Guide for Contents of Eurypedia - European Encyclopedia on National Education Systems February 2012

TABLE OF CONTENTS

TABLE OF CONTENTS GENERAL GUIDELINES OVERVIEW TOPIC 1: POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS 13 1.1 Historical Development 13 1.2 Main Executive and Legislative Bodies 13 1.3 Population: Demographic Situation, Languages and Religions 1.4 Political and Economic Situation 14 TOPIC 2: ORGANISATION AND GOVERNANCE 2.1 Fundamental Principles and National Policies 2.2 Lifelong Learning Strategy 15 2.3 Organisation of the Education System and of Its Structure 2.4 Organisation of Private Education 2.5 National Qualifications Framework 16 2.6 Administration and Governance at Central and/or Regional Level 2.7 Administration and Governance at Local and/or Institutional Level 2.8 Statistics on Organisation and Governance TOPIC 3: FUNDING IN EDUCATION 3.1 Early Childhood and School Education Funding 1 Funding 18 1.1 Funding of Early Childhood Education and Care 18

3 9 11

13

15 15

15 16

16 17 17 18 18

1.2 Funding of Primary (or Single Structure) Education 18 1.3 F u n d i n g o f S e c o n d a r y ( a n d U p p e r S e c o n d a r y ) E d u c a t i o n 18 2 Financial Autonomy and Control 3 Fees within Public Education 4 Financial Support for Learners' Families 4.1 Financial Support for Families of Pupils with Special Educational Needs 19 5 Financial Support for Learners 6 Private Education 3.2 Higher Education Funding 21 1 Funding 21 2 Financial Autonomy and Control 3 Fees within Public Higher Education 4 Financial Support for Learners' Families 5 Financial Support for Learners 6 Private Education 3.3 Adult Education and Training Funding 23 1 Funding 23 2 Fees Paid by Learners 3 Financial Support for Adult Learners 4 Private Education TOPIC 4: EARLY CHILDHOOD EDUCATION AND CARE 25 4.1 Organisation 25 1 Geographical Accessibility

18 19 19 19 20

21 21 21 22 22

23 23 23

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3 2 Admission Requirements and Choice of ECEC institution 3 Age Levels and Grouping of Children 4 Organisation of Time 5 Organisation of the Day and Week 4.2 Teaching and learning 27 1 Steering documents and types of activities 2 Teaching Methods and Materials 4.3 Assessment 28 (4.4 Organisation) 28 (4.5 Teaching and Learning)

25 26 26 26

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28 (4.6 Assessment) 28 4.4 or 4.7 Organisational Variations and Alternative Structures in Early Childhood Education and Care 28 TOPIC 5: PRIMARY EDUCATION (OR INTEGRATED PRIMARY AND LOWER SECONDARY EDUCATION) 29 5.1 Organisation 29 1 Geographical Accessibility 2 Admission Requirements and Choice of School 3 Age Levels and Grouping of Pupils 4 Organisation of the School Year 5 Organisation of the School Day and Week 5.2 Teaching and Learning 31 1 Curriculum, Subjects, Number of Hours 2 Teaching Methods and Materials 5.3 Assessment 32 1 Pupil Assessment 2 Progression of Pupils 3 Certification 5.4 Organisational Variations and Alternative Structures

29 29 30 30 30 31 32

32 33 33 33

TOPIC 6: SECONDARY EDUCATION (OR UPPER SECONDARY EDUCATION) AND POST SECONDARY NON TERTIARY EDUCATION 35 6.1 Organisation 36 1 Types of Institutions 36 2 Geographical Accessibility 36 3 Admission Requirements and Choice of School 36 4 Age Levels and Grouping of Pupils/Students 36 5 Organisation of the School Year 37 6 Organisation of the School Day and Week 37 6.2 Teaching and Learning 38 1 Curriculum, Subjects, Number of Hours 38 2 Teaching Methods and Materials 38 6.3 Assessment 39 1 Pupil/Students Assessment 39 2 Progression of Pupils/Students 39 4 Certification 40

TOPIC 7: HIGHER EDUCATION 7.1 Types of Higher Education Institutions 7.2 First Cycle Programmes 41 7.2.1 Bachelor 42 1 Branches of Study 2 Admission Requirements 3 Curriculum

41 41

42 42 42

4 4 Teaching Methods 5 Progression of Students 6 Employability 7 Student Assessment 8 Certification 7.2.2 Short-Cycle Higher Education 43 1 Branches of Study 2 Admission Requirements 3 Curriculum 4 Teaching Methods 5 Progression of Students 6 Employability 7 Student Assessment 8 Certification 9 Organisational Variation 7.3 Second Cycle Programmes 46 1 Branches of Study 2 Admission Requirements 3 Curriculum 4 Teaching Methods 5 Progression of Students 6 Employability 7 Student Assessment 8 Certification 7.4 Programmes outside the Bachelor and Master Structure 7.5 Third Cycle (PhD) Programmes 48 1 Organisation of Doctoral Studies 2 Admission Requirements 3 Status of Doctoral Students/Candidates 4 Supervision Arrangements

42 43 43 43 43

44 44 44 44 45 45 45 45 46

46 46 46 46 47 47 47 47 48

48 48 48 49

 5 Employability 6 Assessment 7 Certification 8 Organisational Variation TOPIC 8: ADULT EDUCATION AND TRAINING 8.1 Institutions Providing Adult Education and Training 8.2 Main Programmes and Provision in Adult Education and Training OR 51 8.2 Programme or group of programmes 1 (title should be created by authors) 8.3 Programme or group of programmes 2 (title should be created by authors) 8.4 Programme or group of programmes 3 (title should be created by authors) etc. (if necessary) 51 Admission Requirements Learner Assessment/Progression Certification 52 Teaching Methods and Approaches

49 49 49 49 50 50 51 51 51 51

51 52 52

TOPIC 9: TEACHERS AND EDUCATION STAFF 53 9.1 Initial Education for Teachers Working in Early Childhood and School Education 53 1 Institutions, Level and Models of Training 53 2 Admission Requirements 54 3 Curriculum, Level of Specialisation and Learning Outcomes 54 4 Teacher Educators 54 5 Qualifications, Evaluation and Certificates 54 6 Alternative Training Pathways 55

5 9.2 Conditions of Service for Teachers Working in Early Childhood and School Education 55 1 Planning Policy 55 2 Entry to the Profession 55 3 Induction 56 4 Professional Status 56 5 Replacement Measures 56 6 Supporting Measures 56 7 Salaries 57 8 Working Time and Holidays 57 9 Promotion, Advancement 58 10 Transfers 58 11 Dismissal 58 12 Retirement and Pensions 58 9.3 Continuing Professional Development for Teachers Working in Early Childhood and School Education 58

 1 Organisational Aspects 58 2 Incentives for Participation in Continuing Professional Development (CPD) Activities 59 9.4 Initial education for Academic Staff in Higher Education 59 9.5 Conditions of Service for Academic Staff Working in Higher Education 59 1 Planning Policy 59 2 Entry to the Profession 59 3 Professional Status 60 4 Salaries 60 5 Working Time and Holidays 60 6 Promotion, Advancement 60 7 Retirement and Pensions 60 9.6 Continuing Professional Development for Academic Staff Working in Higher Education 60 1 Organisational Aspects 60 2 Incentives for Participation in Continuing Professional Development (CPD) Activities 61 9.7 Initial Education for Teachers and Trainers Working in Adult Education and Training 61 9.8 Conditions of Service for Teachers and Trainers Working in Adult Education and Training61 9.9 Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training 61 TOPIC 10: MANAGEMENT AND OTHER EDUCATION STAFF 62 10.1 Management Staff for Early Childhood and School Education 62 1 Requirements for Appointment 62 2 Conditions of Service 62 10.2 Staff Involved in Monitoring Educational Quality for Early Childhood and School Education 63 1 Requirements for Appointment 63 2 Conditions of Service 63 10.3 Education Staff Responsible for Guidance in Early Childhood and School Education 63 10.4 Other Education Staff or Staff Working with Schools 63 10.5 Management Staff for Higher Education 64 1 Requirements for Appointment 64 2 Conditions of Service 64 10.6 Other Education Staff or Staff Working in Higher Education 64 10.7 Management Staff Working in Adult Education and Training 64 10.8 Other Education Staff or Staff Working in Adult Education and Training 64 TOPIC 11: QUALITY ASSURANCE 11.1 Quality Assurance in Early Childhood and School Education 1 Responsible Bodies 2 Approaches and Methods for Quality Assurance 66 67 67 67

11.2 Quality Assurance in Higher Education 68 1 Responsible Bodies 2 Approaches and Methods for Quality Assurance 11.3 Quality Assurance in Adult Education and Training 1 Responsible Bodies 2 Approaches and Methods for Quality Assurance

68 68 69 69 69

TOPIC 12: EDUCATIONAL SUPPORT AND GUIDANCE 70 12.1 Special Education Needs Provision within Mainstream Education 70 1 Definition of the Target Group(s) 70 2 Specific Support Measures 71 12.2 Separate Special Education Needs Provision in Early Childhood and School Education71 1 Definition of the Target Group(s) 71 2 Admission Requirements and Choice of School 71 3 Age Levels and Grouping of Pupils 72 4 Curriculum, Subjects 72 5 Teaching Methods and Materials 72 6 Progression of Pupils 72 7 Certification 73 12.3 Support Measures for Learners in Early Childhood and School Education 73 1 Definition of the Target Group(s) 73 2 Specific Support Measures 73 12.4 Guidance and Counselling in Early Childhood and School Education 74 1 Academic Guidance 74 2 Psychological Counselling 74 3 Career Guidance 74 12.5 Support Measures for Learners in Higher Education 74 1 Definition of the Target Group(s) 74 2 Specific Support Measures 74 12.6 Guidance and Counselling in Higher Education 75 1 Academic Guidance 75 2 Psychological Counselling 75 3 Career Guidance 75 12.7 Support Measures for Learners in Adult Education and Training 75 1 Definition of the Target Group(s) 75 2 Specific Support Measures 75 12.8 Guidance and Counselling in a Lifelong-Learning Approach 76 1 Academic Guidance 76 2 Psychological Counselling 76 3 Career Guidance 76 TOPIC 13: MOBILITY AND INTERNATIONALISATION 77 13.1 Mobility in Early Childhood and School Education 1 Pupil and Student Mobility 2 Teacher Mobility

77 77 77

13.2 Mobility in Higher Education 78 1 Student Mobility 78 2 Academic Staff Mobility 78 13.3 Mobility in Adult Education and Training 79 1 Learner Mobility 79 2 Teacher and Trainer Mobility 79 13.4. Others Dimensions of Internationalisation in Early Childhood and School Education 79 1 Global and Intercultural Dimension in Curriculum Development 79 2 Partnerships and Networks 79 13.5 Other Dimensions of Internationalisation in Higher Education 80 1 Global and Intercultural Dimension in Curriculum Development 80

7 2 Partnerships and Networks 13.6 Other Dimensions of Internationalisation in Adult Education and Training 1 Global and Intercultural Dimension in Curriculum Development 2 Partnerships and Networks 13.7 Bilateral Agreements and Worldwide Cooperation 1 Bilateral Agreements 2 Cooperation and Participation in Worldwide Programmes and Organisations

80 80 80 80 81 81 81 82

TOPIC 14: ONGOING REFORMS AND POLICY DEVELOPMENTS 14.1 Education in Europe 2020 Strategy 83 Headline Targets for Education and Training 83 Country Specific Recommendations 84 Investment 84 The Annual Growth Survey 84 New Skills and Jobs 84 14.2 'Education and Training 2020' Strategic Framework 14.2.1 Making Lifelong Learning and Mobility a Reality 85 14.2.2 Improving the Quality and Efficiency of Education and Training 14.2.3 Promoting Equity, Social Cohesion and Active Citizenship 14.4.4 Enhancing Creativity and Innovation, Including Entrepreneurship, at all Levels of Education and Training 85 14.3. Specific Ongoing Reforms and Policy Developments at National Level ADDITIONAL PAGES 15 LEGISLATION OPTIONAL PAGES

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16 INSTITUTIONS 17 BIBLIOGRAPHY 18 GLOSSARY

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8 GENERAL GUIDELINES

This Guide for Contents has been updated to assist Eurydice National Units/authors in improving Eurypedia - the new online encyclopedia of national education systems in Europe officially launched in December 2011. In addition to this Guide for Contents, two other guides exist: Technical Manual for National Units, containing instructions and assistance for all technical aspects, and an Excel sheet (Guide to the Eurypedia Categories) containing instructions

on the use of categories in the Wiki tool as each article should be indexed with the appropriate keywords. Please consult all three guides in order to ensure a quality product. This Guide for Contents is the outcome of collaborative work between the Eurydice P9 and National Units, and takes account of all comments submitted by National Units during the past year as the content of the tool was developed. It aims to help authors define and place the most relevant information in the most appropriate place in the Eurypedia online environment. There are 14 main topics in Eurypedia, plus additional pages on Legislation, and optional pages on Institutions and Bibliography, as well as a Glossary page. Each topic begins with an outline summary of the areas to be covered, with the first article always being an introduction to the topic. Eurypedia is in essence a compilation of articles with a specific organisational logic from a user perspective. Indeed the user will not read the articles in order - like a book - but will generally seek particular information with the help of search engines. The user will therefore wish to find a complete title for an article rather than numbers and letters representing the place of the information within a hierarchical structure of information. Coherent cross references should also help the user navigate quickly to relevant information. This version of the Guide for Contents has been harmonised so that it coincides as closely as possible with the structure of Eurypedia. Authors should note that headings and sub headings with numbering signal obligatory pages, while subheadings without numbering are optional. When an author inserts headings on the page, no numbers should be used, as numbering is created in the wiki automatically. To facilitate comparability of information, National Units are generally requested to provide information in a common structure - with the same titles for articles. The exceptions to this rule concern the topics dealing with the provision of Early Childhood Education and Care, Primary and Lower/Upper Secondary Education and Adult Education and Training. In these cases, National Units have the opportunity to provide information within a structure that corresponds closely to the way in which the level of education is organised in their national education system. Authors are therefore advised that, in order to make Eurypedia as user-friendly as possible, they may not create new pages nor change main headings. However when authors wish to provide additional information under subsidiary headings they may create such headings using "format Heading 2" ie the second level of titles. Eurypedia aims to accommodate the needs of both more centralised and more decentralised education systems. In general, the Guide for Content requests specific information on the content of central regulations or steering documents. In systems where such regulations do not exist, it should always be possible to explain how the topic is addressed. In these cases, it is also useful for a reader/user to learn that there is no information available at "central" level, and why this is the case. Thus the absence of information is often important to note and explain.

Authors should also bear in mind that the decision not to include statistical information is a deliberate choice agreed by National Units. The reason for this is that national statistics are often not harmonised at

European level, and therefore could be very misleading to readers comparing statistics on the same topic. Where statistics are comparable, they are provided by Eurostat. The choice has therefore been taken to guide readers to Eurostat or to national statistical offices/databases. The exceptions to this general rule concern information on the numbers of educational institutions, where there is no harmonised European data collection, and where country information is therefore necessary. Although there are no sections devoted to descriptions of legislation, National Units are required to maintain and update a specific page devoted to their legislative framework, and to make links to this page within relevant articles. Thus a new section (using format Heading 1) should be created at the bottom of all relevant articles with the title "Legislative References". Here authors should list relevant legislation and create links to the Legislation page. Links to the main sources of legislation should also be made from the Legislation page (an article covering the legislative framework). With regard to terminology, National Units should not feel constrained by the terminology used in this Guide for Contents. Wherever terminology is not relevant in the national context - for example, if no "teachers" are involved in Early Childhood Education and Care, or no "subjects" taught in primary education etc - authors should feel free to make any adaptations that they consider suitable. National Units and authors may address any questions and concerns to Eurydice P9. Efforts to improve this Guide for Content will be ongoing, and all suggestions for improvement are very welcome.

10 OVERVIEW

As the entry page for the national description, the Overview article in Eurypedia should present a snapshot of the national features of the education system. It also has to lead the reader to relevant Eurypedia topics for further information. The article is therefore divided into two main parts which are followed by two short text referencing to Topic 14 and additional sources of information. The article includes the Eurydice diagram (inserted by P9) showing the structure of the education system in your country. Additionally, links to Common European Reference Tools provided by Eurydice Network are also inserted by P9. Part 1 This first part should present the education system in a concise way describing: a) The national specifities of the education system: the author should refer to one or more features which better define the national education system in comparison with other education systems across Europe.

b) The different educational stages of the education system from early childhood education to higher education, including adult education. The authors should briefly describe how the education system is organised by mentioning the title of the educational stages and programmes when relevant, the name of the institutions which provide education at each stage and the corresponding ages. The authors should also refer to the length of compulsory education, mentioning the starting and end ages. The paragraph should be consistent with the information provided in the diagram. c) Administration and governance. The authors should briefly present the authorities responsible for managing the education system at each educational level. At the end of this part, the author should add the standard text below which refers to the Introduction article of the above-mentioned topics. "For further information, please consult the introduction articles of Organisation and Governance and of each educational level: Early Childhood Education, Primary Education (or Integrated Primary and Lower Secondary Education), Secondary Education (or Upper Secondary Education) and Post Secondary Non Tertiary Education, Higher Education and Adult Education and Training." Part 2 - This second part provides the links to the introduction articles of the other Eurypedia topics. Authors should include the common standard text below and provide the hyperlinks. "For a brief description of other main topics regarding the national education system, please read the introduction article of Funding education, Teachers and education staff, Management and other educational staff, Educational support and guidance, Quality assurance, Mobility and internationalisation." Note: As the Overview article provides links to the Introduction of all Topics, the reader has access to a comprehensive and concise description of the education system. Indeed, when all the Introduction articles are assembled, they form a text which is an executive summary of the entire content of Eurypedia. For this purpose, authors should ensure that the content of the Introduction articles of each topic meet the drafting requirements of the Guide for Contents. Authors should also verify that the introduction articles are all consistent in the writing style and coherent in their content when gathered in the same text. Part 3 - The Overview article should also inform the readers that information concerning ongoing reforms and policy developments is provided in Topic 14. As this text should be common for all national descriptions, the authors should use the following standard text.

