Eurydice contributes to providing policy-makers with a european picture of education and youth policies and systems. the presentaiton details the work of the Network and provides some examples on Teachers and School Leaders
Eurydice The Teaching Profession in Europe - Peter BirchPeter Birch
Presentation given at the Bilateral European Commission-South Africa seminar of senior officials on teacher professionalism presenting the findings of the report The Teaching Profession in Europe
Eurydice The Teaching Profession in Europe - Peter BirchPeter Birch
Presentation given at the Bilateral European Commission-South Africa seminar of senior officials on teacher professionalism presenting the findings of the report The Teaching Profession in Europe
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This topic presented in the 1st GCC (Council for Gulf Countries) for Education Standardization at Doha, 8-9 December 2015. Presented by Dewi Odjar Ratna Komala, Deputy Chairman for Information and Promotion of Standardization, National Standardization Agency of Indonesia
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
This presentation was prepared and presented for the Learning, Teaching and Training Mobility in Finland (November, 2015), as a part of the Erasmus+ project Inspiring Studies and Future Careers.
Work based learning in central eastern european countriesOECD Berlin Centre
Presentation by Marieke Vandeweyer | Senior Policy Analyst - VET Adult Learning, OECD Centre for Skills
for the OECD Berlin Centre and IAB Webinar, 18 March 2021
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability:
1. What is TNE?
2. TNE in the landscape of internationalisation of higher education
3. Why the interest in TNE?
4. What are the main forms of TNE?
5. How important is TNE?
6. Characteristics of TNE partnerships
7. The scalability of TNE partnerships
8. How profitable is TNE?
9. Sustainability of TNE partnerships over time
10. Case studies of TNE partnerships
This topic presented in the 1st GCC (Council for Gulf Countries) for Education Standardization at Doha, 8-9 December 2015. Presented by Dewi Odjar Ratna Komala, Deputy Chairman for Information and Promotion of Standardization, National Standardization Agency of Indonesia
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
This presentation was prepared and presented for the Learning, Teaching and Training Mobility in Finland (November, 2015), as a part of the Erasmus+ project Inspiring Studies and Future Careers.
Work based learning in central eastern european countriesOECD Berlin Centre
Presentation by Marieke Vandeweyer | Senior Policy Analyst - VET Adult Learning, OECD Centre for Skills
for the OECD Berlin Centre and IAB Webinar, 18 March 2021
Tackling Early Leaving from Education and Training in Europe: Strategies, Pol...FLE Liberdade de Educação
European Commission/EACEA/Eurydice/Cedefop, 2014. Tackling Early Leaving from Education
and Training in Europe: Strategies, Policies and Measures. Eurydice and Cedefop Report.
Luxembourg: Publications Office of the European Union.
The OECD launch presentation for the report, "OECD Skills Strategy Luxembourg: Assessment and Recommendations", on 23 February 2023.
The report identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
Schools have the task of supporting young people in making their career choices. What are the main initiatives in the field of education in Netherlands?
B pont int perspective on ed change bc boisi oct 2015Beatriz Pont
What are OECD countries education change and reform strategies? Are policy makers high expectations: matched with policy capacity to reach the classrooms? There is a need to have clear vision, focus on implementation and evaluation of reforms.
20 annual boisi lecture, Lynch School of Education, Boston College,October, 2015
http://frontrow.bc.edu/program/pont/
27 January 2020, Bratislava.
This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.
Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
Looking for the right partnership - Peter BirchPeter Birch
Partnerships can be built on different models depending on the arrangement, the objective, cooperation and/or collaboration, and which values we have. I propose here 5 models.
Presentation given at Expolangues Paris 2012 opening the workshop on examples of projects
http://www.expolangues.fr/
http://www.expolangues.fr/conferencesEL/jeudi.html
Peter Birch
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Eurydice - Key Data Teachers and School Leaders - Peter Birch
1. EURYDICE
The contribution of
Eurydice to
European
evidence-based
policy making in
Education
Peter Birch
18 September 2014
1
2. Content
Date: in 12 pts EURYDICE
• Eurydice Mission
• Reports and data
• ET2020
• Examples: Key data on Teachers and School
Leaders in Europe (2013); Financing
Schools in Europe (2014)
2
4. Duration of
full-time
compulsory
schooling in Europe
1980-2012
Part-time
Source: Eurydice
Key data on Education in Europe -
2012
Date: in 12 pts EURYDICE
4
5. Date: in 12 pts EURYDICE
Grade retention?
