europa.eu/EN/Files/5506_en.pdf;

By comparing national curriculum reforms and analysing learning programmes in logistics, this comparative study examines the use of learning outcomes approaches in curriculum development in nine European countries: Germany, Ireland, Spain, France, the Netherlands, Poland, Romania, Slovenia and UKScotland. Based on an extensive literature review, interviews and surveys conducted with different stakeholders in curriculum policy-making and practice, the findings show how learning outcomes increasingly feature in VET curricula, influencing their development and changing their content and structure. The study reveals differences in the understanding and use of learning outcomes among countries and types of education and training. It highlights how developing curricula around the expected knowledge, skills and competences learners should acquire at the end of a learning process is seen as an effective way of bringing education and training closer to the needs of learners and the labour market in many European countries. (DIPF/Orig.).
 

  Verbesserung der Kompetenzen durch die Verbesserung von Unterricht und Führung.   

http://www.cedefop.europa.eu/EN/Files/4093_de.pdf;

Diese Publikation stellt Erkenntnisse aus etwa 100 Studienbesuchen in den Jahren 2008/2009 zum Thema Verbesserung von Qualität und Effizienz vor, einer der strategischen Prioritäten der europäischen Zusammenarbeit in der allgemeinen und beruflichen Bildung, und insbesondere ihrer wichtigen Komponenten: Erwerb von Schlüsselkompetenzen, Herausforderungen für Lehrkräfte und Ausbilder und neue Ansätze in den Bereichen Leitung und Verwaltung. Die wichtigste Informationsquelle für diese Publikation waren Gruppenberichte, die von den Teilnehmern während der Studienbesuche erstellt wurden. Sie enthalten eine Fülle an Informationen über die Praxis der allgemeinen und beruflichen Bildung in den teilnehmenden Ländern. Diese Auswahl liefert nur eine kleine Zahl von Beispielen für die Initiativen, die bei Studienbesuchen und auf dem Cedefop-Seminar am 1. und 2. Februar 2010 in Thessaloniki, Griechenland, ermittelt und vorgestellt wurden. Mit dieser Publikation sollen Brücken zwischen Einrichtungen der allgemeinen und beruflichen Bildung geschlagen und interessante Kooperationsprojekte entwickelt werden. (DIPF/Orig.).
 

  Focus on Higher Education in Europe 2010.   

http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/122EN.pdf; http://dx.doi.org/10.2797/38158

The report illustrates how the Bologna process has ensured that national action keeps pace with our European ambition. The Bologna process has been driving forward the most important reforms in higher education in the modern era, and all of the 46 signatory countries have today made significant moves towards establishing the European Higher Education Area. This is vital if we are to provide our continent and its citizens with the levels of education and skills required in a globally competitive, knowledge-based society. The publication is divided into two main parts. The first part consists of a comparative overview of the main issues related to the implementation of the Bologna process. These aspects include the Bologna three-cycle degree structure, the implementation of the main Bologna tools - the European Credit Transfer and Accumulation System (ECTS), the Diploma Supplement and National Qualifications Frameworks - the development of quality assurance systems, the social dimension of higher education, lifelong learning in higher education, student mobility and the impact of the economic crisis. The comparative overview is preceded by a short historical overview of the Bologna process mapping out the main developments of the bi-annual conferences of Education Ministers accompanying the Bologna process throughout the past decade. The second part of the publication consists of comparable system information for all signatory countries giving an overview of key issues associated with the Bologna process. Each country table is accompanied by a higher education system diagram showing the higher education degree structures and qualifications most commonly offered by higher education institutions. The diagrams illustrate clearly where the three main cycles are now integrated features of higher education systems and also show those programmes that remain outside the typical Bologna models. The country descriptions and diagrams are arranged in the alphabetical order of the country codes which can also be found in the glossary. This has been done to ensure uniformity of presentation in all language versions of the publication. The glossary of country codes and abbreviations, as well as definitions of specific terms, can be found at the end of the publication. (DIPF/Orig.).
 

  Education for All Global Monitoring Report 2010: Reaching the marginalized

http://www.unesco.org/en/efareport/reports/2010-marginalization/

Education systems in many of the world`s poorest countries are now experiencing the aftershock of the global economic downturn. The 2010 Education for All Global Monitoring Report, released on 19 January, argues that the crisis could create a lost generation of children whose life chances will have been irreparably damaged by a failure to protect their right to education. The Report examines who these children are and why they are being left behind, and shows that the cost of providing Education for All is much higher than previously estimated. The report looks at concrete solutions for making sure that no children are excluded from schooling.  