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"For information on recently adopted or planned reforms and policy measures, please consult topic Ongoing Reforms and Policy Developments (the authors should add the hyperlink to the Topic)." Part 4 - This last part is optional for the National Units. It provides the reader with the hyperlinks to websites where additional information on the national education system is available. The authors should use the standard text below and add the relevant hyperlinks. "While Eurypedia provides comprehensive and comparable information, further information may also be found on the websites of XXX, as well as XX and XX (the authors should add the hyperlinks)."

12 TOPIC 1: POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS

This topic is subdivided into four major sections devoted to different aspects of the social, economic and political situation in the country concerned. The authors should provide information under the relevant headings on the historical development, the main executive and legislative bodies, the population (demographic situation, languages and religions), and the political and economic situation. All context- related statistical data can be provided in the sections where appropriate.

Short introductory page should allow the reader to situate your education and training system within a broad territorial, political, demographic and linguistic framework. Please note that this part should not exceed one or two paragraphs. More detailed information will be provided further.

1.1 Historical Development

This section should outline the main historical developments of your country that have led to its current political and social situation (including the foundations of the State in its present form), as well as recent reforms. Authors should also indicate, where applicable, when the country first became a member of the European Union, or if and when it intends to become one.

1.2 Main Executive and Legislative Bodies This section should provide succinct information on the role and responsibility of various bodies (at all levels national, community and/or regional or local) and on the Ministries involved in education (such as Youth, Sport, the Family, Labour/Employment or Social Affairs).

1.3 Population: Demographic Situation, Languages and Religions Authors should provide information on land area and the current demographic situation of their country. This section may include statistical information with reference to official national sources for the most recent available year, plus 2000 and 2005 on:

the age distribution of the population; rates of employment and unemployment; immigration and migration flows; They can also include information on demographic developments such as ageing of the population, the degree of urbanisation, internal migration and other migratory movements, noting the most significant facts and describing major trends. Authors are asked to focus on the trends that might have an impact on education policy in their country. In addition, this section should describe the linguistic situation of the country, indicating: official/state language(s) (those used for purposes of legislation or public administration within any particular area); regional/minority language(s) (a language that is traditionally used within a given territory of the State by nationals of the State who form a group numerically smaller than the rest of the States population, and that is different from the official language(s) of the State;

13

and the non-territorial language(s) (a language which are used by nationals of the country, which differs from the language or languages used by the rest of its population, and which cannot be identified with any particular area of the country although traditionally used within it. Authors are asked to identify the language(s) of instruction (meaning languages used to teach one or more subjects in the curriculum), and specify whether they are used at all educational levels. Finally, authors should indicate the main and/or official religions as well as if and how this influences the organisation of the education system in the country.

1.4 Political and Economic Situation Within this section, authors should provide the most significant facts concerning the countrys political and economic situation, and describe major trends in this area, including how the sociopolitical context is influencing the development of the education system. Statistical information with reference to official national sources for the most recent available year, plus 2000 and 2005, may be provided on: GDP expenditure on education as a % of total GDP expenditure; the educational attainment level of the adult population.

14 TOPIC 2: ORGANISATION AND GOVERNANCE

This topic on Organisation and Governance is subdivided into eight sections, covering fundamental principles and national policies, lifelong learning strategy, system organisation, organisation of private education, National Qualifications Framework, administration and governance at central, regional and local levels as well as basic statistics on education institutions..

The introductory page to this topic should outline the principal characteristics of the education and training system at all levels that are fundamental for understanding its administration and governance. Authors should briefly explain the main trends towards centralisation, decentralisation, deconcentration or deregulation in the governance and administration at various levels and/or types of education. The roles of the main decision-making bodies (central, regional or local authorities, education institutions, etc.) should also be explained.

2.1 Fundamental Principles and National Policies Authors should describe the fundamental principles governing the entire education system, such as those set out in the Constitution or in primary education legislation. The main aims and

objectives of national educational policies should be outlined with reference and links to relevant laws and/or official documents. More detailed information on lifelong learning strategies should be added in section 2.2.

2.2 Lifelong Learning Strategy This section should describe key policy developments related to the implementation of lifelong learning strategies, along with the main dissemination measures. Authors should briefly describe the national LLL concept with reference to its historical, political, economic and social background. Please indicate the main goals and objectives of LLL policy (e.g. improving the quality of life, reducing social inequalities, ensuring economic growth, etc.) and explain when and why the lifelong learning strategy was adopted (with reference and links to official documents). Commitment to relevant LLL objectives and policies set by the EU should also be highlighted. Authors are asked to describe the responsibilities, coordination and consultation mechanisms between key stakeholders responsible for LLL in the country. Please also indicate if a national agency for LLL has been established. Developments and innovations in educational provision that are an outcome of the lifelong learning strategy (such as the creation of guidance and counselling services, regional LLL networks, introduction of flexible learning paths, development of the National Qualifications Framework and curricula based on learning outcomes, measures for recognition and validation of prior learning, etc.) should be briefly described with links included to pages providing more detailed information.

2.3 Organisation of the Education System and of Its Structure Authors should provide a broad picture of the different learning opportunities available within the entire education system (i.e. pre-primary, primary, secondary, post-secondary, higher and adult education). Main pathways, including typical programmes duration and typical age of participants, should be described. The diagram - or link - illustrating the current structure should be included in this section. This section should also outline the rights and responsibilities of pupils and parents with regard to compulsory education including, if relevant, any special forms of provision that may be possible (eg home schooling).

15 The main types of education/training institutions offering educational programmes at different levels should be mentioned, but more detailed information will be included in the topics describing the particular level and/or type of education.

2.4 Organisation of Private Education Authors are asked to fill out this section with information on the fully private and grant-aided private sectors. The two sectors may be distinguished to some extent. The fully private sector is entirely financed by persons or non- governmental organisations (private law associations), whereas the grant-aided sector is either partially or entirely supported by public funds. For both the fully private and grant-aided private sectors, authors should explain how developed and significant the sector is, and the criteria that determine eligibility for public financial support. Authors are also asked to describe the organisation of the fully private and grant-aided private sectors, specifying whether they are subject to certain forms of state control, and outlining licensing arrangements. If there are differences in the provision of private education for different educational levels, or in its legislative framework and history, the author should divide this section into different subsections.

2.5 National Qualifications Framework This section should provide information on the stage of development and implementation of the National Qualifications Framework. The description should reflect current developments in this dynamic process. Authors should provide the background information on the NQF in the country, including a link to the NQF if it is published on a website, and describe: When was the decision to develop a National Qualification Framework taken, and why. What are the general goals and purposes of the NQF, and how is it linked to LLL strategy and/or educational policy priorities. Who has been consulted in the process of developing the NQF. Who is primarily concerned with implementation. Who is responsible for monitoring the effectiveness of the NQF, and how is this done. The NQF's design should also be described, i.e. the structure of qualifications levels, use of learning outcomes and/or competences, rules regarding how qualifications are constructed and described, requirements concerning the quality assurance related to acquisition of qualifications in the framework, etc. Please also explain to which extent it is compatible with the European Qualifications Framework for Lifelong Learning (EQF), and the Qualifications Framework for the European Higher Education Area. Finally, authors should provide some information on the main problems/barriers to the NQF development and/or implementation.

2.6 Administration and Governance at Central and/or Regional Level

In this section the author should describe how the governance (process of setting policies and long-term goals as well as the strategies for reaching these goals) and administration (which is action-oriented) of the entire education system is organised at central and/or regional level. The extent to which it is centralised, decentralised or deregulated should be explained. It should also be defined what is meant by 'central' and/or regional level (or any other relevant decision making level) in the country. Authors should provide information about distribution of responsibilities and powers, functions/tasks of central and/or regional authorities (such as Ministry of Education and/or other ministries, regional councils,

16 etc.), according to distinct levels and/or types of education. This should include, inter alia, information on responsibility for steering documents and financial issues. Brief details about the organisation of the Ministry of Education and its structure should be given at this point. In both centralised and decentralised systems it is important to explain the main responsibilities that lie at central level. Aspects of education on which regional authorities are autonomous to take their own decisions (such as, for example, establishment of schools, assessment etc) should then be described. This section can be divided into several sub-sections, if the description of this topic varies at different levels and/or for different types of education (for example, ECEC, primary (or single structure) education, secondary education, higher education, adult education etc).

2.7 Administration and Governance at Local and/or Institutional Level In this section the author should describe how the governance (process of setting policies and long-term goals as well as the strategies for reaching these goals) and administration (which is action-oriented) of the entire education and training system is organised at local and/or institutional level. It should be defined here what is meant by local level and institutional level in the country. Information should also include the range of consultation processes that are part of educational decision-making. Authors should provide information about distribution of responsibilities and powers, functions/tasks of local authorities, education/training institutions and/or their governing bodies, head teachers/teachers/trainers, parents, pupils/students/trainees, the local community, industry, the social partners, professional organisation, etc., according to distinct levels and/or types of education. Aspects of education on which local authorities and/or education institutions are autonomous to take their own decisions (in particular the curriculum, appointment of staff, time management, recruitment, etc.) should also be described.

As regards the responsibilities and role of school heads and other governing bodies in the education system, authors should insert cross-references as appropriate to topic 10 on Management and Other Educational Staff. This section can be divided into several sub-sections, if the description of this topic varies at different levels and/or types of education (for example, General Education, Vocational Education, Higher Education, Adult Education).

2.8 Statistics on Organisation and Governance This section should include statistics on the number of educational institutions in different educational levels and types. Authors should provide a definition used at national level for the educational institutions covered. Data should be provided with reference to official national sources. The reference year to which data applies should be cited and regularly updated in all cases.

17 TOPIC 3: FUNDING IN EDUCATION

This Topic covers all main aspects of education system funding. The introduction focuses on the most significant aspects of the system, and sections then follow for each major education level (Early Childhood and School Education, Higher Education and Adult Education) on overall funding, financial autonomy, fees, financial support and private education.

The introductory page to this topic should outline the most significant aspects of national education financing. Authors should briefly explain the breakdown of public and private sources of financing at each level of the education system from ECEC to higher education. This should

include information on the amount and relative share of public and private investment in the education system. If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education, as well as on Higher Education and Adult Education.

3.1 Early Childhood and School Education Funding 1Funding For each level of education concerned, please explain: the main policy goals of public funding; the role of different bodies in the public financing of educational institutions. This should include the role of central government and regional and/or local authorities, and the role of any funding agencies or other bodies; the different forms of funding mechanisms, such as input-based mechanisms, performance-based funding, negotiated allocations and purpose-specific funding. If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education, as below: 1.1 Funding of Early Childhood Education and Care 1.2 Funding of Primary (or Single Structure) Education 1.3 F u n d i n g o f S e c o n d a r y ( a n d U p p e r S e c o n d a r y ) E d u c a t i o n 2FinancialAutonomyandControl For each level of education concerned please provide information on: the extent to which educational institutions are able to acquire and manage different types of resources (e.g. staff, operational resources and infrastructure etc); accountability of publicly funded educational institutions, including how educational expenditure is monitored.

18 If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education. 3FeeswithinPublicEducation For each level of education concerned in the main section A please indicate: the extent to which access to public-sector education institutions is free; why and under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. educational institutions themselves, or other bodies). If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education. 4FinancialSupportforLearners'Families For each level of education concerned in the main section A please indicate the nature of financial support offered to families whose children attend an educational institution. This would include: cash benefits (family allowances); tax relief to cover part of the cost of educating their children (tax allowances and exemptions in the case of dependent children); other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population. If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education.

4.1 Financial Support for Families of Pupils with Special Educational Needs For each level of education concerned, authors are asked to explain whether there are measures which are specifically intended to support the families of pupils with special educational needs, and which involve wholly or partially subsidising not only costs related to schooling (such as books, transport and meals) but also additional expenditure associated with the particular disability/difficulty concerned. For example, costs may be financially covered by the government or public authorities through the reimbursement of specific items of expenditure, such as transport fares for travelling to and from school, or in contributions to the expenditure of families, in the form of cash benefits and/or tax relief. These different types of increased family allowances or financial support for parents should all be clearly indicated. Information should also be provided on the criteria taken into account which may, for example, include the degree of disability or dependence of a particular child, or the financial circumstances of the family concerned in determining whether the latter is eligible for these types of support. 5FinancialSupportforLearners For each level of education concerned in the main section A please indicate the nature of public financial support offered to learners attending an educational institution. This would include:

19 grants and scholarships, including specific support for mobility; loans, including specific support for mobility; tax relief to cover part of the costs of education (tax allowances and exemptions); other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population. If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education. 6PrivateEducation For each level of education concerned, please provide information on: Exclusively private educational institutions that are entirely financed by individuals or bodies established under private law. Authors should cover issues of:

Financial autonomy and accountability - explaining the extent to which private educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored. Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. educational institutions themselves, or other bodies). Financial Support - including cash benefits (family allowances), tax relief to cover part of the cost of educating their children and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

The private grant-aided sector that is either partially or entirely supported by public funds. Authors should cover issues of: financial autonomy and accountability - explaining the extent to which private educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored. Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. educational institutions themselves, or other bodies). Financial Support - including cash benefits (family allowances), tax relief to cover part of the cost of educating their children and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

20 If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education.

3.2 Higher Education Funding

1Funding This section should describe the most significant aspects of national higher education financing. Authors should briefly explain the breakdown of public and private sources of financing. This should include information on the amount and relative share of public and private investment in the higher education system. Please explain: the main policy goals of public funding; the role of different bodies in the public financing of educational institutions. This should include the role of central government and regional and/or local authorities, and the role of any funding agencies or other bodies; the different forms of possible funding mechanisms, such as input-based mechanisms, performance-based funding, negotiated allocations and purpose-specific funding. 2FinancialAutonomyandControl Please provide information on: the extent to which educational institutions are legally enabled to acquire and manage different types of resources (e.g. staff, operational resources and infrastructure etc); accountability of publicly funded educational institutions, including how educational expenditure is monitored. 3FeeswithinPublicHigherEducation Please indicate: the extent to which access to public-sector education institutions is free; why and under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. higher educational institutions themselves, or other bodies). 4FinancialSupportforLearners'Families Please indicate the nature of public financial support offered to families whose children attend a higher educational institution. This would include: cash benefits (family allowances);

21 tax relief to cover part of the cost of educating their children (tax allowances and exemptions in the case of dependent children); other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population. 5FinancialSupportforLearners For each level of education, please indicate the nature of public financial support offered to learners attending an educational institution. This would include: grants and scholarships, including specific grants for mobility periods; loans including specific loans for mobility periods; tax relief to cover part of the costs of education (tax allowances and exemptions); other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population. 6PrivateEducation Authors should provide information on: Exclusively private higher educational institutions that are entirely financed by individuals or bodies established under private law. Authors should cover issues of: Financial autonomy and accountability - explaining the extent to which private higher educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored. Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the

bodies to which payment is made (e.g. higher educational institutions themselves, or other bodies). Financial Support for students and their families - including cash benefits (grants, loans, family allowances), tax relief and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

The grant-aided higher education sector that is either partially or entirely supported by public funds. Authors should cover issues of: Financial autonomy and accountability - explaining the extent to which private higher educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored.

22 Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. higher educational institutions themselves, or other bodies). Financial Support for students and their families - including cash benefits (grants, loans, family allowances), tax relief and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

3.3 Adult Education and Training Funding 1Funding This section should describe the most significant aspects of national adult education financing. Authors should briefly explain the breakdown of public and private sources of financing. Please explain: the main policy goals of public funding;

the different forms of funding mechanisms, such as input-based mechanisms, performance-based funding, negotiated allocations and purpose-specific funding. 2FeesPaidbyLearners Please indicate: the extent to which access to adult education is free; why and under which circumstances fees are charged, to whom, and the amounts involved. 3FinancialSupportforAdultLearners Please indicate the nature of financial support offered to adults in education and training. This would include: grants and scholarships; loans; cash benefits & family allowances; tax relief (tax allowances and exemptions); other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility. 4PrivateEducation Where relevant, authors should provide information on:

23 Exclusively private adult educational institutions that are entirely financed by individuals or bodies established under private law. Authors should cover issues of: Financial autonomy and accountability - explaining the extent to which private adult educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored. Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the

bodies to which payment is made (e.g. higher educational institutions themselves, or other bodies). Financial Support for adult students and their families - including cash benefits (grants, loans, family allowances), tax relief and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

The grant-aided adult education sector that is either partially or entirely supported by public funds. Authors should cover issues of: Financial autonomy and accountability - explaining the extent to which private adult educational institutions are able to acquire and manage different types of resources, and to whom and how they are accountable, including how educational expenditure is monitored. Fees including under which circumstances fees are charged, to whom, and the amounts involved; any differences in fee levels depending on the field or branch of study concerned; the bodies to which payment is made (e.g. higher educational institutions themselves, or other bodies). Financial Support for adult students and their families - including cash benefits (grants, loans, family allowances), tax relief and any other social benefits (accommodation, meals, transport, healthcare allowances, etc.). For each type of financial support identified, please provide information on the criteria taken into account in determining eligibility, and give some indication of the percentage of beneficiaries compared to the overall population.

24 TOPIC 4: EARLY CHILDHOOD EDUCATION AND CARE

This topic on Early Childhood Education and Care (ECEC) begins with an introduction that should outline the general characteristics of its organisation and summarise the main national policy and general objectives for this level of education. The topic will be organised according to the scenario proper to each country. If ECEC is structured as a unitary setting or includes, for instance, only settings for children over X years old, the topic will not be subdivided. If ECEC contains several stages/programmes, for example, for children under X, for children over X, the topic should be subdivided into two parts corresponding to each stage/programme. Information (organisation, teaching and learning, assessment) should be provided for each kind of existing ECEC stage/programme in a separate part of the topic: e.g.; A. Provision for children under X years old; B. Provision for children over X years old. The appropriate template for each country is created by EACEA P9 in each national wiki template (based on the request formulated by National Units). Appropriate terminology should be decided by the author (e.g.: whether or not ECEC activities involve "teaching").

On the introductory page, authors should outline the main features of how ECEC operates and how it is organised in the country. The authors should clearly present the structure of ECEC, pointing out if it is compulsory from any point. The different types of institution for this level should also be presented and explained. Authors should further outline the general policy and objectives of ECEC. The main provisions of relevant education laws (decrees, decisions, at ministerial/municipal level) should also be explained, with links inserted to relevant legislation.

