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This document is the second edition of the European Glossary on Education. Vol. 2. – Educational Institutions. 2000. It comprises 670 official terms used in the 25 Member States of the European Union, the three European Economic Area countries (Iceland, Liechtenstein and Norway), Bulgaria and Romania to designate the different types of educational institutions where the various educational levels are provided including adult education and specific schools for pupils with special educational needs. The first part of the document includes, in alphabetical order, all terms referring to educational institutions indicating: name in the original language, country it belongs to, grammatical variants, level(s) of education and explanatory notes providing more information on the characteristics of the establishment, type of education, certificates issued, funding and management organisation. The second part presents summary tables per country, depicting the structure of the corresponding education system and the different types of educational establishments corresponding to each level of education. The full document is available in English, French and German on the Internet.
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The sixth edition of Key Data on Education in Europe incorporates a series of new elements. The main one is the new structure, which, this time, is not organised around the stages of the education system but in six thematic chapters: context, organisation, participation, resources, educational processes, graduates and qualifications levels. Two chapters of the previous edition –the information and communication technology and the teaching languages at school in Europe- have been suppressed since they became the basis for separate publications. Some other new aspects present in this edition are: the use of new sources of information, an increase in the number of time series (provided by Eurostat, the Statistical Office of the European Communities) and new possibilities for Internet browsing. The 153 indicators included are the result, once more, of combining statistical data and descriptive information. The information is offered according to the following structure: by educational level, in ascending order, progressing from the most general to the most specific information, from local to national administrative level. The document includes 30 Eurydice countries except for Turkey, which joined the Network at the beginning of 2004 and will contribute to the next edition (2007). As in previous editions, this document is the result of the close collaboration between Eurostat which provides statistical information, and Eurydice, which provides descriptive and qualitative information.
This annually updated database gathers information on the length of the school year, detailing the starting and finishing dates, as well as bank and school holidays in 31 countries of the Eurydice Network. Data refer to primary and compulsory secondary education levels (ISCED 1 and 2). Besides gathering national information, the database also includes the regional variations present, where applicable.
This document is only available on the Internet.
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This publication presents a comparative survey on the different approaches of citizenship education in the 30 countries of the Eurydice Network. The study begins with the definition of the term and its legislative approach in the different countries. It also describes the treatment of citizenship education in official school curricula as well as the systems used to promote responsible citizenship both in daily school life and through the participation of schools in society. Likewise, the survey deals with pupil and school evaluation along with the support for teachers and their training. Finally, it is analysed whether the issue of the European and/or international dimensions of education has been incorporated to the teaching of citizenship education at school.
Country descriptions can also be consulted.
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The present publication is the result of the updating of two documents: “Organization of Higher Education in Europe (1998/99), published in 1999, and “Focus on the Structure of Higher Education in Europe 2004/05. National Trends in the Bologna Processâ€, published in 2005. On the other hand, it not only comprises those countries within Eurydice (25 Member States plus three candidate countries –Bulgaria, Romania and Turkey- and the countries of the European Free Trade Association which are members of the European Economic Area –Norway, Island and Liechtenstein-), but also all those countries signatory to the Bologna Declaration (40 in total). Like in the two previous studies, the current situation in which the creation of a fully integrated European Area of Higher Education by 2010 is illustrated. The information is thus presented following the same structure shown in the other two publications which have just been mentioned: through a set of detailed diagrams which correspond to each of the 40 countries concerned. In turn, the courses and qualifications most commonly offered by universities or other higher education institutions are also presented. Each country diagram is accompanied by a brief account of the current situation concerning the reforms having to do with the Bologna Process: the implementation or not of the model based on two main cycles, the development of a third cycle, the implementation of the European Credit Transfer System (ECTS), the introduction of the so-called Diploma Supplement and the development of measures for quality evaluation.
Country Descriptions can also be consulted.
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Reforms of the teaching profession: a historical survey (1975-2002). Supplementary report. The teaching profession in Europe: Profile, trends and concerns. General lower secondary education. This publication examines general trends in the main reforms that affected the teaching profession in 30 European countries between 1975 and 2002. The first three reports in this four-part study examine initial teacher education and transition to working life, supply and demand, and working conditions and pay. The fourth and final report takes a broader look at ‘keeping teaching attractive for the 21st century’. There are also tables describing the main reforms in the profession in each country.
Country Descriptions can also be consulted.
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This book is published for the first time as a separate volume of the general report Key data on Education in Europe due to the increasing importance attached to foreign language teaching in the different European education systems. The study focuses on foreign languages in primary and secondary education curricula established in each of the 30 countries of the Eurydice network. The reference academic year is 2002/03. It is divided in five chapters, and its 37 indicators are studied in four different aspects: language diversity within schools; the position of foreign languages in the curriculum; the range of different languages taught; and the initial training of teachers and their qualifications. The information on the indicators has been obtained both from the European statistics office Eurostat and from PISA 2000 and PIRLS 2001 databases.
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