This report provides information on the structure of mainstream education in European countries from pre-primary to tertiary level for the 2016/17 school and academic year. It includes national schematic diagrams, an explanatory guide and maps showing the main organisational models of pre-primary and compulsory education. The information is available for 43 European education systems covering 38 countries participating in the EU’s Erasmus+ programme.
OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies.
The main objective of the report, launched on the 50th anniversary of the International Literacy Day, is to take stock of countries’ progress in implementing commitments to adult learning and education (ALE) made at the 2009 International Conference on Adult Education (CONFINTEA VI). The study, drawing on 139 countries’ response to the GRALE III survey, shows that most States have made progress in ALE policy development, governance, financing, quality and reach since 2009. Furthermore, 124 countries consider that ALE has had a […]
In recognising the “significant importance of investment in public education, to the maximum of available resources,” the resolution adopted during the 32nd session of the UN Human Rights Council (UNHRC) stresses that education policies and programs are consistent with human rights standards and principles. “This resolution reaffirms that public education is the foundation of universal human rights,” said Education International (EI) General Secretary Fred van Leeuwen. This puts the burden of regulation squarely on the shoulders of governments to make sure […]
More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. Read this OECD Study on Making mathematics accessible to all.
“The fourth Sustainable Development Goal (SDG 4) is an opportunity the world cannot afford to miss. 75 million children are denied their right to a high-quality education due to crises and 250 million children are not learning basic skills in numeracy and literacy. Achieving inclusive and quality education and lifelong learning opportunities for all by 2030 will require all hands on deck.” Read UNESCO’s IIIEP Letter on Financing Education 2030.
On 10 June, European Commissioners Thyssen and Katainen announced the adoption of a new and comprehensive Skills Agenda for Europe, officially launched on 20 June in Brussels. The aim of this new policy framework is to ensure that the right training, skills and support is available to European Union citizens and to equip them for good-quality jobs and help them fulfil their potential as confident, active citizens. It will ultimately boost employability, competitiveness and growth in Europe. The LLLPlatform would also […]
The ETUCE has published 2 new Survey Reports on the “State of Funding in Education, Teachers’ working conditions and Trade union actions, Social dialogue and Collective bargaining” in Central and Eastern European countriesand in Western European countries. The 2 Reports are a comprehensive ‘state of play’ which combines the outcomes of eight years of economic crisis and fiscal consolidation measures on public finance of education systems, teachers’ working conditions, the role of teacher unions, and the major trends […]
This consultation seeks stakeholder views of a revision of the financial rules applicable to the EU budget. The objectives of this revision are: a simpler regulatory and financial set up, additional synergies and flexibility for budget implementation and a clear accountability framework. All citizens and organisations are welcome to contribute to this consultation. Input is particularly sought from recipients and beneficiaries of EU funding and the entrusted entities and partners with whom the Commission works through the current indirect management mode. The […]