4.1 Organisation

1GeographicalAccessibility Under this heading the author should indicate the main geographical differences in access to institutions offering this kind of ECEC service, and the steps taken to ensure optimal provision for children who live in less populated areas (e.g. in terms of transport facilities, flexible operational hours, etc.). 2AdmissionRequirementsandChoiceofECECinstitution This sub-section should describe the requirements, particularly as regards age, maturity and other possible criteria for admission to the ECEC provision concerned (parents employment, family situation, etc.) as well as possible exceptions. If regulated, all criteria should be given here, together with possible ways of determining compliance with them (e.g. how the level of maturity is measured). It should be indicated whether or not the parental choice of this kind of ECEC institution is entirely unrestricted. If there are restrictions, authors should describe their nature, the circumstances under which they apply and in accordance with what criteria. Any possible right of appeal against decisions taken by

25 educational bodies as regards choice of ECEC institution or possible exclusion from an institution (rights and obligations of children, rights and obligations of parents) should also be described. 3AgeLevelsandGroupingofChildren In this section, authors should indicate at what age children start and finish the ECEC provision concerned. In addition, if regulated, they should state whether or not several staff/teachers provide instruction for the same group of children. If several adults are involved, the various activities and/or stages they teach should be indicated. This section should also specify whether or not children of different ages belong to the same class/group, and whether or not staff/teachers may stay with the same class for several years. Finally, authors should specify whether or not there are any official recommendations regarding the maximum and/or minimum number of children in a class/group. 4OrganisationofTime This section should include information on organisation and time management within the ECEC provision concerned, especially as regards the way the year is organised. In each case, authors should indicate the authorities/bodies responsible for the decisions taken on these matters.

Authors should describe the minimum core guidelines or recommendations in the legislation or official regulations regarding the structure of the annual timetable through the successive years of this type of ECEC provision. Where no common recommendations or regulations exist (because the education system is decentralised or ECEC institutions are autonomous), authors should make this very clear. Descriptions of general or typical situations may be given, as well as examples relating to one or more regions (Land, Autonomous Community, municipality, etc.). If a maximum or minimum number of weekly hours is set by law, authors should provide the details. As to the organisation of the school year relevant only for school-based ECEC - the number of days a year during which ECEC institutions normally work should be indicated. Authors should note carefully that the term school year corresponds not just to the time when classes are in operation, but also periods during which ECEC institutions may be open for administrative reasons (e.g. staff/teachers arranging their work schedules or task allocations, etc.) or periods when an ECEC institution becomes only a care provider (e.g. in summer holidays). 5 O r g a n i s a t i o n o f t h e D a y a n d W eek The authors are asked to give information on the way the week and day are organised in this type of ECEC institution. If regulated, the opening hours of institutions, and the typical structure of the day's activities should be indicated in this section. At this point, if it is appropriate for the type and level of ECEC provision, a table showing clearly the organisation of time may be included. Authors are therefore asked to adapt the table below to the specific circumstances of their country.

26 LENGTH OF TYPICAL DAY, EACH DAY OF THE WEEK

Monday Tuesday Wednesday Thursday Friday Saturday Out-of-hours provision (before activities) Activities (starting and finishing times in the morning) Lunch break Activities (starting and finishing times in the afternoon) Out-of-hours provision (after activities)

4.2 Teaching and learning 1Steeringdocumentsandtypesofactivities This sub-section should indicate which kind of steering documents exist to guide institutions offering ECEC. If there is an educational plan, a curriculum and/or guidelines established at national/central/regional levels, the nature of such documents should be explained. The bodies/persons actively involved in their preparation (e.g. inspectors, teachers, researchers, parents, etc.) should be mentioned. Authors should also indicate the date at which the currently operational documents came into effect. If central guidelines or a curriculum exist, the titles of various subjects and/or activities (e.g. music, dance, painting, foreign languages, etc.) should be indicated as well as the main objectives of these activities (e.g. developing of social and motor skills). The authors should also specify the period concerned, i.e. year, number of hours per year dedicated to an activity. It should also be mentioned which subjects and/or activities are compulsory and which are recommended at the national/central/regional level. If the structure and content of the curriculum may to some extent be freely determined, this flexibility should be explained here. If there is a tendency to confer responsibilities for the curriculum and educational planning to local authorities, this should also be clearly mentioned. 2TeachingMethodsandMaterials In this sub-section, it should be indicated whether staff/teachers are free to choose the teaching methodology best suited to their particular circumstances, or have to follow certain guidelines. Authors are also asked to provide information on the implementation of major methodological guidelines for the organisation of activities (e.g. play, peer-play, discovery activities, etc.); the use of pedagogical approaches (developmental, social-emotional, didactic, academic, etc.); the use of particular teaching methods (such as Freinet, Montessori, Steiner, etc.).

Moreover, authors should state whether teaching materials (handbooks, audio-visual and painting materials, objects as well as natural materials such as cloth, wood, clay, etc.) are available for children and teachers in this kind of ECEC institution. They should further indicate the authority/body responsible for preparing such materials, and whether they are provided to institutions or children free of charge.

27 4.3 Assessment This section should explain whether or not there is a formal evaluation system in place with regard to ECEC. If so, authors are asked to indicate the main purposes and criteria of assessment as well as the main elements assessed. Besides, the organisation of the assessment process of should be also described. If the progress of children is not evaluated at this level, this should be stated explicitly. Moreover, authors should mention whether ECEC institutions provide an assessment of children linked to access to primary education, and if so how this process is organised.

Note: In case that ECEC contain two different stages/programmes, each of them will be divided into three sections (which means it will have three separate pages).

(4.4 Organisation)

(4.5 Teaching and Learning) (4.6 Assessment)

4.4 or 4.7 Organisational Variations and Alternative Structures in Early Childhood Education and Care This section should describe less common or unusual variations in public-sector ECEC provision (for example, in rural areas, experimental ECEC institutions, etc.). Authors are asked to briefly explain the general objectives of these alternative structures, their admission criteria, programme of activities, methodological emphasis, etc.

28 TOPIC 5: PRIMARY EDUCATION (OR INTEGRATED PRIMARY AND LOWER SECONDARY EDUCATION)

This structure for the topic on Primary Education (or Single Structure Education, which corresponds to an integrated primary and lower secondary system) begins with an introduction that should outline the general characteristics of its organisation and summarise the main national policy and general objectives for this level of education. The following sections then focus on the organisation of primary (or single structure) education, teaching and learning issues, pupil assessment and progression, and organisational variations and alternative structures.

On the introductory page, authors should outline the main features of how public (including private grant- aided) primary (or single structure) education operates and how it is organised (as a separate level of compulsory education or integrated within a single structure with no transition/distinction between primary and lower secondary education). According to the country

situation, there can be particularities in the organisation and the structure of this level of education. For example, there may be an optional year before or after the compulsory years of schooling. Primary education can also be combined with school-oriented pre-primary education. The last stages of the single structure may be also be provided by some secondary schools. Authors should state clearly what is included in this topic and what is placed in other topics concerned (Topic 4 on Pre-primary and/or Topic 6 on Secondary education). Authors should further outline the general primary (or single structure) education policy objectives. The main provisions of relevant primary education laws (decrees, decisions, at ministerial/municipal level) should also be explained, with links inserted to relevant legislation. If primary (or single structure) education is provided in different types of institution, authors should ensure that this is made very clear in the present introduction.

5.1 Organisation 1GeographicalAccessibility Authors should indicate the geographical distribution of schools offering this kind of provision, and the steps taken to overcome any obstacles to access that may exist for pupils/students who live in less populated areas (e.g. in terms of school transport facilities, flexible school hours, etc.). 2AdmissionRequirementsandChoiceofSchool This section should describe the requirements, particularly as regards age, maturity and other possible criteria for admission to this level of education, as well as possible exceptions. All criteria should be given here, together with possible ways of determining compliance with them (e.g. how the level of maturity is measured). It should be indicated whether or not the parental choice of a primary or single structure school is entirely unrestricted. If there are restrictions, the author should describe their nature, the circumstances under which they apply and in accordance with what criteria. Any possible right of appeal against decisions taken by educational bodies as regards choice of schools or possible exclusion from a school (rights and obligations of pupils, rights and obligations of parents) should also be described.

29 Authors should also indicate the geographical distribution of schools offering primary or single structure education, and the steps taken to ensure optimal provision for pupils who live in less populated areas (e.g. in terms of school transport facilities, flexible school hours, etc.).

3AgeLevelsandGroupingofPupils Authors should note whether or not primary (or single structure) education is divided into separate stages. If so, they should specify the way in which those stages are structured. In addition, they should state whether or not several teachers provide instruction for the same group of pupils. In cases in which many staff/teachers do so, the various subjects and stages they teach should be indicated. This section should also specify whether or not children of different ages belong to the same class, and whether or not staff/teachers may stay with the same class for several years. Finally, authors should specify whether or not there are any official recommendations regarding the maximum and/or minimum number of pupils in a class or group of pupils. If class sizes deviate from this kind of norm in one or more subjects (such as foreign languages), this should be stated explicitly. 4OrganisationoftheSchoolYear This section will include information on the organisation of the school year, and time management within primary (or single structure) education. The information should relate to minimum core guidelines or recommendations in the legislation or official regulations regarding the structure of the annual timetable through the successive years of schooling. Authors should explain the way in which the school year is structured (e.g. into semesters, threemonth terms, etc.). The number of days a year during which schools for primary or single structure education work normally has to be indicated. Authors should note carefully that the term school year corresponds not just to the time when classes are in operation, but also periods during which schools may be open for administrative reasons (e.g. staff/teachers arranging their work schedules or task allocations, examinations, etc.). The information on the organisation of the school year (starting date as well as end of students' and teachers' school, dates of holidays) is annually updated by the National Units in the publication Organisation of the school time in Europe. Primary and secondary education (available on the Eurydice website). Please check that the information published in Eurypedia is coherent and compatible with this publication. If a maximum or minimum number of weekly hours is set by law, authors should provide the details concerned. Where no common recommendations or regulations exist (because, for example, the education system is decentralised or schools are autonomous), authors should make this very clear. Descriptions of general or typical situations may be given, as well as examples relating to one or more regions (Land, Autonomous Community, municipality, etc.). 5OrganisationoftheSchoolDayandWeek

Authors should include information on the way the school week and day are organised for pupils attending primary or single structure schools. If regulations exist, the school week (with information devoted to full- or half- day schooling education if applicable), the number of lessons per week, the school day, opening hours of institutions, and out-of-school time should be indicated, either for primary or single structure education as a

30 whole, or for particular years or stages in it (e.g. the youngest children may have fewer hours). Please also describe how the premises are used (for one single group of pupils a day or more groups). At this point, a table showing clearly how time is organised should be included if possible and relevant. Authors are asked to fill in the table below, adapting it to the specific circumstances of their country and/or adding explanatory notes. LENGTH OF SCHOOL DAY, EACH DAY OF THE WEEK

Monday Tuesday Wednesday Thursday Friday Saturday Out-of-hours provision (before lessons) Lessons (starting and finishing times in the morning) Lunch break Lessons (starting and finishing times in the afternoon) Out-of-hours provision (after lessons) If possible, each day of the week can be represented in the above table in order to point out the differences. The author has to be especially careful when noting the time at which the lunch break begins and ends, which has to be the real time for lunch itself and no other kind of break like playtime between lessons. Moreover, if there is some kind of provision for pupils out of school hours in the country in question, authors are asked to indicate the starting and finishing

time of such provision both before and after lessons. If possible, it would be useful to have the description of the types of service offered (homework classes, some form of care and supervision, etc.). The pattern of the school week may also be indicated above the table, for example, whether it is a 5-day or 6-day week system, etc. If two or more different (weekly) systems exist in the country, authors should make a table for each of them and explain the circumstances under which schools may choose which system to adopt. They should also indicate differences from one year to the next if necessary. If starting and finishing times may vary depending on the local/regional situation, this variation should be indicated (e.g. 8h/9h).

5.2 Teaching and Learning 1Curriculum,Subjects,NumberofHours Steering documents or other national/central level guidelines that influence curriculum should be indicated, as well as the bodies/persons actively involved in their preparation (e.g. inspectors, teachers, researchers, etc.). If the structure and content of the curriculum may to some extent be freely determined and offer some scope for choice, this flexibility should be explained here. Authors should also indicate the date at which the curriculum currently operational came into effect. At this point also, the titles of various core subjects or groups of subjects (specifying the period concerned, i.e. year, stage, level, number of hours per year) should be indicated. The section should also specify which subjects are compulsory and which are core curriculum options (where applicable). By compulsory is meant those subjects that pupils must study. A core curriculum option is any one of a set of

31 subjects from which pupils have to select a minimum number in order to cover part of their minimum core curriculum. At this point subjects related to information and communication technology (ICT) teaching should also be indicated. Authors should further complete the section with information on language teaching, describing special measures at this level of education to develop the language skills of pupils. They should state whether one or more subjects in the curriculum are taught in a language other than the language of instruction. Authors should provide information on the breakdown of teaching hours for different subjects if this is regulated and explain whether this allocation is subject to some measure of flexibility as regards either what schools must offer or pupils have to study.

The information on teaching time allocated to each subject (number of hours per year) is provided by the Eurydice countries in the publication, "Recommended minimum annual taught time in compulsory education in Europe". A link to these annually updated tables will be inserted at this point by the Unit P9 of the EACEA. Please check that the information published in Eurypedia is coherent and compatible with this publication. 2TeachingMethodsandMaterials For this section, authors should indicate whether teachers are free to choose the teaching methodology best suited to their particular circumstances, or have to follow certain guidelines. Authors are asked to provide information on the following: implementation of major methodological guidelines, as in the organisation of small group activities (e.g. group projects); use of particular teaching methods; use of new technologies in class (such as computer-assisted teaching, etc.); and whether teaching is structured in a cross curricular manner. Moreover, authors should state whether teaching materials (books, audio-visual materials, etc.) are available for pupils and teachers and, if so, whether they are the same for all schools. They should further indicate the authority/body responsible for preparing such materials, and whether they are provided to schools or pupils free of charge. Finally, they should explain whether there are any official recommendations regarding homework for pupils (such as written exercises or studying lessons at home).

5.3 Assessment 1PupilAssessment This section should explain the way evaluation is organised, distinguishing between continuous/formative (carried out during the learning process for the purpose of evaluating progressive learning and teaching in order to inform, modify them), and summative (designed to measure the acquisition of knowledge and skills through the tests and examination; it occurs at the end of learning module/cycle or at the end of level of education). For each of the types of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, and if this evaluation is reported and how often. Please also specify techniques used by teachers/schools to assess pupils (for example using scale grades, verbal qualitative comments, etc.) and if these techniques change during different years of primary (or single structure) education. Authors should describe whether there are differences between the evaluation carried out in different years and/or different subjects in terms of frequency, method and/or the significance of the results. Are these results used, for example, for detection of learning difficulties, etc.?

32 Please also indicate if at the end each year of primary (or single structure) education pupils receive the annual report/marks transcript? Is the progression to the next grade dependent on this? Please note that end-of-primary (or single structure) education certification issues should be explained in the sub-section Certification (bellow). The distribution of responsibilities in relation to pupil evaluation (role of the teacher, the school head, support and/or monitoring staff, parents and other bodies such as the school council) should also be indicated at this point. If in your country any particular ways/methods for evaluation of pupils at primary level exist, please explain them here. 2ProgressionofPupils This section should be devoted to a description of the circumstances under which the decision to allow pupils to progress from one class and/or stage to another is taken. Authors should explain if, according to the legislation in force, progress to the next grade is automatic or if it is possible for a pupil to repeat a class (year) in primary (or single structure) education. If so, how frequently does grade repetition occur? If retention is allowed in your country, please describe the criteria that determine whether pupils remain in the same grade or move on to a higher one (such as the pupil's overall assessment, school attendance, behaviour). Please also indicate if there are any official regulations/rules defining these criteria. The role of participants in the decision making-process on grade retention (for example teachers responsible for the class, teaching staff of the whole school, the school head, support and/or monitoring staff) should be explained here. What is the role of parents (or legal guardians) in this process? Are they consulted during the decision-making process? Have they more active role during this process (for example they may lodge on appeal if they object the decision to make their child repeat the year; or they may request that they child repeats the year; or their agreement or consent is required in any decision regarding grade repetition)? The points during schooling at which grades may be repeated (e.g. the end of a year or stage) and any limit to the number of times this may occur should be indicated, as well as procedures if that limit is reached. 3Certification In this section authors should describe the issues concerning certification delivered to pupils at the end of primary (or single structure) education. Please provide the information concerning the authority responsible for certification if such a body exists - the content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, external/internal examinations or work during the year). The title of such qualifications awarded to pupils, as well as the body which officially recognises them (for example, the State) should also be indicated here. Please also explain if progression of pupils to the next educational level is based on this certificate.

If no certification occurs at the end of this level, then this should be stated explicitly. Other requirements relating to the completion of primary (or single structure) education should also be described.

5.4 Organisational Variations and Alternative Structures This section should describe less common or unusual variations in public-sector primary or single structure education (for example, in rural areas, peripatetic teaching, home teaching or distance learning, art schools, international/bilingual schools, schools for sports activities, experimental or pilot schools, etc.). Authors are asked to briefly explain the general objectives of these alternative structures, their admission

33 criteria, programme of activities and methodological emphasis, timetable, assessment, progression of pupils, etc.

34 TOPIC 6: SECONDARY EDUCATION (OR UPPER SECONDARY EDUCATION) AND POST SECONDARY NON TERTIARY EDUCATION

In countries organised in a single structure, all information on lower secondary education (ISCED 2) is already included in Topic 5 which is devoted to Primary education or Integrated primary and lower secondary education structures (covering ISCED 1 and 2). For some other countries, where no distinction is made between lower and upper secondary education, it is clearer and simpler to explain this situation in one section. Therefore, some flexibility is offered and the appropriate template for each country is already created in each national wiki template (based on the request formulated by National Units). Depending on the national structure, this topic can be divided in five main parts or less (in cases where no lower secondary education (single structure) or no lower vocational secondary education exists, etc.). The possible five parts are: A. General Lower Secondary Education B. Vocational Lower Secondary Education C. General Upper Secondary Education D. Vocational Upper Secondary Education E. Post-Secondary Non-Tertiary Education It is important to underline that in each national template, a part on post secondary non tertiary education is mandatory. If such programmes (ISCED 4) do not exist in your country you will simply need to state this in the appropriate page and explain your own national specificities in this part. Instead of three pages on Post-Secondary Non-Tertiary Education (Organisation, Teaching and Learning, Assessment), you can request to have only one page (titled PostSecondary Non-Tertiary Education). Below each main part, the following headings should be followed: Section 6.1 focuses on the organisation of the level/branches concerned (like General lower secondary education, etc.). This section is divided into several subsections describing types of institution, admission requirements and choice of school, age levels and grouping of pupils/students as well as organisation of school time. Section 6.2 concerns teaching and learning issues. Three subsections are distinguished. The first one relates to the curriculum organisation, subjects offered and numbers of hours allowed to each subject. The second one focuses on specialisation of studies and the third one on teaching methods and materials used. Section 6.3 concerns pupils'/students' assessment and progression, and describes certification issues.

