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Abstract: The Bologna Process has brought us a long way towards achieving the goals for European higher education set two decades ago. This third edition of the Bologna Process Implementation Report provides clear evidence of change in the higher education landscape. It shows where progress has been made, but also points to the gaps that need to be filled if we are to strengthen European higher education cooperation on the basis of quality and mutual trust. Higher education has been evolving rap ...; [Read more...] The Bologna Process has brought us a long way towards achieving the goals for European higher education set two decades ago. This third edition of the Bologna Process Implementation Report provides clear evidence of change in the higher education landscape. It shows where progress has been made, but also points to the gaps that need to be filled if we are to strengthen European higher education cooperation on the basis of quality and mutual trust. Higher education has been evolving rapidly to respond to fast changing demands. Overall in Europe, we are becoming better educated, as more students have the opportunity to develop the high-level skills and knowledge that our societies require. Thanks to the Bologna Process and the Erasmus+ programme, students have become more mobile, and can benefit from study and employment opportunities abroad.

Abstract: Through a comprehensive overview of policies and data related to the renewed European agenda for adult learning, this Eurydice report aims to support the exchange of policy and practice between countries. The report concentrates on measures to ensure that the most vulnerable groups of adult learners, in particular those with low basic skills or insufficient qualifications, have appropriate access to lifelong learning opportunities. The report's six chapters cover background statistical ...; [Read more...] Through a comprehensive overview of policies and data related to the renewed European agenda for adult learning, this Eurydice report aims to support the exchange of policy and practice between countries. The report concentrates on measures to ensure that the most vulnerable groups of adult learners, in particular those with low basic skills or insufficient qualifications, have appropriate access to lifelong learning opportunities. The report's six chapters cover background statistical data on adult education and training, national policy commitments to adult learning, main types of publicly subsidised programmes, learning flexibility and progression pathways, outreach initiatives and guidance services as well as targeted financial support. The report is mainly based on information gathered through the Eurydice Network in 2014 and covers 35 national education systems located in 32 European countries (all EU Member States as well as Iceland, Liechtenstein, Norway and Turkey). Alongside Eurydice information, it also includes data from a range of research projects and statistical data from international surveys.

Abstract: This Eurydice/Cedefop report supports the Europe 2020 agenda on reducing early leaving from education and training and is a direct follow-up to the 2011 Council recommendation on policies to reduce early school leaving. It aims to add value to Member States' and the European Commission's endeavours in this area by monitoring developments in the design and implementation of strategies, policies and measures to combat early leaving and support student learning. Several key areas are addr ...; [Read more...] This Eurydice/Cedefop report supports the Europe 2020 agenda on reducing early leaving from education and training and is a direct follow-up to the 2011 Council recommendation on policies to reduce early school leaving. It aims to add value to Member States' and the European Commission's endeavours in this area by monitoring developments in the design and implementation of strategies, policies and measures to combat early leaving and support student learning. Several key areas are addressed in the report: data collection and monitoring, strategies and policies against early leaving focusing on prevention, intervention and compensation and on groups at increased risk of early leaving, the role of education and career guidance, governance and cross-sector cooperation and early leaving from the perspective of vocational education and training (ELVET).

Questo rapporto congiunto Eurydice/Cedefop accompagna, sostenendola, l’agenda Europa 2020 sulla riduzione dell’abbandono precoce dei percorsi di istruzione e formazione ed è un diretto follow-up della Raccomandazione del Consiglio del 2011 sulle politiche volte a ridurre l’abbandono scolastico precoce. Ha come obiettivo quello di sottolineare gli sforzi degli Stati membri e della Commissione europea in questo ambito attraverso il monitoraggio degli sviluppi nella progettazione e attuazione di strategie, politiche e misure per la lotta all’abbandono precoce e il sostegno all’apprendimento degli studenti. Numerosi aspetti chiave sono presi in esame nel rapporto: la raccolta dati e il monitoraggio, le strategie e le politiche contro l’abbandono precoce focalizzate su azioni di prevenzione, intervento e compensazione e sui gruppi ad alto rischio di abbandono precoce, il ruolo dell’orientamento scolastico e professionale, la governance e la cooperazione intersettoriale e l’abbandono precoce dei percorsi di istruzione e formazione professionale (ELVET).