  Employer-provided vocational training in Europe.   

http://www.cedefop.europa.eu/EN/Files/5502_en.pdf

The European continuing vocational training survey (CVTS) is a unique source of internationally comparable data on training in enterprises. This report provides the first European detailed comparative analysis of the results of the third survey (CVTS3, 2005). Radar charts are used to assess national CVT performance in incidence, participation, intensity and expenditure. The analysis reveals that other forms of training in enterprises complements rather than competes with the more traditional courses. The concern about enterprises not providing training is substantiated from a social and economic perspective. In-depth analysis of CVTS3 data shows that professional management of training, involvement of social partners and targeted public measures are crucial to fostering training. It also shows gaps in enterprises' perception of skills and training needs. As most enterprises do not change their training behaviour over time, triggering non-trainers to provide training remains a challenge. Generally, policy measures to lower training costs remain of minor relevance to enterprises. Therefore, European and national policies should develop targeted financial instruments. The report ends with a detailed quality evaluation of CVTS3 from the European perspective and gives various recommendations to improve the quality of the survey. (DIPF/Orig.).
 

  Integrating Immigrant Children into Schools in Europe: Measures to foster communication with immigrant families and heritage language teaching for immigrant children (2009)

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/101EN.pdf

20/05/2009 - As part of the European Year of Intercultural Dialogue 2008 and in tandem with the preparation of a Green paper on the links between education and migration, the European Commission has asked the Eurydice network to update a part of the survey that it produced in 2004 on school integration of immigrant pupils in Europe. The choice concerned two aspects of particular importance in this context ? improving communication between schools and the families of immigrant pupils and teaching the heritage language of the immigrant children. It is hoped that describing the policies and measures adopted today in European school systems with regard to these two aspects can contribute to the debates on the Green paper, especially as regards the key issues of catering for the growing diversity of mother tongues present in schools and building bridges with immigrant families. The document covers the pre-primary, primary and secondary levels of general education of 30 European countries. Information were provided by the Eurydice national units with additional statistical data from Eurostat, the PISA and PIRLS 2006 surveys and certain national sources.  

  Higher Education in Europe 2009: Developments in the Bologna Process

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/099EN.pdf

03/2009 - This report focuses on a few priority topics related to the emerging European Higher Education Area (EHEA), in particular the Bachelor-Master Degree Structure; ECTS; Diploma Supplement; National Qualifications Frameworks; Mobility and Portability of financial support. These priorities have been examined from the point of view of national policy and implementation measures. Information for the report has been gathered through the Eurydice National units for the 31 countries that are members of the Eurydice network. For the other 15 countries that are participating in the Bologna process, information has been collected through the national representatives in the Bologna Follow-Up Group. The comparative overview is preceded by a short historical overview of the Bologna Process mapping the main decisions and achievements from the bi-annual meetings of European education ministers accompanying the Bologna Process. A Glossary of country codes and abbreviations, as well as definitions of frequently used terms can be found at the end of the publication.  

  Arts and Cultural Education at School in Europe

http://europa.eu/rapid/pressReleasesAction.do?reference=IP/09/1517&format=PDF&aged=0&language=EN&guiLanguage=en

14/10/2009 - The European Commission today presented a study which gives a detailed picture of the aims and objectives of arts education, its organisation, the provision of extra-curricular activities as well as initiatives for the development of such education at school. It includes information on pupil assessment and teacher education in the arts. Arts and Cultural Education at School in Europe, which is based on the work of the Eurydice network, was produced by the Commission in the context of the European Year of Creativity and Innovation. It covers full time compulsory education in 30 European countries (EU Member States, Iceland, Liechtenstein and Norway). 

  National Testing of Pupils in Europe: Objectives, Organisation and Use of Results

http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/109EN.pdf

The purpose of the study is to provide a comparative review of the development, aims and organisation of national tests in the countries of the Eurydice Network and to gain an understanding of how test results are used in the educational career of individual pupils, as well as at school and system levels. For this report, national testing – which is only one form of pupil assessment – is defined as ‘the national administration of standardised tests and centrally set examinations’. 

  Key data on education in Europe 2009

http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/105EN.pdf

07/2009 - This seventh edition of Key Data on Education in Europe retains its main special feature which is the combination of statistical data and qualitative information to describe the organisation and functioning of education systems in Europe. The present 2009 edition maintains the subject-based structure defined by the previous one but uses new sources of information and presents new opportunities for Internet browsing. All these innovations are geared to providing a better insight into the diversity and common aspects of education systems in Europe. They aim to satisfy more effectively the requirements of different readers, including those seeking clarification on a particular aspect of education systems no less than those interested in a wider perspective. (DIPF/Orig.) 

  Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/098EN.pdf

01/2009 - This study forms part of the follow-up to the 2006 European Commission Communication on `Efficiency and Equity in European Education and Training Systems` which explicitly refers to pre-primary education as an effective means to establish the basis for further learning, preventing school drop-out, increasing equity of outcomes and overall skill levels`. The study examines the available cross-national data and national policies on early childhood education and care (ECEC) in Europe. It is structured in three parts, comprising: (1) a review of scientific literature on the impact of high quality education and care on young children; (2) a scene-setting chapter presenting statistical data on relevant demographic characteristics of European families and the participation rates in ECEC; (3) a comparative analysis of policy measures based on information collected from national units of the Eurydice Network.  

  The Condition of Education 2009

http://nces.ed.gov/pubs2009/2009081.pdf

06/2009 - To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, The Condition of Education. The Condition of Education 2009 summarizes important developments and trends in U.S. education using the latest available data. This year’s report presents 46 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. This statement summarizes the main findings of the indicators, which are divided into five sections: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. Each section begins with a summary of the general topic areas covered by the indicators in the section. Each indicator consists of a page with key findings and technical notes, one or two figures and/or tables on the adjacent page, and one or more supplemental tables. Additional information on data sources, analyses conducted, and definitions of variables and measures can be found in the supplemental notes. Finally, a glossary of key terms, a bibliography, and an index are featured in appendices. 

  School Autonomy in Europe: Policies and Measures. Comparative Study

http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=090EN

During the last 20 years school was an issue of many reflections and reforms. School autonomy was a central issue. Single schools were given increasing decision making capacities with the intent to strengthen democratic co-determination or to improve the administration of financial resources (public and private funds), or to improve education quality. School autonomy is one of the key issues of the political agenda in many European states. This study provides an evaluation of the situation of school autonomy in 30 European states. It investigates the grade of autonomy for schools in administration of financial resources (public and private funds) and the human resources (school heads, teachers and non-teaching staff). It presents the policymakers at school level as well as the systems of school evaluation (accountability). In addition, it gives a historical overview of more than 20 years of reforms in accordance with school autonomy. The study refers to the primary level and secondary levels of education.  

  Levels of autonomy and responsibilities of teachers in Europe. Coomparative study

http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=094EN

08/2008 - This study examines the curricular autonomy of schools and teachers in primary and lower secondary education in 30 European countries. It thus supplements the study on the autonomy of schools in the management of human and financial resources. Among the issues addressed are the underlying causes and impact of the reforms that have occurred over the last 20 years, and the autonomy of teachers vis-à-vis the curriculum, teaching methods and pupil assessment. Contractual definitions of the working time of teachers and the tasks they are required to perform are examined, along with the organisation of continuous professional development and ways in which teachers are contributing to reforms and educational innovation. The study also considers methods of evaluating teachers.
Reference year/s: 2006/07 

  Progress towards the Lisbon Objectives in Education and Training. Indicators and Benchmarks - 2008 report (pdf file)

http://ec.europa.eu/education/policies/2010/doc/progress08/report_en.pdf

20/08/2008 - On 10 July 2008, the European Commission presented its 2008 ‘Indicators and Benchmarks’ report with an annual update on how key aspects of education and training are developing in Europe. Progress is measured against `benchmarks` in five areas which include the share of pupils completing upper secondary education, the percentage of young people dropping out of school, of low achievers in reading literacy and of graduates in maths, science and technology subjects as well as the overall participation of adults in lifelong learning activities. The main conclusion of the 2008 report is that overall Europe is making progress in all five areas - with the exception of pupils with a low performance in reading where the situation has worsened since 2000. In the field of maths, science and technology graduates, the EU has already exceeded the benchmark of 15% total growth. The report concludes that improvements need to be faster in almost all areas if the EU wants to meet the targets set for 2010. The report looks at how individual countries are performing and how their education and training systems have developed over recent years. It points out which among them are catching up or falling behind, losing momentum or moving further ahead compared to the others. 

  OECD: “Education at a Glance 2008” - Indicators (pdf file)

http://www.oecd.org/dataoecd/23/46/41284038.pdf

10.09.2008
Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education. The 2008 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators look at who participates in education, what is spent on it and how education systems operate and at the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. Includes a picture of entry rates in tertiary education by field of study, information on the skills of 15-year-olds in science, an analysis of the socio-economic background of 15-year-olds and the role of their parents.  

 

cseh@dipf.de