This structure for the topic on Secondary Education (or Upper Secondary Education and Post Secondary Non-Tertiary Education) begins with an introductory page, where authors should outline the general characteristics of organisation and summarise the main national policy and general objectives for both levels of education (secondary and post secondary non tertiary).

35 In this introduction, authors should outline the main features of how public secondary (or upper secondary) education operates and how it is organised (Lower/upper secondary, general/vocational education, types of institutions). According to the country situation, there can be particularities in the organisation and the structure of this level of education. For example, there may be an optional additional year after the compulsory years of secondary schooling. Secondary education can also be combined with primary education. The last stages of the single structure may be also be provided by some secondary schools. Authors should state clearly what is included in this topic. Authors should further outline the general secondary and post secondary non tertiary education policy objectives. The main provisions of relevant secondary education laws (decrees, decisions, at ministerial/municipal level) should also be explained, with links inserted to relevant legislation. If secondary (or upper secondary) education is provided in different types of institution, authors should ensure that this is made very clear in the present introduction.

6.1 Organisation 1TypesofInstitutions This section should provide a short description of various categories (if any) of institutions providing the level of education/branches concerned. It should also provide information on the relative size and significance of the provision. 2GeographicalAccessibility Authors should indicate the geographical distribution of schools offering this kind of provision, and the steps taken to address any potential obstacles to access for pupils/students who live in less populated areas (e.g. in terms of school transport facilities, flexible school hours, etc.). 3AdmissionRequirementsandChoiceofSchool

This section should describe the requirements, particularly as regards aptitudes, certificates, entrance examinations and other possible criteria for admission to this level of education, as well as possible exceptions. All criteria should be given here, together with possible ways of determining compliance with them (e.g. how the entrance examination is organised, the subjects covered and the skills required). It should be indicated whether or not the parental choice of this kind of schooling is entirely unrestricted. If there are restrictions, the author should describe their nature, the circumstances under which they apply and in accordance with what criteria. Any possible right of appeal against decisions taken by educational bodies as regards choice of schools or possible exclusion from a school (rights and obligations of pupils/students, rights and obligations of parents) should also be described. 4AgeLevelsandGroupingofPupils/Students Authors should note whether or not the level provision concerned is divided into separate stages. If so, they should specify the way in which those stages are structured. In cases in which many teachers provide instruction for the same group of pupils/students, the various subjects and stages they teach should be indicated. This section should also specify whether or not children of different ages belong to the same class, and whether or not teachers may stay with the same class for several years. Finally, authors should specify whether or not there are any official recommendations regarding the maximum and/or minimum number of pupils/students in a class or groups. If class sizes deviate from this kind of norm in one or more subjects (such as foreign languages), this should be stated explicitly.

36 5OrganisationoftheSchoolYear This section will include information on organisation and time management. The information should relate to minimum core guidelines or central recommendations in the steering documents or official regulations regarding the structure of the annual timetable through the successive years of schooling. At this point, authors should explain the way in which the school year is structured (e.g. into semesters, three-month terms, etc.). The number of days a year during which schools work normally has to be indicated. Authors should note carefully that the term school year corresponds not just to the time when classes are in operation, but also periods during which schools may be open for administrative reasons (e.g. teachers arranging their work schedules or task allocations, examinations, etc.). The information on organisation of school time (starting date as well as end of students' and teachers' school, dates of holidays) is annually updated by the National Units in the publication

Organisation of school time in Europe (Primary and general secondary education (available on the Eurydice website). Please check that the information published in Eurypedia is coherent and compatible with this publication. If a maximum or minimum number of weekly hours is set by law, authors should provide the details concerned. Where no common recommendations or regulations exist (because, for example, the education system is decentralised or schools are autonomous), authors should make this very clear. Descriptions of general or typical situations may be given, as well as examples relating to one or more regions (Land, Autonomous Community, municipality, etc.). 6 O r g a n i s a t i o n o f t h e S c h o o l D a y a n d W eek If regulated, authors should include information on the way the school week and organised for pupils/students. The school week (with information devoted to full- or schooling education if applicable), the number of lessons per week, the school day, hours of institutions, and out-of- school time should be indicated. Please also describe premises are used (for one single group of pupils/students a day or more groups). day are half-day opening how the

At this point, if central regulations exist, a table showing clearly how time is organised should be included. Authors are asked to fill in the table below, adapting it to the specific circumstances of their country and/or adding explanatory notes. LENGTH OF SCHOOL DAY, EACH DAY OF THE WEEK

Monday Tuesday Wednesday Thursday Friday Saturday Out-of-hours provision (before lessons) Lessons (starting and finishing times in the morning) Lunch break Lessons (starting and finishing times in the afternoon) Out-of-hours provision (after lessons)

37 If possible, each day of the week can be represented in the above table in order to point out the differences. The author should be especially careful when noting the time at which the lunch break begins and ends, which should be the real time for lunch itself and not include other kinds of break between lessons. For secondary education, if there is some kind of provision for pupils/students out of school hours in the country in question, authors are asked to indicate the starting and finishing time both before and after lessons. If possible, it would be useful to have the description of the types of service offered (homework classes, additional support to pupils, etc.). The pattern of the school week may also be indicated above the table, for example, whether it is a 5-day or 6-day week system, etc. If two or more different (weekly) systems exist in the country, authors should make a table for each of them and explain the circumstances under which schools may choose which system to adopt. They should also indicate differences from one year to the next if necessary. If starting and finishing times may vary depending on the local/regional situation, this variation should be indicated (e.g. 8h/9h).

6.2 Teaching and Learning 1Curriculum,Subjects,NumberofHours The existence of a minimum core curriculum at national/central level should be indicated, as well as the bodies/persons actively involved in its preparation (e.g. inspectors, teachers, researchers, etc.). If the structure and content of the curriculum may to some extent be freely determined and offer some scope for choice, this flexibility should be explained here. Authors should also indicate the date at which the curriculum currently operational came into effect. At this point also, the titles of various subjects or groups of subjects (specifying the period concerned, i.e. year, stage, level, number of hours per year) should be indicated. The section should also specify which subjects are compulsory and which are core curriculum options (where applicable). By compulsory is meant those subjects that pupils/students must study. A core curriculum option is any one of a set of subjects from which pupils/students have to select a minimum number in order to cover part of their minimum core curriculum. At this point subjects related to information and communication technology (ICT) teaching should also be indicated. Authors should further complete the section with information on language teaching, describing special measures at this level of education to develop the language skills of pupils/students. They should state whether one or more subjects in the curriculum are taught in a language other than the language of instruction. Authors should provide information on the breakdown of teaching hours for different subjects and explain whether this allocation is subject to some measure of flexibility as regards either what schools must offer or pupils/students have to study.

The information on teaching time allocated to each subject (number of hours per year) is provided by the Eurydice countries in the tables, "Recommended minimum annual taught time in compulsory education in Europe". A link to these annually updated tables will be inserted at this point by the Unit P9 of the EACEA. Please check that the information published in Eurypedia is coherent and compatible with this publication. 2TeachingMethodsandMaterials For this section, authors are asked to provide information on the following: implementation of major methodological guidelines, as in the organisation of small group activities (e.g. group projects); use of

38 particular teaching methods; use of new technologies in class (such as computer-assisted teaching, etc.); and whether teaching is structured in a cross curricular manner. They should also indicate whether teachers are free to choose the teaching methodology best suited to their particular circumstances, or have to follow certain guidelines. Moreover, authors should state whether teaching materials (books, audio-visual materials, etc.) are compulsory/recommended for pupils/students and teachers and, if so, whether they are the same for all schools. They should further indicate the authority/body responsible for preparing such materials, and whether they are provided to schools or pupils/students free of charge. Finally, they should explain whether there are any official recommendations regarding homework for pupils/students (such as written exercises or studying lessons at home).

6.3 Assessment 1Pupil/StudentsAssessment This section should explain the way evaluation is organised, distinguishing between continuous/formative (carried out during the learning process for the purpose of evaluating progressive learning and teaching in order to inform, modify and modify them), and summative (designed to measure the acquisition of knowledge and skills through the tests and examination; it occurs at the end of learning module/cycle or at the end of level of education). For each of the type of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, and if this evaluation is reported and how often. Please also specify techniques used by teachers/schools to assess pupils/students (for example using s cale grades, verbal qualitative comments, etc.) and if these techniques change during different years of primary (or single structure) education. Authors should describe whether there are differences between the evaluation carried out in different years and/or different subjects in terms of frequency, method and/or the significance of the results. Are these results used, for example, for detection of learning difficulties, etc.?

Please also indicate if at the end each year of this kind of provision pupils/students receive the annual report/marks transcript? Is the progression to the next grade dependent on this report? The distribution of responsibilities in relation to pupil/student evaluation (role of the teacher, the school head, support and/or monitoring staff, parents and other bodies such as the school council) should also be indicated at this point. If in your country any particular ways/methods for evaluation of pupils/students in this provision or level exist, please explain them here. 2ProgressionofPupils/Students This section should be devoted to a description of the circumstances, regulations and central criteria if they exist under which the decision to allow pupils/students to progress from one class and/or stage to another is taken. Authors should explain if, according to the legislation in force, progress to the next grade is automatic or if it is possible for a pupil to repeat a class (year). If retention is allowed in your country, please describe the central criteria that determine whether pupils/students remain in the same grade or move on to a higher one (such as the pupil's overall assessment, school attendance, behaviour). Please also indicate if there are any official regulations/rules defining these criteria. The role of participants in the decision making-process on grade retention (for example teachers responsible for the class, teaching staff of the whole school, the school head, support

39 and/or monitoring staff) should be explained here mainly for secondary education grades. What is the role of parents (or legal guardians) in this process? Are they consulted during the decisionmaking process? Have they a more active role during this process (for example they may lodge an appeal if they object to the decision to make their child repeat the year; or they may request that the child repeats the year; or their agreement or consent is required in any decision regarding grade repetition)? The points during schooling at which grades may be repeated (e.g. the end of a year or stage) and any limit to the number of times this may occur should be indicated, as well as procedures if that limit is reached. 4Certification In this section authors should describe the issues concerning certification delivered to pupils/students at the end of this level or branches. Please provide the information concerning the authority responsible for certification, the content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, external/internal examinations or work during the year). There should also be an indication whether the marks obtained are noted in the individual certificate. The title of such qualifications awarded to

pupils/students, as well as the body which officially recognises them (for example, the State) should also be indicated here. If no certification occurs at the end of this level, then this should be stated explicitly. Other requirements relating to the completion of this level of education should also be described.

40 TOPIC 7: HIGHER EDUCATION

This structure for the topic on Higher Education begins with an introduction that should summarise the main national policy and general objectives for higher education. 7.1 concerns the types of higher education institutions to be found in each system. The three cycles of higher education are examined within separate sections. As an outcome of the Bologna process reforms, these three cycles are now found in all European higher education systems. 7.2 distinguishes information on Bachelor programmes from information on short cycle higher education programmes, recognising that for some countries such short cycle higher education do not exist within higher education. In such cases, countries should simply report this reality. Section 7.3 focuses on the organisation of second cycle (master) programmes. Section 7.4 focuses on the organisation of programmes outside the bachelor and master structure. Section 7.5 concerns the third cycle (doctoral education).

On the introductory page, authors should outline the general higher education policy objectives, and the main features of how higher education is organised. The general objectives of higher education should be included, as well as the roles of different types of existing institutions and programmes. The main provisions of relevant higher education laws (decrees, decisions, at ministerial/regional level) should also be explained, with links inserted to relevant legislation. This introduction should also explain the way in which the academic year is structured (e.g. into semesters, three-month terms, etc.). If any general directives on the academic year exist, they should be indicated here. The information on organisation of the academic year is annually updated by the National Units in the publication The organisation of the academic year in higher education" (available on the Eurydice website). Please check that the information published in Eurypedia is coherent and compatible with this publication.

7.1 Types of Higher Education Institutions Authors should provide a brief description of the various categories of institutions, indicating the nature of the differentiation made. For example, differentiation may be on the basis of research mission, the types of programmes (academic vs. professional), publicly funded vs privately

funded etc. Where a university and non-university sector are clearly distinguished, this distinction should be made very clear. A link to a diagram may be included.

7.2 First Cycle Programmes Authors should introduce the first cycle programmes in their system, outlining the different types of first cycle programmes that exist in their system, providing links to the main sections that follow. The differences between the programmes and the qualifications to which they lead should be clearly explained.

41 7.2.1 Bachelor 1BranchesofStudy The normal structure and length of Bachelor programmes should be indicated (in ECTS credits or equivalent), and the various stages or levels into which programmes may be divided should be described where applicable with reference to National Qualifications Frameworks. The section should also provide an overview of the main branches of study (specifying differences between types of existing institution where applicable), by grouping them into overall categories, such as humanities, science, etc. 2AdmissionRequirements This section should describe the requirements for admission to first cycle bachelor programmes. Authors should describe admissions procedures (such as entrance examinations, etc.). They should also provide information on the body/authority responsible for regulating the size of the student population (e.g. a numerus clausus set by the government, a maximum number of course places determined by individual institutions, etc.) and the body/authority responsible for selecting students for institutions (e.g. Ministry of Education, the individual institutions themselves, etc.). Authors should further describe alternative access routes that exist, specifying if these apply to all or some higher education institutions. For example measures for prospective mature students, or for targeted under-represented groups should be outlined here. Methods to facilitate access, (such as recognition of prior learning, special admission procedures) should also be indicated here. 3Curriculum

If regulated, authors should indicate how curriculum is developed and who is responsible. For example, are all higher education institutions autonomous to decide on the nature and structure of their educational curricula? Are there standards and guidelines for institutions and/or programmes? If so, how are these developed and implemented? Are there common curricula for first cycle bachelor level study programmes and/or institutions? Countries should also indicate any linguistic variants in the curriculum for example, subjects that are taught in languages of minority populations or in widely spoken but non national languages. 4TeachingMethods For this section, authors are asked to provide information on the following: implementation of major methodological guidelines specific to first cycle education (in the case of each type of existing institution or study programme) as in the organisation of formal lectures to large numbers of students or, alternatively, small group activities (e.g. group projects, seminars; etc.); use of new technologies in class (such as computer-assisted teaching); and whether teaching is structured by discipline, module, in a multi- disciplinary manner or in linked work and education/training arrangements such as sandwich courses. It is also important to indicate whether teachers are free to choose their own teaching methods, or whether some other body/authority (department, institution, etc.) is responsible for doing so and, where appropriate, to identify it. Moreover, authors should also indicate whether teaching materials (books, audio-visual materials, etc.) are used in the teaching and learning process. They should further specify whether teaching materials may be freely chosen or reflect compliance with general guidelines or recommendations. In the latter case, the bodies/authorities which issue such recommendations and which actually prepare the materials should both be identified, and an indication given as to whether they are supplied to institutions/teachers/students free of charge.

42 5ProgressionofStudents This section should be devoted to a description of the circumstances under which students progress from one stage of studies to the next (where applicable). Authors should indicate the maximum number of times students can attempt to pass examinations in a given subject. They should also explain the possible implications of failure in one or more subjects for student progress through courses and whether there is a difference between failing in optional and compulsory subjects (assuming such a distinction exists). Authors should further specify whether students are obliged to complete their studies within a prescribed period that may be extended by one or two years and/or to indicate whether modular or credit-based courses providing for greater flexibility (including part-time study) are available.

6Employability Authors should describe concrete measures to facilitate graduate access to the labour market after the bachelor degree. This might include in-company placements, end-of-course work for potential employers or study visits, careers guidance services etc. Other ways in which institutions are typically linked to the local economy and employers should also be described. 7StudentAssessment This section should explain the way evaluation is organised at this level of education (in the case of each type of existing institution or programme of studies), distinguishing between continuous evaluation, formative evaluation and summative evaluation (evaluation at set times, such as endof-year exams). For each type of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, whether this evaluation is reported and how often, and whether there are differences between the evaluation carried out in different years (in terms of method, or the significance of the results). They should also indicate the level at which evaluation is organised (e.g. faculty level, departmental level), the kind of assessment that takes place (e.g. oral/written examinations, essays), evaluation of in-service training and the practical dimension of certain subjects (e.g. laboratory activity or fieldwork), and how the progress of students is measured (quantitatively or qualitatively). 8Certification Authors are asked to complete this section with information concerning the certification awarded by institutions of tertiary education, such as the authority responsible for certification, the definition of content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, multidisciplinary examinations). Details should also be provided about the bodies/authorities responsible for awarding degrees, or for assessing the knowledge, intellectual training and performance of students and which bodies determine the standards for assessment for each type of institution. The title of any such qualifications awarded to students, as well as the body which officially recognises them (the State, etc.) should also be indicated here. If there are special arrangements for the equivalence or academic recognition of qualifications (from one region, Land, Autonomous Community, etc. to the next), they too should be described here.