Abstract: In occasione del Semestre di Presidenza italiana dell'UE, l'unità italiana di Eurydice dedica questo "Quaderno" alla descrizione dell'organizzazione del sistema educativo italiano in lingua inglese. La pubblicazione offre una descrizione dell’organizzazione, della governance e dei vari livelli di istruzione del sistema educativo italiano: dalla scuola dell’infanzia all’istruzione superiore, compresa l’istruzione degli adulti.

Abstract: Il Quaderno presenta la descrizione del sistema educativo italiano; in particolare, attraverso la descrizione dei singoli livelli di istruzione (dall'educazione prescolare all'istruzione superiore), vengono fornite informazioni sull'organizzazione e la gestione del nostro sistema educativo. Un capitolo a parte è dedicato all'istruzione degli adulti, una tematica di attualità considerando che l'aumento della partecipazione degli adulti all'apprendimento permanente risulta tra gli obiett ...; [Read more...] Il Quaderno presenta la descrizione del sistema educativo italiano; in particolare, attraverso la descrizione dei singoli livelli di istruzione (dall'educazione prescolare all'istruzione superiore), vengono fornite informazioni sull'organizzazione e la gestione del nostro sistema educativo. Un capitolo a parte è dedicato all'istruzione degli adulti, una tematica di attualità considerando che l'aumento della partecipazione degli adulti all'apprendimento permanente risulta tra gli obiettivi della strategia europea "ET2020". Fonte primaria dei dati è l'enciclopedia online sui sistemi educativi europei, Eurypedia, che dal 2011 costituisce uno strumento di consultazione importante per conoscere e studiare i sistemi educativi europei dei paesi appartenenti al nuovo programma comunitario Erasmus+.

Abstract: The Eurydice data collection on taught time targets the recommended compulsory curriculum by grades/stages for full time compulsory education. The intended curriculum, its goals, structure, subjects and the notional workload for students can be based on regulations or standards defined by central (or top-level) education authorities or may be established as a set of recommendations at regional level. In some countries steering documents only include information of main goals of the na ...; [Read more...] The Eurydice data collection on taught time targets the recommended compulsory curriculum by grades/stages for full time compulsory education. The intended curriculum, its goals, structure, subjects and the notional workload for students can be based on regulations or standards defined by central (or top-level) education authorities or may be established as a set of recommendations at regional level. In some countries steering documents only include information of main goals of the national framework curriculum and delegate the taught time allocation to regional/local authorities or to the discretion of individual schools. In the present data collection, all these sources of information are used to complement the time allocation between subjects and/or educational stages.

Abstract: This cross-country report has been produced in support of the European Commission's Communication on Rethinking Education (2012). The main objective of the report is to present the findings on some of the challenges that European countries face in the implementation of the key competences approach, and to identify problem areas and common obstacles. Based on research evidence and national practices, the report will also outline a range of measures that have the potential to effectively ...; [Read more...] This cross-country report has been produced in support of the European Commission's Communication on Rethinking Education (2012). The main objective of the report is to present the findings on some of the challenges that European countries face in the implementation of the key competences approach, and to identify problem areas and common obstacles. Based on research evidence and national practices, the report will also outline a range of measures that have the potential to effectively address these challenges.

Abstract: The report reviews national policies and strategies for reforming the citizenship curricula. It also focuses on measures to encourage 'learning by doing', which is a critical element in an area of learning that requires practical skills. Comparable and detailed information is provided on the regulations, programmes and initiatives that enable students to gain practical experience in social and political life; the methods of assessment used by teachers to evaluate students' practical le ...; [Read more...] The report reviews national policies and strategies for reforming the citizenship curricula. It also focuses on measures to encourage 'learning by doing', which is a critical element in an area of learning that requires practical skills. Comparable and detailed information is provided on the regulations, programmes and initiatives that enable students to gain practical experience in social and political life; the methods of assessment used by teachers to evaluate students' practical learning are also discussed. In addition, the changes to initial teacher education and continuing professional development introduced to improve teachers' knowledge of the citizenship curricula and their skills in teaching the subject are examined. Finally, the study investigates the role of the school head in developing and implementing whole school approaches to citizenship education.