What is that!?
5
6. Grade retention in primary education (ISCED 1) according to existing regulations,
2010/11
Date: in 12 pts EURYDICE
Source: Eurydice- Key data on Education in Europe - 2012
Automatic progression
Grade retention is allowed
Restrictions exist on the practice of grade retention
No specific regulations on grade retention
6
7. Date: in 12 pts EURYDICE
What do you mean
we can't choose?!
7
8. Degree of parental/pupil freedom in choice of school for compulsory education
in the public sector, 2010/11
ISCED 2
ISCED 2 and 3
STUDENTS are allocated to a specific school by the public
authorities based on geographical criteria
STUDENTS are allocated to a school but parents may
request an alternative
PARENTS choose a school but the public authorities may
intervene if it is over-subscribed
PARENTS choose a school, with no action by the public
authorities to regulate pupil numbers
Date: in 12 pts EURYDICE
Source: Eurydice - Key data on Education in Europe - 2012
8
9. So… how is compulsory education
Date: in 12 pts EURYDICE
organised in Europe?
Jose Mujica
9
10. Main models of primary and lower secondary education in Europe (ISCED1-2),
2010/11
Source: Eurydice - Key data on Education in Europe - 2012
Differentiated branches/streams (ISCED 2)
Common core curriculum (ISCED 2)
Single structure (ISCED1+ISCED2)
Date: in 12 pts EURYDICE
10
11. Date: in 12 pts EURYDICE
Eurydice: mission statement
To provide those responsible for education
systems and policies in Europe with European-level
analyses and information which will assist
them in their decision making.
11
12. Date: in 12 pts EURYDICE
Eurydice
Network in 2014
36 COUNTRIES
40 NATIONAL UNITS
(under Ministries’ responsibility)
12
13. 5 Benchmarks for 2020 & programme 2014-2020
2010 : Europe 2020 strategy
2000 : Lisbon
1999 Bologna process
Evolution of the
Eurydice Network
Support to public debate and
providing information to policy-makers
1992 Maastricht
1980 Birth of the Network
Indicators and
secondary analysis
Thematic comparative
studies
Comparable national descriptions
Date: in 12 pts EURYDICE
Mutual understanding
Exchange of information Questions and answers
13
14. Current context:
Education and Training 2020
ET 2020: strategic framework strengthening cooperation
in Education and Training
Overarching objectives: high-quality pre-primary,
primary, secondary, higher and vocational education and
training keeping in mind that they contribute to
employment, economic success, and allow people to
participate fully in society
Date: in 12 pts EURYDICE
14
15. ET 2020 - objectives
• Making lifelong learning and mobility a reality
• Improving the quality and efficiency of education and
Date: in 12 pts EURYDICE
training
• Promoting equity, social cohesion and active
citizenship
• Enhancing creativity and innovation, including
entrepreneurship, at all levels of education and training
15
16. ET 2020 - benchmarks
• early childhood education: 95% of children between 4
and starting age of compulsory primary education
(2011: 93,2%)
• reading, mathematics and science: less than 15% of
15-years olds with insufficient abilities (2009: 20%)
• early leavers: less than 10% (2012: 12,7%)
• tertiary educational attainment: 40% of 30-34 year
Date: in 12 pts EURYDICE
(2012: 35,7%)
• lifelong learning: 15 % of adults (age group 25-64)
(2012: 9%)
16
17. To be able to provide legitimate policy advice,
the Commission needs:
• Detailed knowledge about the institutional set-up in
Date: in 12 pts EURYDICE
individual countries
• Understanding of association between
reforms/institutional set-up and national performance
• Monitoring of reforms and performance over time
17
18. Date: in 12 pts EURYDICE
Eurydice national units provide
normative and qualitative information
(laws, decrees, regulations and
recommendations)
Descriptive, comparable information on
European education systems and policies
Comparative analyses on various topics
Eurydice contribution at
work
18
19. 3 types of products
• Harmonised descriptions of education systems -
Date: in 12 pts EURYDICE
Eurypedia
• Reports
• Facts and Figures
19
21. … on a wide-range of topics European
education policy:
Teaching
Modernisation of higher education
Financing schools…
Date: in 12 pts EURYDICE
Thematic reports…
21
22. Key Data on Education
Key Data on Education in Europe sets out a very wide
variety of both qualitative and quantitative indicators on
different aspects of education systems in 33 European
countries
Date: in 12 pts EURYDICE
22
23. Facts and Figures
Structure and main features of
European education systems
School and academic calendars
Structure of European
education systems
Teacher and School Heads
Salaries
Student fees and support
systems in Higher Education
Date: in 12 pts EURYDICE
23
23
24. Key Data on Teachers and School
Leaders in Europe
2013 Edition Contents
• Initial Teacher Education
• Recruitment, Employers and Contracts
• CPD and Mobility
• Working conditions and Pay
• Autonomy and Responsiblities of
Teachers
• School Leaders
Date: in 12 pts EURYDICE
25. Date: in 12 pts EURYDICE
School Leaders
1/7
25
Figure F1: Professional experience and headship training officially required to be a school head, from pre-primary
to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
Primary education
(ISCED 1)
Professional teaching experience
+ Administrative experience
+ Training for headship
+ Administrative experience +
Training for headship
Teaching qualification only
Training for headship only
Source: Eurydice.