7.2.2 Short-Cycle Higher Education If short cycle higher education does not exist within the tertiary education sector, please explain this here and then move to section 7.3

43 1BranchesofStudy Here, the author should specify the level of education of short-cycle programmes. An overview of the main branches of study should be provided (in the case of each type of existing institution or programme of studies), by grouping them into categories, such as humanities and arts, science, mathematics and computing, health and welfare, social sciences, business and law, etc. The normal length of each branch in years should also be indicated, and the various stages into which it may be divided should be described where applicable. 2AdmissionRequirements This section should describe the requirements (in the case of each type of existing institution or programme of studies) for access to short-cycle tertiary education. Authors should describe admissions procedures. They should also provide information on the body/authority responsible for regulating the size of the student population (e.g. a numerus clausus set by the government, a maximum number of course places determined by individual institutions, etc.) and the body/authority responsible for selecting students for institutions (e.g. Ministry of Education, the individual institutions themselves, etc.). Authors should further describe any specific provision for prospective mature students in shortcycle tertiary education (e.g. candidates who have obtained vocational qualifications since leaving school, applicants who have completed courses partly relevant to the additional qualifications they want to obtain, etc.). Any possible methods for selecting mature students (such as recognition of prior learning, special entrance procedures or courses that have to be taken) should be indicated here. Arrangements for more flexible forms of study, including the award and recognition of credits and modular or distance learning courses, should also be described. 3Curriculum Under this heading, authors should indicate whether a minimum common curriculum exists for short-cycle tertiary level study programmes or institutions, or whether those institutions have a significant degree of academic freedom and autonomy, as a result of which they themselves largely determine the nature and structure of their educational curricula and courses. They should state whether one or more subjects in the curriculum are taught in a language other than the language of instruction. 4TeachingMethods For this section, authors are asked to provide information on the following: implementation of major methodological guidelines specific to short cycle higher education programmes at this level (in the case of each type of existing institution or study programme) as in the organisation of formal lectures to large numbers of students or, alternatively, small group activities (e.g. group projects, seminars; etc.); use of new technologies in class (such as computer-assisted

teaching); and whether teaching is structured by discipline, module, in a multi-disciplinary manner or in linked work and training arrangements such as sandwich courses. It is also important to indicate whether teachers are free to choose their own teaching methods, or whether some other body/authority (department, institution, etc.) is responsible for doing so and, where appropriate, to identify it. Moreover, authors should also indicate whether teaching materials (books, audio-visual materials, etc.) are used in the teaching and learning process. They should further specify whether teaching materials may be freely chosen or reflect compliance with general guidelines or recommendations. In the latter case, the bodies/authorities which issue such recommendations and which

44 actually prepare the materials should both be identified, and an indication given as to whether they are supplied to institutions/teachers/students free of charge. 5ProgressionofStudents This section should be devoted to a description of the circumstances under which students progress from one stage of studies to the next (where applicable). Authors should indicate the maximum number of times students can attempt to pass examinations in a given subject. They should also explain the possible implications of failure in one or more subjects for student progress through courses and whether there is a difference between failing in optional and compulsory subjects (assuming such a distinction exists). Authors should further specify whether students are obliged to complete their studies within a prescribed period that may be extended by one or two years and/or to indicate whether modular or credit-based courses providing for greater flexibility (including part-time study) are available. 6Employability Authors should also describe more concrete measures on the part of institutions to facilitate young peoples access to the labour market, including in-company placements, end-of-course work for potential employers or study visits, and indicate whether institutions are linked in some way to the local economy (for example, with industrial staff acting as external examiners in the assessment of students, contributing to the quality assessment of courses, providing work placements, taking part in joint research, etc.). 7StudentAssessment This section should explain the way evaluation is organised at this level of education (in the case of each type of existing institution or programme of studies), distinguishing between continuous evaluation, formative evaluation and summative evaluation (evaluation at set times, such as endof-year exams). For each type of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, whether this evaluation is reported and how often,

and whether there are differences between the evaluation carried out in different years (in terms of method, or the significance of the results). They should also indicate the level at which evaluation is organised (e.g. faculty level, departmental level), the kind of assessment that takes place (e.g. oral/written examinations, essays), evaluation of in-service training and the practical dimension of certain subjects (e.g. laboratory activity or fieldwork), and how the progress of students is measured (quantitatively or qualitatively). 8Certification Authors are asked to complete this section with information concerning the certification awarded by institutions of tertiary education, such as the authority responsible for certification, the definition of content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, multidisciplinary examinations). Details should also be provided about the bodies/authorities responsible for awarding degrees, or for assessing the knowledge, intellectual training and performance of students and which bodies determine the standards for assessment for each type of institution. The title of any such qualifications awarded to students, as well as the body which officially recognises them (the State, etc.) should also be indicated here. If there are special arrangements for the equivalence or academic recognition of qualifications (from one region, Land, Autonomous Community, etc. to the next), they too should be described here. All information on recognition and validation of foreign degrees or other qualifications should be described solely in Topic 13 on the Mobility and Internationalisation.

45 9OrganisationalVariation This section should describe less common or unusual variations in short-cycle tertiary education (for example, distance learning, open universities, etc.). Authors are asked to briefly explain the general objectives of these alternative structures, their admissions criteria, programme of activities and methodological emphasis. If there are any differences in the provision of alternative structures of education, (e.g. admission requirements, progression of students from one year to the next, certification or qualifications), the author should divide this section into different sub-sections.

7.3 Second Cycle Programmes 1BranchesofStudy Here, the author should provide an overview of the main branches of study at this level of education (in the case of each type of existing institution or programme of studies), by grouping

them into categories, such as humanities and arts, science, mathematics and computing, health and welfare, social sciences, business and law, etc. The normal length of each branch in years should also be indicated, and the various stages into which it may be divided should be described where applicable. 2AdmissionRequirements This section should describe the requirements (in the case of each type of existing institution or programme of studies) for access to second cycle programmes. Authors should describe admissions procedures. They should also provide information on the body/authority responsible for regulating the size of the student population (e.g. a numerus clausus set by the government, a maximum number of course places determined by individual institutions, etc.) and the body/authority responsible for selecting students for institutions (e.g. Ministry of Education, the individual institutions themselves, etc.). Authors should further describe any specific provision for prospective mature students in master programmes. Any possible methods for selecting mature students should be indicated here. Arrangements for more flexible forms of study, including the award and recognition of credits and modular or distance learning courses, should also be described. 3Curriculum Under this heading, authors should indicate whether a minimum common curriculum exists for second cycle master study programmes, or whether institutions have a significant degree of academic freedom and autonomy, as a result of which they themselves largely determine the nature and structure of their educational curricula and courses. They should state whether one or more subjects in the curriculum are taught in a language other than the language of instruction. 4TeachingMethods For this section, authors are asked to provide information on the following: implementation of major methodological guidelines specific to master programmes the organisation of formal lectures to large numbers of students or, alternatively, small group activities (e.g. group projects, seminars; etc.); use of new technologies in class (such as computer-assisted teaching); and whether teaching is structured by

46 discipline, module, in a multi-disciplinary manner or in linked work and training arrangements such as sandwich courses.

It is also important to indicate whether teachers are free to choose their own teaching methods, or whether some other body/authority (department, institution, etc.) is responsible for doing so and, where appropriate, to identify it. Moreover, authors should also indicate whether teaching materials (books, audio-visual materials, etc.) are used in the teaching and learning process. They should further specify whether teaching materials may be freely chosen or reflect compliance with general guidelines or recommendations. In the latter case, the bodies/authorities which issue such recommendations and which actually prepare the materials should both be identified, and an indication given as to whether they are supplied to institutions/teachers/students free of charge. 5ProgressionofStudents Under this heading, authors should indicate whether a minimum common curriculum exists for master level study programmes or institutions, or whether those institutions have a significant degree of academic freedom and autonomy, as a result of which they themselves largely determine the nature and structure of their educational curricula and courses. They should state whether one or more subjects in the curriculum are taught in a language other than the language of instruction. 6Employability Authors should also describe more concrete measures on the part of institutions to facilitate young peoples access to the labour market, including in-company placements, end-of-course work for potential employers or study visits, and indicate whether institutions are linked in some way to the local economy (for example, with industrial staff acting as external examiners in the assessment of students, contributing to the quality assessment of courses, providing work placements, taking part in joint research, etc.). 7StudentAssessment This section should explain the way evaluation is organised at this level of education (in the case of each type of existing institution or programme of studies), distinguishing between continuous evaluation, formative evaluation and summative evaluation (evaluation at set times, such as endof-year exams). For each type of evaluation, authors should indicate which subjects are evaluated, how frequently evaluation occurs, whether this evaluation is reported and how often, and whether there are differences between the evaluation carried out in different years (in terms of method, or the significance of the results). They should also indicate the level at which evaluation is organised (e.g. faculty level, departmental level), the kind of assessment that takes place (e.g. oral/written examinations, essays), evaluation of in-service training and the practical dimension of certain subjects (e.g. laboratory activity or fieldwork), and how the progress of students is measured (quantitatively or qualitatively). 8Certification Authors are asked to complete this section with information concerning the certification awarded by institutions of tertiary education, such as the authority responsible for certification, the

definition of content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. written/oral examinations, multidisciplinary examinations). Details should also be provided about the bodies/authorities responsible for awarding degrees, or for assessing the knowledge, intellectual training and performance of students and which bodies determine the standards for assessment for each type of institution. The title of any such

47 qualifications awarded to students, as well as the body which officially recognises them (the State, etc.) should also be indicated here. If there are special arrangements for the equivalence or academic recognition of qualifications (from one region, Land, Autonomous Community, etc. to the next), they too should be described here.

7.4 Programmes outside the Bachelor and Master Structure This section should describe variations in degree programmes (for example, degree programmes where the length is unusually long, and/or programmes that begin with a first cycle entry but end in a second cycle degree etc.). Authors are asked to briefly explain the general objectives of these alternative structures, the branches of study where they are to be found, their admissions criteria and any other differences that exist in comparison to the typical bachelor and master programmes.

7.5 Third Cycle (PhD) Programmes 1OrganisationofDoctoralStudies Here, the author should provide an overview of the main branches of study at this level of education (in the case of each type of existing institution or programme of studies), by grouping them into categories, such as humanities and arts, science, mathematics and computing, health and welfare, social sciences, business and law, etc. The normal length of each branch in years should also be indicated, and the various stages into which it may be divided should be described where applicable. The organisation of structured doctoral studies in doctoral schools or graduate schools should also be described, where applicable. In addition, any specific distinctions in the structure of doctoral education (for example, "professional doctorates") should be explained here. 2AdmissionRequirements

This section should describe the requirements (in the case of each type of existing institution or programme of studies) for access to doctoral education. Authors should describe admissions procedures. They should also provide information on the body/authority responsible for regulating the size of the student population (e.g. a numerus clausus set by the government, a maximum number of course places determined by individual institutions, etc.) and the body/authority responsible for selecting students for institutions (e.g. Ministry of Education, the individual institutions themselves, etc.). Authors should further describe any specific provision for prospective mature students in doctoral education (e.g. candidates who have obtained vocational qualifications since leaving school, applicants who have completed courses partly relevant to the additional qualifications they want to obtain, etc.). Any possible methods for selecting mature students should be indicated here. Arrangements for more flexible forms of study, including the award and recognition of credits and modular or distance learning courses, should also be described at this point. 3StatusofDoctoralStudents/Candidates Authors should describe the legal status of doctoral students/candidates, which means whether they are legally considered as students and/or employees. This status should include explanation of all commensurate rights including healthcare, social security and pension rights.

48 4SupervisionArrangements This section should describe the typical contractual framework of responsibilities between doctoral students/candidates, supervisors and the institution, and, where appropriate other partners. Issues such as multiple supervision arrangements, the continuous professional skills development of academic staff, and performance reviews of supervisors should be covered. International tutoring and co-tutoring by supervisors from academic and research institutions in different countries should also be explained. 5Employability Authors should also describe more concrete measures on the part of institutions to facilitate access to the labour market, including in-company placements, end-of-course work for potential employers or study visits, and indicate whether institutions are linked in some way to the local economy (for example, with industrial staff acting as external examiners in the assessment of students, contributing to the quality assessment of courses, providing work placements, taking part in joint research, etc.).

6Assessment This section should explain the way evaluation is organised at this level of education (in the case of each type of existing institution or programme of studies), distinguishing between continuous evaluation, formative evaluation and summative evaluation. Due consideration should be given to the original research contribution made by the doctoral candidate, within the main arrangements for evaluation of the doctoral thesis. 7Certification Authors are asked to complete this section with information concerning the certification awarded to third cycle graduates, such as the authority responsible for certification. Details should also be provided about the bodies/authorities responsible for awarding degrees, or for assessing the knowledge, intellectual training and performance of students/candidates, and which bodies determine the standards for assessment. The title of any such qualifications awarded to students, as well as the body which officially recognises them (the State, etc.) should also be indicated here. If there are special arrangements for the equivalence or academic recognition of qualifications (from one region, Land, Autonomous Community, etc. to the next), they too should be described here. 8OrganisationalVariation This section should describe less common or unusual variations in third cycle programmes (for example, distance learning, open universities), or any third cycle higher education programmes that do not lead to a doctoral degree. Authors are asked to briefly explain the general objectives of these alternative structures, their admissions criteria, programme of activities and methodological emphasis. If there are any differences in the provision of alternative structures of education, (e.g. admission requirements, progression of students from one year to the next, certification or qualifications), the author should divide this section into different sub-sections.

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TOPIC 8: ADULT EDUCATION AND TRAINING

This topic should describe the most important measures to ensure that adults (whether in or outside the labour market, employed or unemployed) can continue to learn. The topic should focus on provisions that are promoted/funded or coordinated by public authorities. Section 8.1 concerns the types of institutions providing adult education and training. Section 8.2 focuses on the main adult education and training programmes and provision. Some flexibility is offered and the appropriate template for each country is already created in each national wiki template (based on the request formulated by national units; i.e. some countries provide the information about the main programmes under one heading, whereas other countries provide it within several headings).

The introductory page should provide an overall view of how continuing education and training operates in the country in question. Authors should outline the general objectives and priorities of the national policy in the area of continuing education and training for adults, and the main features of how adult education is organised. Information on distribution of responsibilities for adult education should also be included (i.e. involvement of central/regional/local authorities and social partners in continuing education and training, and extent of their powers). The section should also provide a brief overview of legislation covering the field of continuing education and training. If applicable, the legislative framework related to validation of nonformal and informal learning should also be outlined. In addition, authors should specify the rights and duties of adults with regard to continuing education and training (e.g. different forms of educational leave). The main programmes for adult education and training described in section 8.2 should also be mentioned.

8.1 Institutions Providing Adult Education and Training Authors should provide a brief description of various categories of institutions, indicating the programmes/provisions with which they are associated. This section should also provide details on geographical distribution of institutions offering continuing adult education and training and the steps taken to ensure optimal provision for learners who live in less populated areas.

50 8.2 Main Programmes and Provision in Adult Education and T raining OR

8.2 Programme or group of programmes 1 (title should be created by authors)

8.3 Programme or group of programmes 2 (title should be created by authors)

8.4 Programme or group of programmes 3 (title should be created by authors)

etc. (if necessary) Authors should identify and briefly characterise the main programmes (or group of programmes)/provision existing in their country. When selecting the information to be included, particular attention should be given to: programmes/provision targeting those who left uninterrupted initial education without mainstream school or other qualifications and who wish to gain a qualification in later life (i.e. second chance education); programmes/provision targeting adults who need to improve the level of their basic skills; provision without a direct link to the labour market aimed at personal, social, civic or cultural development of learners.

With regard to the programmes/provision focusing on the unemployed, authors can provide their brief overview, but they should take into account that these programmes are covered in the descriptions of national VET systems produced by Cedefop's network ReferNet (1). Therefore, for more detailed information, the reader should be referred to the relevant Cedefop description. If possible, authors should distinguish between formal and non-formal programmes/provision (2). For each programme (or group of programmes), the following information should be provided (where applicable): AdmissionRequirements Authors should specify the requirements and particularly the qualifications requirements of learners, together with other possible criteria for admission, and possible exceptions. If there are any age criteria they should also be described.

(1) For more details see http://www.cedefop.europa.eu/EN/Information-services/browsenational-vet-systems.aspx (2) For more details on formal and non-formal learning, please refer to the following publication: Classification of learning activities-Manual (2006). Luxembourg: Office for Official Publications of the European Communities. http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-BF-06-002/EN/KS-BF-06-002EN.PDF

51 LearnerAssessment/Progression Authors should explain how the evaluation of learners is organised and how the progress of learners is measured.- If applicable, authors should provide details on bodies/authorities responsible for the assessment process and definition of assessment standards. It is also important to precise, whether learners can take examinations (partial or final) without prior participation in an education or training programme.

Authors should further specify whether learners are obliged to complete their studies within a prescribed period subject to possible extensions (involving extra terms, semesters or years), and/or to indicate whether more flexible modular or credit-based courses (including part-time study) are available. If there are any specific measures to avoid dropping out of adult education and training programmes, they should also be described. Certification Authors are asked to provide information on certificates/qualifications awarded upon completion of programmes. If possible, authors should provide details on status of these certificates/qualifications (i.e. whether they are awarded by the state, public bodies, education/training institutions, professional or other bodies; whether they can be described in terms of ISCED or NQF/EQF levels; whether they allow learners to progress towards higher level qualifications). TeachingMethodsandApproaches Authors should describe teaching methods and approaches specific to different types of programmes, in particular approaches enhancing flexibility of programmes. Authors should precise how teaching is structured (e.g. by subjects or modules) and provide information on measures relating to open and distance learning, and e-learning.

52 TOPIC 9: TEACHERS AND EDUCATION STAFF

This topic focuses on the main aspects of education system organisation with regard to teachers and education staff. The topic is differentiated into the main education levels (early childhood and school education, higher education and adult education). For each main level it focuses on three major topics: initial teacher education and training, conditions of service, and continuing professional development. Authors may create sub-headings if necessary to differentiate information for early childhood education and care on the one hand and school education on the other.

On the introductory page, authors should summarize the main national policies and measures in place for teachers and education staff concerning the following three main topics developed in the topic: Initial teacher education and training Conditions of service Continuing professional development Authors may create sub-headings to differentiate this information for Early Childhood Education and Care on the one hand and School Education on the other.

9.1 Initial Education for Teachers Working in Early Childho od and School Education Authors should very briefly describe the general organisation of initial teacher education, indicating whether it varies in accordance with the educational level at which prospective teachers are intending to work. Initial education and training of qualified education staff working in early childhood education and care should also be described here.