Abstract: Il quaderno offre un quadro comparativo su alcune esperienze europee allo scopo di mettere a confronto modelli, procedure e organizzazioni strutturali e curricolari riferite al livello di scuola secondaria superiore. L'offerta e l'organizzazione dell'istruzione secondaria di secondo grado in Finlandia, Francia, Germania, Inghilterra e Spagna costituiscono pertanto il focus di questo volume. A queste è stata premessa un'introduzione di carattere generale sul panorama europeo concernente ...; [Read more...] Il quaderno offre un quadro comparativo su alcune esperienze europee allo scopo di mettere a confronto modelli, procedure e organizzazioni strutturali e curricolari riferite al livello di scuola secondaria superiore. L'offerta e l'organizzazione dell'istruzione secondaria di secondo grado in Finlandia, Francia, Germania, Inghilterra e Spagna costituiscono pertanto il focus di questo volume. A queste è stata premessa un'introduzione di carattere generale sul panorama europeo concernente l'organizzazione dei sistemi educativi, incluso il livello di istruzione obbligatoria e post-secondaria.La parte conclusiva del quaderno propone, infine, lo stato dell'arte sui progressi fatti dagli Stati membri relativamente ai due benchmark stabiliti dalla Commissione europea sull'abbandono scolastico precoce e sul completamento dell'istruzione secondaria superiore.

Abstract: Key Data on Education 2012 is a Eurydice publication tracing the main developments of European education systems over the last decade. The report combines statistical data with qualitative information to describe the organisation, management and functioning of 37 European education systems from pre-primary to higher education. The publication covers many of the priority areas for European cooperation in education and training (ET 2020) and the broader European strategy for smart, susta ...; [Read more...] Key Data on Education 2012 is a Eurydice publication tracing the main developments of European education systems over the last decade. The report combines statistical data with qualitative information to describe the organisation, management and functioning of 37 European education systems from pre-primary to higher education. The publication covers many of the priority areas for European cooperation in education and training (ET 2020) and the broader European strategy for smart, sustainable and inclusive growth over the coming decade (EU 2020). More specifically, the 95 indicators included in the report address the following topics: Demographic Context, Educational Structures, Participation, Resources, Teachers and Management staff, Educational Processes and Qualification Levels and Transition to Employment. In comparison to the previous edition, Key data on Education 2012 has been improved through the inclusion of longer time series, making it easier to identify specific developments affecting aspects of education systems and to analyse the present situation in regard to the past. Key Data on Education 2012 is a joint publication with Eurostat and based on data collected through the National Units of the Eurydice Network, Eurostat, and the PISA 2009 international survey.

La pubblicazione Eurydice ripercorre i principali sviluppi dei sistemi educativi europei negli ultimi dieci anni. Il rapporto presenta dati statistici e informazioni qualitative sull’organizzazione, la gestione e il funzionamento di 37 sistemi educativi, dall’istruzione preprimaria all’istruzione superiore. La pubblicazione tratta molte delle aree priopritarie della cooperazione europea sull’istruzione e la formazione (ET 2020) e la più ampia strategia europea per una crescita rapida, sostenibile e inclusiva nei prossimi decenni (EU 2020). Più nello specifico, i 95 indicatori del rapporto si riferiscono ai seguenti argomenti: contesto demografico, strutture educative, partecipazione, risorse, insegnanti e personale dirigente, processi educativi e livelli di qualifica e transizione al mondo del lavoro. Rispetto all’edizione precedente, il rapporto 2012 è arricchito da varie serie di dati a lungo termine che facilitano l’individuazione di cambiamenti specifici su determinati aspetti dei sistemi educativi e l’analisi della situazione attuale rispetto al passato. La pubblicazione è stata realizzata in collaborazione con Eurostat e si basa su dati forniti dalle unità nazionali della rete Eurydice, da Eurostat, e su dati tratti dall’indagine internazionale PISA 2009.