26. Date: in 12 pts EURYDICE
School Leaders
2/7
Figure F2: Minimum number of years of professional teaching experience required to become
a school head from pre-primary to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
ISCED 0-1 ISCED 2-3 Required but no duration stipulated Not required
Source: Eurydice. UK (1) = UK-ENG/WLS/NIR
26
27. Figure F3: Existence of specific academies and/or training programmes for school leadership
in pre-primary to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
Specific training
programmes/academies
No specific training programme
Source: Eurydice.
Date: in 12 pts EURYDICE
School Leaders
3/7
27
28. Figure F4: Principal methods of recruiting school heads
from pre-primary to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
Competitive examination
Open recruitment
Candidate list
Source: Eurydice.
Date: in 12 pts EURYDICE
School Leaders
4/7
28
29. Figure F5: Forms of distributed school leadership promoted by the top level education authority from pre-primary
to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
Pre-primary and primary education
(ISCED 0-1)
Redistribution of tasks among formal
leadership teams
Informal ad-hoc groups
Schools decide about leadership
distribution
No distributed school leadership
Source: Eurydice.
Date: in 12 pts EURYDICE
School Leaders
5/7
29
30. Figure F8: Percentage of female school heads in
primary and secondary education (ISCED 1, 2 and 3), public and private sectors combined, 2010
ISCED 1 ISCED 2 ISCED 3
Source: Eurostat
Date: in 12 pts EURYDICE
School Leaders
6/7
30
31. Figure F10: Status of continuing professional development for school heads
from pre-primary to upper secondary education (ISCED 0, 1, 2 and 3), 2011/12
Pre-primary and primary education
(ISCED 0-1)
Professional duty
Necessary for promotion
Optional
Source: Eurydice.
Date: in 12 pts EURYDICE
School Leaders
7/7
31
32. Figure C1: Status of continuing professional development for teachers
in pre-primary, primary and general (lower and upper) secondary education (ISCED 0, 1, 2 and 3), 2011/12
Pre-primary education
ISCED 0
Professional duty
Necessary for promotion
Optional
Source: Eurydice.
Date: in 12 pts EURYDICE
Teachers
CPD 1/2
32
33. Figure C2: Status of the CPD plan at school level for teachers
in pre-primary, primary and general (lower and upper) secondary education (ISCED 0, 1, 2 and 3), 2011/12
Pre-primary education
ISCED 0
Pre-primary and primary
education (ISCED 0-1)
Compulsory
Not compulsory
Source: Eurydice.
Date: in 12 pts EURYDICE
Teachers
CPD 2/2
33
34. Norway (primary and general secondary education)
Date: in 12 pts EURYDICE
Source: Eurydice - Financing schools in Europe - 2014
34
35. Austria (primary and general secondary schools)
Date: in 12 pts EURYDICE
Source: Eurydice - Financing schools in Europe - 2014
35
36. Poland (primary and general secondary schools)
Date: in 12 pts EURYDICE
Source: Eurydice - Financing schools in Europe - 2014 36
38. Most knowledge is learning from the other across the border.
Amartya Sen - Indian Economist Nobel-prize winner
Thank you
Date: in 12 pts EURYDICE
Website:
http://eacea.ec.europa.eu/index_en.php
Functional mailbox:
eacea-eurydice@ec.europa.eu
38