They should also explain whether teachers who work with pupils with special educational needs receive special training. Similarly, they should indicate whether specialist teachers of arts subjects (music, dance, painting, etc.), sports subjects and foreign languages, who teach in public or grant-aided private school receive special training. 1Institutions,LevelandModelsofTraining Authors should provide an overall picture of the one or more type(s) of institution responsible for training and the duration and level (university or non-university) of initial teacher education. The author should indicate the one or more training models that characterise initial teacher education in the country concerned. The consecutive model is one in which students first undertake general education to obtain a degree in their chosen subject. On or near completion of these studies, they then enrol for a programme of professional training enabling them to qualify as teachers. By contrast, the concurrent model is essentially a single programme in which students embarking on tertiary education combine from the outset general education in one or more subjects with theoretical and practical professional training. In this section, the author should include details on the time devoted to both the theoretical and practical part of professional teacher training within initial teacher education.

53 2AdmissionRequirements Authors should describe procedures for admission to initial teacher education, any selection procedures at the point of entry and, if applicable, the kind of selection criteria adopted. Authors should specify: the criteria candidates are expected to satisfy, which might include possession of the final (upper) secondary school leaving certificate or any other equivalent qualification, the results they obtain in exams at the end of secondary education, successful performance in a competitive entrance examination or in an interview, etc.; the administrative criteria, such as the place of residence, the age of the applicant and the date of application, etc. Authors should also indicate the decision-making bodies (education authorities and/or institutions) that are responsible for determining admission requirements.

3Curriculum,LevelofSpecialisationandLearningOutcomes Authors should explain here whether there are any minimum requirements relating to certain compulsory subjects or whether the skills/competences which have to be acquired or learning outcomes are clearly specified. Authors should specify if curricula for initial teacher education (or education for qualified education staff in ECEC) are determined by education authorities or by institutions themselves. The author should state whether training in certain specific skills, such as those associated with school management and administration, the ability to manage mixed groups of pupils (culturally diverse groups; diverse ability groups; groups with pupils with special educational needs), is included in the compulsory curriculum of prospective teachers. Authors should also state the level of specialisation involved in the qualification obtained by graduate teachers, indicating the subjects for which specialist teachers (trained in just one or two subjects) and/or semi-specialist teachers (trained in several subjects) are qualified. It should further be made clear whether teachers trained specifically for a particular level of education are also qualified to teach at other levels and, if so, to which levels this applies and under what circumstances. 4TeacherEducators Authors should explain here how teachers working in institutions providing teacher education (or education for qualified education staff in ECEC) are trained themselves. It should be stated if teacher educators need a specific qualification or training, if they have to have a teaching qualification of the level for which they are training future teachers and/or if the areas of expertise or knowledge required by teacher educators are distinct from those required by other teachers in higher education. 5Qualifications,EvaluationandCertificates This section should provide information on evaluation methods, procedures and criteria, and the skills or final qualifications that candidates should possess if they enter the teaching profession (or start working as qualified education staff in ECEC). This regards both knowledge of their subjects and teaching ability. In addition, authors should supply information on the various forms of certification awarded by institutions for initial teacher education and the procedures governing their award (which forms of assessment: written or oral examinations, research papers, portfolios etc.).

54

Authors should clearly indicate which final qualification is awarded Bachelor, Master, or any other diploma outside the Bologna three-cycle structure- and the body that recognises it (the State, etc.). Authors should further specify whether any special terms or conditions govern the recognition of qualifications awarded to teachers (or qualified education staff in ECEC) across different regions, Lnder or Autonomous Communities, etc. Authors should also indicate the decision-making bodies (education authorities and/or institutions) that are responsible for determining the criteria for the evaluation and award of qualifications. 6AlternativeTrainingPathways Authors should explain whether any alternative training pathways are provided in the country concerned, alongside the models that constitute the main pathways through initial teacher education. These alternative routes are usually characterised by a high degree of flexibility, short duration and mostly practical training. They have generally been introduced when qualified teachers have been in short supply and there has thus been an urgent need for recruitment.

9.2 Conditions of Service for Teachers Working in Early Childhood and School Education Authors should briefly describe the arrangements governing the conditions of service of teachers (or qualified education staff in ECEC), clearly identifying the decision-making bodies (at national, regional and local level) responsible for the different phases of a teacher's career from entry to the profession until retirement covering thus issues such as recruitment, professional status, salaries and promotion, working time and duties, mobility, retirement etc. 1PlanningPolicy If the country has a planning policy for teacher supply and demand, authors should include information on its aims and the measures adopted by policy-makers, the various parameters selected (such as statistical projections of demographic trends, changes in the pupil/teacher ratio by level of education, the proportion of teachers (or qualified education staff in ECEC) who retire or leave the profession, and the introduction of educational reforms, etc.), the period covered by planning, the monitoring of labour market trends and the circulation of information concerning the policy. If there is no such planning policy, please say so. 2EntrytotheProfession Authors should describe the recruitment procedures (competitive examinations, candidate lists, open recruitment, etc.) and the authorities responsible for them.

The term competitive examination is used to designate public competitions that are held in order to select candidates for the teaching profession. Candidate lists: those seeking employment as teachers submit their applications to the top level education authority. The term open recruitment refers to the method of recruitment in which responsibility for publicising posts open for recruitment, requesting applications and selecting candidates is decentralised. Recruitment is usually the responsibility of the school, sometimes in consultation with the local authority. This method

55 therefore allows teachers to choose the posts for which they wish to apply; schools also play a direct role in the selection process and the choice of teachers for their school. 3Induction Induction can be understood as a structured phase of support given to beginning teachers after finishing the formal programme of initial teacher education at the start of their first contract as a teacher in school (or as qualified education staff in ECEC). During induction, new entrants carry out wholly or partially the tasks incumbent on experienced staff, and are remunerated for their activity. Normally, this phase also includes a theoretical part and is provided in addition to the compulsory professional training received before the acquisition of a teaching diploma. It normally lasts at least several months. Authors should here clarify whether or not such a phase exists in their country and how exactly it is organised, including the following aspects: its duration, whether it is qualifying or not, which organisms are involved in the organisation, if a mentor is appointed to support the beginning teacher during this phase and whether s/he receive training for this activity and is paid for it, etc. Purely administrative periods before the acquisition of a full contract should not be described here. Individual support measures geared to all teachers should be described in the section on "Supporting Measures ". 4ProfessionalStatus Authors should specify whether teachers (or qualified education staff in ECEC) are career civil servants (employed for life) or other public servants or are appointed in accordance with general employment legislation. Authors should describe the different types of contract for teachers (or qualified education staff in ECEC) that exist in their country (permanent and fixed-term contracts, etc.), together with

their main features. The section should also consider how the job security of teachers may depend on the type of contract they sign. If a professional code of conduct for teachers (or qualified education staff in ECEC) exists in the country (in the form of a deontological code, or codes of professional ethics or good conduct, etc.), it too should be described in this section. 5ReplacementMeasures The various solutions preferred, in the country, for temporarily replacing teachers in the event of absence should be described here. The section should explain which solution, if any, education authorities or schools apply to replace teachers on a temporary basis. Authors should indicate the maximum period during which a teacher may be obliged to replace an absent colleague. Emergency recruitment measures (employment of staff who do not have the appropriate qualifications on a temporary basis) should also be included in this section. 6SupportingMeasures Authors should describe all forms of support and assistance available to teachers (or qualified education staff in ECEC) irrespective of their length of service. Details should be provided on the various arrangements introduced to help teachers who are confronted with difficult situations (related to their activity or problems of a personal or interpersonal nature, etc.).

56 7Salaries Authors should review the following aspects: the basic salary (minimum and maximum amounts); the various scales (if any exist) in accordance with which salary increases are awarded throughout a teachers career; whether scales resemble a matrix (based on a salary grid taking several factors into account, such as the length of service or qualifications of the teacher concerned) or are linear (with a given number of successive levels or grades separating the minimum and maximum salaries); factors taken into consideration for the purpose of placing new teachers (or qualified education staff in ECEC) at a particular point on the salary scale, such as their training and qualifications, including the nature and duration of any previous experience in a field other than teaching;

factors for awarding salary increases at particular stages in a teachers career, such as the completion of further training, appraisal of their performance at work and/or in examination, or length of service; various types of salary bonus that supplement the basic salary, such as the payment of overtime and bonuses to compensate teachers for difficult working conditions associated with the area where they teach (which may be remote or affected by considerable social exclusion or a high cost of living), or with characteristics of their pupils; non-earnings-related incentives, such as benefits or treatment in kind corresponding to the goods and services supplied free or at preferential rates by employers to their employees (health care, accommodation, training, travel benefits, family allowances, etc.). if salaries are negotiated freely, only based of agreements between f. ex. trade unions and employers, please explain. The information on teacher's salaries is anually updated by the National Units in the publication Teachers' and School Heads' Salaries and Allowances in Europe" (available on the Eurydice website). Please check that the information published in Eurypedia is coherent and compatible with this publication. 8WorkingTimeandHolidays Authors should clarify whether the working time of teachers (or qualified education staff in ECEC) relates to the number of hours of actual teaching and/or a number of hours during which duties have to be performed at the school or overall working time (including preparation of classes/activities). Authors should also indicate the different tasks of teachers as specified in their contract of employment (including those concerned with teaching itself, administration, the supervision of pupils, provision of support to colleagues, continuing professional development, etc.), as well as the proportion of working time allotted to them. The total holiday allocation of teachers should be indicated in days or weeks per year. Where the number of days is not the same for all teachers, authors should explain why there are differences.

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9Promotion,Advancement Specific information should be given about possibilities for promotion and career advancement that exist within the profession and the conditions to which it is subject (expert teachers, school management positions, opportunities for transferral to the inspectorate, administrative departments of the ministry of education, etc.). 10Transfers This section should contain information on the transfer of teachers between schools (or qualified education staff in ECEC between institutions). It should also provide details concerning the freedom of teachers to move as and when they wish, any restrictions to which they may be subject if they do so and circumstances under which they may be obliged or told to move. Authors should also indicate whether teachers have the right to retain their salary entitlements when they move within the profession. 11Dismissal Authors should indicate here whether teachers (or qualified education staff in ECEC) may be suspended and/or dismissed by their employer and, if so, on what grounds (serious professional misconduct, changes in the demand for teachers throughout the country, etc.). They should also provide information on periods of notice, their duration and reasons for which they may vary (length of service, type of contract, etc.). 12RetirementandPensions Circumstances relating to the retirement of teachers (or qualified education staff in ECEC) such as official retirement age, years of service necessary, etc. should be described here. Authors should indicate whether teachers may retire before they reach official retirement age and whether their pension is reduced as a result. They should also state whether teachers may pursue their career beyond official retirement age and, if so, specify under what circumstances. If the retirement ages of men and women differ, this should be clearly emphasised and the relevant details provided.

9.3 Continuing Professional Development for Teachers Working in Early Childhood and School Education Authors should briefly describe the main features of opportunities for continuing professional development for teachers (or qualified education staff in ECEC) available in their country. Authors should focus on organizational features and incentives for participation, as well as the role played by employers. 1OrganisationalAspects

Authors should describe the organisation of continuing professional development activities (CPD) Authors should describe how CPD is organised, indicating whether: it is a professional task, optional or necessary in order to obtain a career promotion; it is organised during working hours or not and whether other teachers stand in for those undergoing training; a training plan has to be established and if yes at which level (central, school or local level);

58 Who are the organisers (education authorities, schools) and which providers exist (special public centre for CPD, institutions providing initial teacher education, private providers). 2 I n c e n t i v e s f o r P a r t i c i p a t i on i n C o n t i n u i n g P r o f e s s i o n a l D evelopment (CPD)Activities Authors should specify whether there are any benefits or incentives for teachers to undertake it (such as entitlement to training leave which is regarded as working time and remunerated accordingly, the reimbursement of training-related expenditure, salary increases or credits for promotion) and who is deciding about such benefits;

9.4 Initial education for Academic Staff in Higher Education Authors should very briefly describe the general organisation of initial training for higher education academic staff. Authors should provide an overall picture of any institution responsible for training of academic staff, along with the duration of typical training programmes. If any training programmes exist, the author should indicate the one or more training models that characterise initial training. Authors should describe procedures for admission to such training programmes, indicating also the decision-making bodies (education authorities and/or institutions) that are responsible for determining admission requirements. The author should state whether training (when it exists) focuses on certain specific skills, such as lecturing, managing mixed groups (culturally diverse groups; diverse ability groups; groups with students with special needs etc), is included in the curriculum of prospective academic staff.

9.5 Conditions of Service for Academic Staff Working in Higher Education

Authors should briefly describe the arrangements governing the conditions of service of academic staff in higher education, clearly identifying the decision-making bodies (at national, regional and local level) responsible for the different phases of academic careers from entry to the profession until retirement covering thus issues such as recruitment, professional status of academic staff, salaries and promotion, working time and duties, mobility, retirement etc. 1PlanningPolicy If the country has a planning policy for academic staff supply and demand, authors should include information on its aims and the measures adopted by policy-makers, the various parameters selected (such as statistical projections of demographic trends, international recruitment, the proportion of teachers who retire or leave the teaching profession, and the introduction of educational reforms, etc.), the period covered by planning, the monitoring of labour market trends and the circulation of information concerning the policy. If there is no such planning policy, please say so. 2EntrytotheProfession Authors should describe the main recruitment procedures and criteria for academic careers in higher education institutions, as well as the authorities responsible for them.

59 3ProfessionalStatus Authors should specify whether academic staff are career civil servants or other public servants or are appointed in accordance with general employment legislation. If a professional code of conduct for teachers exists in the country (in the form of a deontological code, or codes of professional ethics or good conduct, etc.), it too should be described in this section. 4Salaries Authors should review the following aspects: the institutions/bodies responsible for determining salary levels; established norms for the salary of academic staff (minimum and maximum amounts);

salary scales (if any exist) applied throughout a career. 5WorkingTimeandHolidays Authors should clarify how the working time of academic staff is typically constituted (eg teaching, research, other duties, etc). Authors should also indicate how the different tasks of academic staff are specified in their contract. The typical holiday allocation of academic staff should be indicated in days or weeks per year. 6Promotion,Advancement Specific information should be given about the possibilities for promotion and career advancement that exist within the higher education profession and the conditions to which it is subject. 7 R e t i r e m e n t a n d P e n s i o ns Circumstances relating to the retirement of academic staff (official retirement age, years of service, necessary.) should be described here. Authors should indicate whether staff may retire before they reach official retirement age and whether their pension is reduced as a result. If the retirement ages of men and women differ, this should be clearly emphasised and the relevant details provided.

9.6 Continuing Professional Development for Academic Staff Working in Higher Education Authors should briefly describe the main features of opportunities for continuing professional development for academic staff available in their country. Authors should focus on organizational features and incentives for participation. 1OrganisationalAspects Authors should describe the organisation of continuing professional development activities (CPD) in higher education. Authors should describe how CPD is organised, indicating whether: it is a professional task, optional or necessary in order to obtain a career promotion; it is organised during working hours or not.

60 the organisers and providers are typically within the institution or outside 2 Incentives for Participation in Continuing Professional Development (CPD)Activities Authors should specify whether there are any benefits or incentives for academic staff to undertake it (such as entitlement to training leave which is regarded as working time and remunerated accordingly, the reimbursement of training-related expenditure, salary increases or credits for promotion);

9.7 Initial Education for Teachers and Trainers Working in Adult Education and Training Authors should identify the main categories of those working as teachers/trainers in the framework of different programmes/provisions of continuing adult education. They should specify whether certain qualifications are required and, if so, state what they are. Cases in which teachers/trainers may work without the need for any kind of special initial education or training should also be indicated.

9.8 Conditions of Service for Teachers and Trainers Working in Adul t Education and Training If possible and appropriate, authors should briefly describe the arrangements governing the conditions of service of teachers/trainers working in the framework of different programmes/provisions of adult education. Aspects such as recruitment, professional status, salaries and promotion, mobility, etc. should be covered. If such information cannot be provided, it should be clearly stated.

9.9 Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training If possible and appropriate, authors should briefly describe the main features of opportunities for continuing professional development for teachers/trainers working in the framework of different programmes/provisions of adult education. Authors should focus on organizational features and incentives for participation. If such information cannot be provided, it should be clearly stated.

61 TOPIC 10: MANAGEMENT AND OTHER EDUCATION STAFF

This topic regroups information on management and other educational staff not responsible for teaching but working in schools, higher and adult education. Four sections deal with education, training and general working conditions of management, monitoring, guidance and other education staff for early childhood and school education. Two sections describe management and other education staff working in higher education. Finally, information on management and other education staff working in adult education and training is provided.

On the introductory page authors should summarize main national policies in place for management, monitoring and guidance staff according to the levels at which they are working.

10.1 Management Staff for Early Childhood and School Education

This section should describe the different types of staff responsible for administering and/or managing schools, such as school heads. Authors should explain the responsibilities and role of management staff in the education system of the country concerned. As regards general matters relating to the management and administration of schools, authors should insert cross-references as appropriate to page Administration and Governance at Local and/or Institutional Level in Topic (Topic 2, page 2.7). Authors may create sub-headings to differentiate this information for Early Childhood Education and Care on the one hand and School Education on the other. 1RequirementsforAppointment If regulated, authors should indicate the basic qualifications required in order to become a school head (or equivalent). For information similar to any already included under the initial teacher education, readers should be referred to page Initial Education for Teachers Working in Early Childhood and School Education (9.1). Authors should also explain the criteria for actually appointing a school head (or equivalent), indicating whether there are differences between the different levels of education. Information should be provided on the professional and/or management experience required (type and duration), and the possible need for special initial training (detailing its content) or for formal recognition that an applicant is of good conduct and sound moral character. 2ConditionsofService Authors should provide here information concerned specifically with the conditions of service of school heads (or equivalent), especially as regards aspects such as recruitment, professional status, salary (please insert a link to the salary information on the Eurydice website), working time, transfer and professional mobility, dismissal, retirement or continuing professional development. For any information similar to what has already been provided under the conditions of service of teachers, readers should be referred to pages Conditions of Service for Teachers Working in Early Childhood and

62 School Education (9.2) and Continuing Professional Development for Teachers Working in Early Childhood and School Education (9.3).

10.2 Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

This section should deal with the different categories of educational staff who are trained to monitor the quality of education, such as inspectors (or their equivalent). Authors should explain the responsibilities and role of such staff in the education system of their country. As regards matters relating to the evaluation of schools and the education system as a whole, authors should insert cross-references as appropriate to Topic 11 Quality Assurance. 1RequirementsforAppointment Authors should indicate the basic qualifications required in order to become an inspector (or equivalent). For information similar to any already included under the initial teacher education, readers should be referred to page Initial Education for Teachers Working in Early Childhood and School Education (9.1). Authors should explain the requirements that have to be satisfied in order to become a member of the inspectorate (or a similar body), indicating whether there are differences between the different levels of education. Information should be provided on the professional experience required (type and duration) in order to become an inspector (or equivalent), and on any examinations or special training that may be necessary. 2ConditionsofService Authors should provide here information concerned specifically with the conditions of service of inspectors (or equivalent), especially as regards aspects such as recruitment, professional status, salary, working time, transfer and professional mobility, dismissal, retirement or continuing professional development. For any information similar to what has already been provided under the conditions of service of teachers, readers should be referred to pages Conditions of Service for Teachers Working in Early Childhood and School Education (9.2) and Continuing Professional Development for Teachers Working in Early Childhood and School Education (9.3).

10.3 Education Staff Responsible for Guidance in Early Childhood and School Education Authors should provide information on the education, training and conditions of service of staff providing academic and career guidance, as well as psychological support as described on page Support Measures for Learners in Early Childhood and School Education (12.3).

10.4 Other Education Staff o r Staff Working with Schools This heading may be used to discuss other categories of non-teaching staff directly or indirectly involved in the process of education, such as staff who occupy an important position in the educational activities of pupils/students in schools, such as:

staff concerned with welfare and healthcare (therapists in health centres or the school medical sector, etc.), supervisors, auxiliary or library staff, etc. Qualified education staff working in ECEC should be described in Topic 9.

63

10.5 Management Staff for Higher Education This section should describe the different types of staff responsible for administering and/or managing higher education institutions. As regards general matters relating to the management and administration of higher education institutions, authors should insert cross-references as appropriate to page Administration and Governance at Local and/or Institutional Level (Topic 2, page 2.7). 1RequirementsforAppointment Authors should explain the responsibilities and role of staff responsible for administering and/or managing higher education institutions and the role of higher education institution leaders in their education system. Authors should indicate the basic qualifications required in order to become a higher education institution head (rector/vice-chancellor etc). Authors should also explain the system of appointing or electing institutional heads, indicating whether there are differences between different types of institution. Information should be provided on the professional and/or management experience required (type and duration). 2ConditionsofService Authors should provide here information concerned specifically with the conditions of service of staff responsible for administering and/or managing higher education institutions especially as regards aspects such as recruitment, professional status, salary, working time, transfer and professional mobility, dismissal, retirement or continuing professional development. Authors should insert cross-references as appropriate to page Administration and Governance at Local and/or Institutional Level (Topic 2, page 2.7).

10.6 Other Education Staff or Staff Working in Higher Education This heading may be used to discuss the education, training and conditions of service of other categories of non-teaching staff directly or indirectly involved in the process of higher education, such as: staff concerned with academic and/or careers guidance; psychological counselling services, library staff, other student services etc.

10.7 Management Staff Working in Adult Education and Training This section should describe the different types of staff responsible for administering and/or managing adult education and training institutions. If possible, it should include the information on requirements for appointment as well as conditions of service. Please note that such information may only be available for certain types of adult education provision. If such information cannot be provided, it should be clearly stated. As regards general matters relating to the management and administration of adult education institutions, authors should insert cross-references as appropriate to page Administration and Governance at Local and/or Institutional Level (Topic 2, page 2.7).

10.8 Other Education Staff or Staff Working in Adult Education and Training This heading may be used to discuss the education, training and conditions of service of other categories of non-teaching staff directly or indirectly involved in the process of adult education and training, such as:

64 staff concerned with careers guidance or other student services.

65 TOPIC 11: QUALITY ASSURANCE

This topic should describe the quality assurance systems that exist at various educational levels and sectors. Quality assurance can be understood as an all-embracing term referring to policies, procedures and practices that are designed to achieve, maintain or enhance quality in specific areas, and that rely on an evaluation process. By evaluation, we understand a general process of systematic and critical analysis of a defined subject that includes the collection of relevant data and leads to judgement and/or recommendations for improvement. The evaluation can focus on various subjects: educational institutions, school heads, teachers and other educational staff, programmes, local authorities, or the performance of the education system as a whole. In order to clarify the differences between the evaluation of educational institutions and individual staff, authors should refer to the following general definitions: The evaluation of educational institutions focuses on activities carried out by school staff without seeking to assign individual responsibility to one or more staff members of the school concerned. Evaluation of this kind seeks to monitor or improve the performance and results of educational institutions, and findings are presented in an overall report containing no individual appraisals. Individual teacher evaluation involves forming a judgement about a teachers work in order to guide them and help them as individuals to improve. The teacher subject to evaluation receives personal verbal or written feedback. This evaluation may occur during the process of educational institutions evaluation (in which case it generally results in verbal feedback), or be carried out independently (possibly leading to a formal appraisal of the teacher evaluated in this way). Evaluation carried out in the context of quality assurance can be external or internal. External evaluation is normally carried out by a team of external experts, peers or inspectors who report to a local, regional or central education authority. Internal evaluation is carried out under the responsibility of those working within an institution and can involve those who are directly involved in the educational institution (such as the school head, teaching and administrative staff and pupils) or who have a direct stake in them (such as parents or local community representatives).

On the introductory page, authors are asked to provide a concise overall view of the different approaches to quality assurance that exist, for each of the 3 sectors of education defined below.

They should specify whether internal quality assurance is compulsory or recommended. Any ongoing debate or experimental projects or initiatives concerned with quality assurance may also be mentioned in this section. The introductory page should also provide a brief overview of legislation covering quality assurance. If no systems for quality assurance are in place for one or more of these main levels of education, the author is asked to indicate this clearly in this section.

66 11.1 Quality Assurance in Early Childhood and School Education Authors can choose to subdivide Section Early Childhood and School Education the following ways if it is appropriate: ECEC Responsible bodies Approaches and methods for quality assurance Primary Education (or single structure education) Responsible bodies Approaches and methods for quality assurance Secondary Education (and Upper Secondary) Responsible bodies Approaches and methods for quality assurance or ECEC Responsible bodies Approaches and methods for quality assurance

 Primary Education and Secondary education Responsible bodies Approaches and methods for quality assurance Authors are asked to describe the main policy goals of quality assurance and highlight whether the various approaches used are part of an integrated system, i.e. how they are interrelated. Major reforms that have occurred in quality assurance over the past decade should be described including the dates of implementation, their content and aims. 1 ResponsibleBodies This section should describe the one or more bodies responsible for external quality assurance and provide information on their main missions, their administrative levels (local, provincial, regional, national level, etc.) as well as their status in terms of autonomy from central education authorities. This section should also explain whether there are central regulations or recommendations on the players or bodies responsible for carrying out internal quality assurance, or if this aspect is left to the autonomy of local authorities or educational institutions. 2ApproachesandMethodsforQualityAssurance Authors should describe the approaches used in external and/or internal quality assurance. If more than one approach exists, information should be structured consequently (ex: External Evaluation of Teachers/Internal Evaluation of Educational Institutions/Evaluation of the Whole Education System, etc.)

67 For each approach used in quality assurance, the following questions should be addressed: How is its frequency determined? Who are the evaluator(s) (i.e. the person or group of persons whose responsibility is to select relevant data and form an evaluative judgement about their content)? What are the tasks evaluated (teaching and learning, management aspects, internal evaluation, etc.)? Has a list of standard criteria for evaluation been established at central level (if yes, provide a web link)? How are the evaluation criteria established in case there is no such list?

What are the typical procedures used for evaluation (preliminary analysis of documents, the use of evaluation instruments, consultation of school staff on the report, follow-up, etc.)? What use is made of evaluation results? What are the consequences for people/institutions/education system evaluated? Are the results of evaluation published or not? For internal quality assurance, the authors should describe whether there are central regulations or recommendations on the above-mentioned elements are or whether they are left to the autonomy of local authorities or educational institutions.

11.2 Quality Assurance in Higher Education Authors should outline the main policy objectives of their quality assurance system for higher education and explain whether it has a supervisory and/or advisory orientation. A supervisory orientation is concerned with granting permission to higher education institutions or programmes to operate on the basis of threshold quality standards, while an advisory orientation is improvement-oriented. Major reforms that have occurred in quality assurance over the past decade should be described, including the dates of implementation, their content and aims. 1ResponsibleBodies Authors should specify which body or bodies is/are responsible for external quality assurance and what are the main missions. Authors should also give information on the relationship of the external quality assurance body with the central government in terms of legal and operational independence. If an agency is a member of either ENQA (the European Association for Quality Assurance in Higher Education) or EQAR (the European Quality assurance Register for Higher education) this should be stated. Authors should also specify whether there are central regulations/recommendations for carrying out internal quality assurance or if this aspect is left to the autonomy of higher education institutions. 2ApproachesandMethodsforQualityAssurance Authors should describe the approaches used in external and internal quality assurance. If more than one approach exists, information should be structured consequently (ex: External evaluation/audit/accreditation of higher education institutions, evaluation/audit/accreditation of programmes, internal quality assurance etc.) The relevance and use by responsible bodies of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) should also be explained. For external quality assurance, the following questions should be addressed: How is the frequency of Quality Assurance determined?

68 How are the teams with responsibility to undertake evaluations selected? Are there requirements to include student representatives, academic staff, and international experts in evaluation teams? If so, in what capacity? How are the foci of evaluations decided? (Eg teaching and learning, research, student services, financial management, general management issues, internal quality assurance systems, etc) Has a list of standard criteria for evaluations been established or not (if yes, provide a web link) and how are criteria for evaluations established in cases where there is no such list? What are the typical procedures for evaluation? How is the quality of these evaluation procedures ensured? What use is made of evaluation results? What are the consequences for the people/institutions/programmes/education system evaluated? Are the results of all evaluations including negative ones published? For internal quality assurance, authors should describe typical processes (by referring to the issues addressed in the questions above) and explain how internal quality assurance is linked to the external quality assurance system. Authors should specify whether there are regulations or recommendations for institutions to follow.

11.3 Quality Assurance in Adult Education and Training Authors are asked to describe the main policy goals of quality assurance. Major reforms that have occurred in quality assurance over the past decade should be described, including the dates of implementation, their content and aims. 1ResponsibleBodies Authors should specify which body is responsible for external quality assurance and what are its main missions. Authors should also give information on the relationship of the external quality assurance body with the central government in terms of legal and operational independence. Authors should also specify whether there are central regulations/recommendations on the players or bodies responsible for carrying out internal quality assurance or if this aspect is left to the autonomy of institutions responsible f or providing adult education. 2ApproachesandMethodsforQualityAssurance See points 2 in 11.1 and 11.2 above. Depending on the types of institutions responsible for providing adult education, the relevant Quality Assurance issues should be described.

69 TOPIC 12: EDUCATIONAL SUPPORT AND GUIDANCE

The structure for this topic begins with an introduction that should summarise the national policies and general objectives concerning educational support and guidance. With regard to the education level of Early Childhood and School Education, two issues should be distinguished: special education needs (SEN) provision within mainstream education and separate special education needs provision. At the same educational level, the scope should then widen to include educational support measures for other learners from disadvantaged backgrounds. Finally, an overview should be given of guidance and counselling provisions for all pupils with a lifelong-learning approach. Regarding Higher Education and Adult Education the information provided should follow the same structure: the first part should describe support measures for learners from disadvantaged backgrounds resulting from disability, personal, socio-economic and/or cultural circumstances. This should be followed by an overview of guidance and counselling provisions for all students with a lifelong-learning approach.

On the introductory page, authors should provide a concise overview of how educational support and guidance is organised in their country. This should include the general context and legislative framework geared either to the integration of almost all pupils within mainstream education and/or the separation of provision within special education settings, respectively.

It should moreover describe the national policy objectives with regard to addressing educational disadvantage and promoting inclusive education targeting learners with special needs and those from disadvantaged social backgrounds. This introduction should also explain the general objectives of the education and training systems to ensure that all learners from disadvantaged backgrounds complete their basic education and engage in lifelong learning.

12.1 Special Education Needs Provision within Mainstream Education 1DefinitionoftheTargetGroup(s) Nearly all countries recognise in their educational legislation certain main kinds of disability or difficulty in accordance with which pupils may be classified as belonging to an in need of special support category, such as any one of the following: pupils with a physical disability or sensory impairment (such as deafness or visual impairment); pupils with psychological difficulties; pupils with learning and language-related difficulties (e.g. dyslexia or dyscalculia); pupils with general learning difficulties; pupils with exceptional learning ability. Authors are asked to specify here which of the foregoing categories (or other categories specified in the legislation of the country concerned) are recognised in law as corresponding to pupils in need of special support, and the circumstances under which they are eligible to receive it within mainstream education.

70 They should also describe other categories of pupils who do in fact receive special support although they are not officially recognised as belonging to a special educational needs group (for example, the exceptionally gifted are not always regarded as belonging to a group of pupils with special educational needs but special measures may be introduced for their benefit). In countries where no categories exist to distinguish target groups, the authors are invited to explain how the system works.

2SpecificSupportMeasures If it is the policy of the country concerned to integrate provision for special educational needs within mainstream education, authors should indicate the kind of special need to which this applies, and whether integration is total or whether there are separate classes for certain categories of pupil recognised as having special educational needs. In the latter case, authors should further specify the particular classes concerned. In all other cases, authors should describe special measures to provide support to pupils within mainstream education who are recognised as having special educational needs. Such measures might include, but are not restricted to: additional support provided by specialist teachers; special teaching methods and materials; special adaptation of the curriculum (subject content etc); liaison with non-educational social welfare institutions; special arrangements for evaluation or progress through education; reduced class sizes; alterations to school building facilities, etc.

12.2 Separate Special Education Needs Provision in Early Childhood and School Education If no separate special education provision exists, the author should explain briefly the situation and the following subsections (12.2.1 7) will not apply. 1DefinitionoftheTargetGroup(s) Authors are asked to specify here which of the foregoing categories (or other categories specified in the legislation of the country concerned) are recognised in law as corresponding to pupils in need of special educational support, and the circumstances under which they are eligible to receive it within the different types of provision, e.g. schools for the deaf or hard of hearing, etc. 2AdmissionRequirementsandChoiceofSchool This section should describe admission requirements, particularly as regards the one or more distinctive characteristics of pupils as a result of which they are officially recognised as belonging to a category eligible for special educational support in separate schools/centres. All such criteria should be given here,

together with possible ways of determining compliance with them.

71 It should also be indicated whether or not the parental choice of a school is entirely unrestricted. If there are restrictions, authors should describe their nature, the circumstances under which they apply and the criteria governing them. Any possible right of appeal against decisions taken by educational bodies as regards choice of schools or possible exclusion from a school (rights and obligations of pupils, rights and obligations of parents) should also be described. 3AgeLevelsandGroupingofPupils Here, authors should note whether or not this type of education is divided into separate stages within the different levels. If so, they should specify the way in which these stages are structured. The section should also indicate the criteria in accordance with which pupils are placed in a particular group (such as the degree of disability or a particular special need) and whether or not children of different ages may belong to the same class. Finally, if one or more official recommendations specify that a class or group should contain no more or less than a maximum/minimum number of pupils, this should be clearly indicated, as should the absence of any such formal requirements. 4Curriculum,Subjects There should be a clear indication as to how the curriculum of certain types of schools/centres (e.g. schools for the blind) or classes within multipurpose schools, which are separate from mainstream provision, is organised. Authors should also indicate how far and under what circumstances some institutions (such as schools for pupils with physical disabilities) follow the mainstream curriculum, and/or whether pupils enrolled in separate institutions may take certain subjects in classes for mainstream education. The bodies/persons actively involved in the preparation of the curriculum (e.g. inspectors, specialist teachers and researchers, etc.) should also be specified. Here, too, authors should give the titles of various subjects or groups of subjects (specifying the type of class for which they are intended). They are asked to indicate the subjects taught (e.g. sign language, etc.), specifying the target group and the period of provision (i.e. the year, stage, or level of education, and number of hours a year involved). They should further indicate whether each particular subject is compulsory or optional. Finally, this section should clearly list any subjects that are specifically related to information and communication technology (ICT). 5TeachingMethodsandMaterials

For this section, authors are asked to provide information on the different teaching methods used by educational staff depending on the particular disabilities or needs of their pupils (e.g. Braille, ICT -assisted teaching, etc.), together with the teaching and learning materials intended to facilitate application of those methods. Authors should further identify the authority/body responsible for preparing such special materials, and indicate whether they are provided to schools or pupils free of charge. 6ProgressionofPupils This section should be devoted to a description of the circumstances under which pupils progress from one class or stage, to another (irrespective of whether they repeat part of their studies). The role of the teacher, support staff and other bodies in determining their progress should be explained here, as well as the

72 criteria that determine whether pupils remain in the same class or move on to a higher one. It should also be indicated whether classes may be repeated. If so, the points during schooling at which this may occur (e.g. the end of a year or stage), any limit to the number of times it may occur, and the procedures if that limit is reached should be specified. Authors are further asked to describe any opportunities for transferring pupils to other branches, courses or classes within separate provision for special education, or to mainstream forms of provision. If so, they should indicate the circumstances under which this may occur and the criteria taken into account. If the progress of pupils in special education is not evaluated, this should be stated explicitly. 7Certification Authors are asked to complete this section with information concerning the certification awarded by institutions for children with special educational needs, such as the authority responsible for certification, the definition of content (e.g. the subjects included, numerical/qualitative marking) and methods (e.g. assessment on the basis of work during the year, examinations adjusted to each particular pupils needs, written/oral/computerised examinations, etc.). The title and recognition of any such qualifications (by the State, etc.) should also be referred to here. If no certification occurs in special education, this should be stated explicitly.

12.3 Support Measures for Learners in Early Childhood and School Education 1DefinitionoftheTargetGroup(s)

If any categories of disadvantaged learners exist due to personal, socio-economic and/or cultural circumstances authors are asked to specify them. They may be recognised in law as corresponding to pupils in need of additional support or pupils who receive support although they are not officially recognised as belonging to a group in need of additional support. The circumstances under which they are eligible to receive it at this educational level should also be outlined. In some countries, the categories could also include immigrant children, i.e. those from another country (within or outside of Europe), including children who are seeking asylum or who have been given refugee status; or it could also include children from ethnic minority backgrounds, as well as those at risk of poverty and social exclusion, etc. 2SpecificSupportMeasures This section should provide information on special measures that may exist for the foregoing categories of disadvantaged learners in mainstream education or separate provision. They often consist in arrangements for language support, as well as tuition to assist pupils with learning the content of the curriculum. Such measures might include: support for immigrant children to learn the host country language or mother tongue; additional support provided by specialist teachers; reduced class sizes; special adaptations to the curriculum;

73 liaison with non-educational social welfare institutions; special arrangements for evaluation or progress through education.

12.4 Guidance and Counselling in Early Childhood and School Education 1AcademicGuidance This section should provide information about the various types of provision for guidance of all pupils at this educational level. It may refer to information services or special sessions/courses intended to promote pupils' progression from one class or stage to another, from primary to secondary level, or their transfer to other branches, etc. 2PsychologicalCounselling

Authors should provide information on any psychological support structures available at this level, which aim to improve the interpersonal and educational performance of all pupils. This may include a variety of professional services aimed to increase pupils' capacities to overcome academic, personal, and social problems that hinder their attainment of educational success. 3CareerGuidance This section should provide information about the various types of provision for career guidance of pupils at this level, such as information services, special courses and contacts with the world of work, mainly applicable to the final years of secondary education. Career guidance could be part of a compulsory curriculum, and if so this should be explained. Authors should also describe briefly arrangements made by secondary schools to facilitate young peoples access to the labour market, including in-company placements, day-long events to provide pupils and schools with information on job opportunities, involvement of local employers in exams leading to certification, etc.

12.5 Support Measures for Learners in Higher Education 1DefinitionoftheTargetGroup(s) Authors are asked to specify any categories of disadvantaged learners that exist due to disability, personal, socio-economic and/or cultural circumstances. Such learners may be recognised in law as corresponding to learners in need of additional support or may receive support despite not being officially recognised as belonging to a group in need of additional support. The circumstances under which they are eligible to receive support at this educational level should be outlined. The categories could also include immigrants, i.e. those from another country (within or outside of Europe), including adults who are seeking asylum or who have been given refugee status, those from ethnic minority backgrounds, disabled students as well as those at risk of poverty and social exclusion, etc. 2SpecificSupportMeasures This section should provide information on special measures that may exist for the foregoing categories of disadvantaged learners. Such measures might include: linguistic support for migrant students to learn the host country language or mother tongue;

74 alterations to school building facilities;

special teaching methods and materials; liaison with non-educational social welfare institutions; special arrangements for evaluation or progress, etc.

12.6 Guidance and Counselling in Higher Education 1AcademicGuidance This section should provide information about the various types of provision for guidance of all students at this educational level. It may refer to information services or special sessions/courses, etc. intended to promote students' academic career. 2PsychologicalCounselling Authors should provide information on any psychological support structures available at this level, which aim to improve the interpersonal and academic performance of all students. This may include a variety of professional services aimed to increase students' capacity to overcome academic, personal, and social problems that hinder their attainment of academic success. 3CareerGuidance This section should provide information about the various types of provision for career guidance of students at this level, such as information services, special courses, contacts with the world of work, etc.

12.7 Support Measures for Learners in Adult Education and Training 1DefinitionoftheTargetGroup(s) Authors are asked to specify any categories of disadvantaged learners that exist due to disability, personal, socio-economic and/or cultural circumstances. Such learners may be recognised in law as corresponding to adult learners in need of additional support or may receive support despite not being officially recognised as belonging to a group in need of additional support. The circumstances under which they are eligible to receive support at this educational level should be outlined. The categories could also include immigrants, i.e. those from another country (within or outside of Europe), including adults who are seeking asylum or who have been given refugee status, those from ethnic minority backgrounds, disabled adults as well as those at risk of poverty and social exclusion, etc. 2SpecificSupportMeasures

This section should provide information on special measures that may exist for the foregoing categories of disadvantaged adult learners. Such measures might include: linguistic support for migrant students to learn the host country language or mother tongue; alterations to school building facilities; special teaching methods and materials; special arrangements for evaluation or progress;

75 liaison with non-educational social welfare institutions, etc.

12.8 Guidance and Counselling in a Lifelong-Learning Approach 1AcademicGuidance This section should provide information about the various types of provision for guidance of all adult learners. It may refer to information services or special sessions/courses, etc. intended to promote adult learning through further education and training. 2PsychologicalCounselling Authors should provide information on any psychological support structures available at this level, which aim to improve the interpersonal and academic performance of all adult learners. This may include a variety of professional services to increase the learners' capacity to overcome academic, personal, and social problems that hinder their attainment of learning success. 3CareerGuidance This section should provide information about the various types of provision for career guidance at the level of adult education, such as information services, special courses, contacts with the world of work, etc.

76 TOPIC 13: MOBILITY AND INTERNATIONALISATION

This topic should provide information on policy adopted by national and regional governments in order to promote mobility and internationalisation in education. It concerns all levels from primary to higher education including adult education as well as main parties involved in the learning/teaching process i.e. learners, teachers and trainers. Internationalisation is the process of integrating an international, intercultural or global dimension into all aspects of Education institutions activities. Within this holistic approach, mobility is the main activity ever developed. Either virtual or physical, mobility corresponds to a

large variety of arrangements from school exchanges, teachers and trainers placements abroad to distance learning. However, internationalisation also encompasses other aspects such as curriculum development and recognition and validation of qualifications and degrees as well as partnerships and networks. The introductory page should first briefly present the national policy regarding mobility and internationalisation in education. It means that the author should indicate the strategies defined by the government and related policy measures adopted for reaching three specific goals: enhancing learning mobility, spreading out the international dimension in the education system and cooperating with other countries in the field of education. The author should also refer to existing benchmarks and target groups defined for increasing mobility for learners and teachers.

13.1 Mobility in Early Childhood and School Education 1PupilandStudentMobility This sub-section should cover national programmes, projects and/or initiatives enabling pupils, students or trainees to undertake part of their studies in another country. Where national programmes build on or are inter-related with European Community action programmes in the field of education this should be explained. In presenting the national programme/project/initiative, the author should provide information on: type of mobility (virtual exchanges on an Internet platform; one-year studies in a foreign country, etc); authorities responsible for organisation and coordination; validation and recognition of foreign degrees or other qualifications, exams or courses obtained or completed abroad: whether, how and to what extent study in another European or third country is recognised and validated. If helpful, countries may break down the information into sub-sections on ECEC, primary (or single structure education) and secondary (and upper secondary) education. If there are no mobility programmes, projects or initiatives relevant to a particular level (e.g. ECEC) this can simply be stated in one sentence, or authors can explain that mobility programmes begin at the level of primary/secondary education. 2TeacherMobility This sub-section should be devoted to national programmes, projects and/or initiatives for teachers and trainers enabling them to secure employment or participate in exchanges with different countries. Here, information should be given on:

77 type of mobility and exchanges (e.g. an exchange or short-term contract) and its duration; authorities responsible for organising and coordinating the activity; salary agreements and any other form of financial compensation (allowances for accommodation, travel expenses, the cost of living, etc.) awarded to participants; recognition: whether, how and to what extent performance and achievement abroad are recognised. If helpful, countries may break down the information into sub-sections on ECEC, Primary (or Single Structure Education) and Secondary (and Upper Secondary) Education. If there are no mobility programmes, projects or initiatives relevant to a particular level (e.g. ECEC) this can simply be stated in one sentence.

13.2 Mobility in Higher Education 1StudentMobility This sub-section should cover national programmes, projects and/or initiatives enabling students to undertake part of their studies in another country. This section should include the European Community action programmes in the field of education in which the country is involved. By presenting on what consist of the programme/project/initiative, the author should provide information available on: type of mobility (virtual exchanges on an Internet platform; one-year studies in a foreign country, etc); authorities responsible for organisation and coordination; validation and recognition of foreign degrees or other qualifications, exams or courses obtained or completed abroad: whether, how and to what extent study in another European or third country is recognised and validated. 2AcademicStaffMobility This sub-section should be devoted to programmes, projects and/or initiatives for academic staff (professors, researchers, assistants etc) enabling them to secure employment or participate in exchanges with different countries. Here, information should be given on:

type of mobility and exchanges (e.g. an exchange or short-term contract) and its duration; authorities responsible for organising and coordinating the activity; salary agreements and any other form of financial compensation (allowances for accommodation, travel expenses, the cost of living, etc.) awarded to participants; recognition: whether, how and to what extent performance and achievement abroad are recognised.

78 13.3 Mobility in Adult Education and Training 1LearnerMobility This sub-section should cover national programmes, projects and/or initiatives enabling learners to undertake part of their studies in another country. Where national programmes build on or are inter-related with European Community action programmes in the field of education this should be explained. In presenting the national programme/project/initiative, the author should provide information on: type of mobility (virtual exchanges on an Internet platform; one-year studies in a foreign country, etc); authorities responsible for organisation and coordination; validation and recognition of foreign degrees or other qualifications, exams or courses obtained or completed abroad: whether, how and to what extent study in another European or third country is recognised and validated. 2TeacherandTrainerMobility This sub-section should be devoted to national programmes, projects and/or initiatives for teachers and trainers enabling them to secure employment or participate in exchanges with different countries. Here, information should be given on:

type of mobility and exchanges (e.g. an exchange or short-term contract) and its duration; authorities responsible for organising and coordinating the activity; salary agreements and any other form of financial compensation (allowances for accommodation, travel expenses, the cost of living, etc.) awarded to participants; recognition: whether, how and to what extent performance and achievement abroad are recognised.

13.4. Others Dimensions of Internationalisation in Early Childhood and School Education 1GlobalandInterculturalDimensioninCurriculumDevelopment This part of the topic should present the policy initiatives or measures that have been implemented with the purpose of inserting the global and intercultural dimension in the curriculum and/or steering documents. When available, the author can refer to the curriculum subjects which integrate the international dimension. This section should also mention existing national programmes, projects, initiatives that aim to foster the teaching/learning of a foreign language when provided outside the curriculum framework and within the framework of learning mobility and partnerships or intercultural knowledge. 2PartnershipsandNetworks This section should indicate programmes, projects and initiatives aiming to establish and foster partnerships and networks with education institutions settled abroad. These cross-border partnerships and networks that allow collaborative activities for learners as well for teachers might be physical or virtual. When presenting a programme, project or initiative, the author should indicate:

79 name, target groups for who is intended and time frame; authorities responsible for organizing, coordinating and funding; objectives: what is the purpose of the partnership or the network.

13.5 Other Dimensions of Internationalisation in Higher Education 1GlobalandInterculturalDimensioninCurriculumDevelopment This part of the topic should present the national policy initiatives or measures that have been implemented with the purpose of inserting the global and intercultural dimension in the curriculum. When available, the author can refer to the curriculum subjects which integrate the international dimension. This section should also mention existing national programmes, projects, initiatives that aim to foster the teaching/learning of a foreign language when provided outside the curriculum framework and within the framework of learning mobility and partnerships or intercultural knowledge. 2PartnershipsandNetworks This section should indicate programmes, projects and initiatives aiming to establish and foster partnerships and networks with education institutions settled abroad. These cross-border partnerships and networks that allow collaborative activities for learners as well for teachers might be physical or virtual. When presenting a programme, project or initiative, the author should indicate: name, target groups for who is intended and time frame; authorities responsible for organizing, coordinating and funding; objectives: what is the purpose of the partnership or the network.

13.6 Other Dimensions of Internationalisation in Adult Education and Training 1GlobalandInterculturalDimensioninCurriculumDevelopment This part of the topic should present the policy initiatives or measures that have been implemented with the purpose of inserting the global and intercultural dimension in the curriculum. When available, the author can refer to the curriculum subjects which integrate the international dimension. This section should also mention existing national programmes, projects, initiatives that aim to foster the teaching/learning of a foreign language when provided outside the curriculum framework and within the framework of learning mobility and partnerships or intercultural knowledge. 2PartnershipsandNetworks

This section should indicate programmes, projects and initiatives aiming to establish and foster partnerships and networks with education institutions settled abroad. These cross-border partnerships and networks that allow collaborative activities for learners as well for teachers might be physical or virtual. When presenting a programme, project or initiative, the author should indicate: name, target groups for who is intended and time frame; authorities responsible for organizing, coordinating and funding;

80 objectives: what is the purpose of the partnership or the network.

13.7 Bilateral Agreements and Worldwide Cooperation 1BilateralAgreements This section should explain existing agreements with a third country for all education levels. Specific information should be given on: third countries, time frame and main objectives; domains of education on which cooperation is carried out. 2CooperationandParticipationinWorldwideProgrammesandOr ganisations This section should similarly present existing multilateral cooperation within worldwide programmes and organisations in the field of education apart from European cooperation programmes. The author should provide brief information on: name of the programme/organisation; role of your country. domains of cooperation and related activities in which your country is involved.

81

TOPIC 14: ONGOING REFORMS AND POLICY DEVELOPMENTS

The aim of this topic is first to provide an overview of ongoing reforms and policy developments related to the Europe 2020 strategy. Then in a second part, authors should present information on ongoing reforms and policy developments in the context of the Strategic Framework for European cooperation in education and training ('ET 2020'). Last, the third article of this topic

should be devoted to all other specific ongoing reforms and policy developments with importance at the national level.

As the introductory page should be a short overview of the whole topic, authors should therefore cite the main ongoing reforms and policy developments. References should be made to in particular those related to the Europe 2020 strategy i.e. the education headline target, the country specific recommendations (if any), the annual growth survey, the agenda for New skills and jobs and the question of investment (for more details, see 14.1). As contextual information, authors should also briefly present the main goals of the government's policies in the field of education and training. Any further details should be provided in the appropriate subpages 14.1, 14.2 and 14.3.

Specific guidelines for describing the content of any reforms in the articles 14.1, 14.2 and 14.3 When presenting a reform or a policy development in any of the three sub-topics, authors should always provide the following information: The type of reform and/or policy development should be described. For example, whether it is: legislative reform; national strategy and/or programme with public funding schemes; The reasons/aims/objectives of reform and/or policy development should be explained. This should include a short explanation of the circumstances and the context which led to the particular issue being addressed. The status of the reform and/or policy development should be also clearly specified i.e. whether it : o is a new proposal (under parliamentary discussion); o is adopted by parliament o is at the early stages of implementation. In this last case, authors should make a cross-reference to the reform/policy development concerned in the other appropriate chapters. The time frame should also be outlined: what is the foreseen schedule; the date of entry into force and/or the expected date for the full implementation of the measures. Expected impact and changes in particular on investment in education. Monitoring mechanisms in place, or under development. Results of evaluations and monitoring of reforms and policy developments, e.g. did the reform/policy development impact positively? In order to enable the reader to follow-up the issue in more detail, relevant references and especially web-links should be provided, even if information is only available in the national language.

82 14.1 Education in Europe 2020 Strategy This article should start explaining concisely what Europe 2020 strategy is (3). Authors should therefore first add the following text: "Europe 2020 is a 10-year strategy for a smart, sustainable and inclusive growth. The strategy identifies a number of key areas which concern the field of education and training: a common headline target with twin targets on early school leaving and higher education participation; country specific recommendations; the Annual Growth Survey under the European semester of economic governance; the question of investment in education; and the agenda for New skills and jobs." After this short presentation, authors should where appropriate describe any recent, ongoing reforms and policy developments in education and training regarding each of the key areas of Europe 2020 strategy identified above. For this purpose, please follow the specific guidelines for the content of the articles above-mentioned in the text box. Please note that when no specific information is available because no recent policies have been discussed or developed in a particular area, authors should mention this, and explain why. It might be also the case that the topics concerned may have already been addressed as a priority independent of any European objective. In such cases please provide relevant cross references to the appropriate chapters. Regarding the countries which have no obligation in relation to the Europe 2020 strategy, the authors should add a short statement at the beginning of this article informing the readers on this point. The short statement might be for example: "As a non-member of the European Union, [Name of the country] has made no commitment in relation to the Europe 2020 strategy. Nevertheless, some national reforms can coincide and/or pursue similar goals." HeadlineTargetsforEducationandTraining Authors should start this subtopic with the following short explanation on the headline targets. "The strategy identifies a Europe 2020 headline target with two underlying targets for education and training to be reached by the EU by 2020:

e the share of the population aged 3034 having completed higher education from 31% to at least 40%. EU member states have translated these two EU wide-targets into specific national targets." Then, authors should mention the reforms and policy developments carried out to address these two headline targets and how it has been translated into national targets (4).

(3 ) Communication from the Commission. EUROPE 2020. A strategy for smart, sustainable and inclusive growth. COM/2010/2020 final. http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:EN:PDF (4) Please consult the national targets on http://ec.europa.eu/europe2020/pdf/targets_en.pdf

83 CountrySpecificRecommendations In the framework of the European Semester (5), the Council issues each year country-specific guidance to Member States in June/July. Authors should present the reforms and policy developments to be adopted and implemented regarding the current recommendations issued for the country (6).

Investment In the current crisis public budgets are under scrutiny including education and training. Nevertheless, the Commission has stressed its conviction that, when consolidating their public finance, Member States should prioritise expenditure on growth-enhancing policies such as education and training. Authors should refer to any policy development and reform concerning this point.

TheAnnualGrowthSurvey Authors should place at the beginning of this subtopic this introductory paragraph: "The Annual Growth Survey (AGS) 2012 launches the European semester of economic governance. It is the basis for building the necessary common understanding about the priorities for action at national and EU level for the next twelve months, which should then feed into national economic and budgetary decisions." Authors should then refer to any recent, ongoing policy development or reforms which address one of the following four reform areas identified in the Annual Growth Survey:

entrepreneurial skills, with particular attention to a vocational training dimension in tertiary education and getting work experience.

demand, while reinforcing their efficiency and quality, and focusing on sectors and occupations that experience the most pronounced skills or labour shortages e.g. IT graduates.

introduction of tuition fees, student loans, scholarship schemes or alternative sources of funding.

N e w S k i l l s a n d J ob s The agenda for New skills and jobs is a European flagship in support of EU's employment target for 2020: 75% of the working-age population (20-64 years) in work.

(5) For more information on the European Semester, please http://ec.europa.eu/europe2020/reaching-the-goals/monitoring-progress/index_en.htm

consult

(6 ) A table specifying the country-specific recommendations adopted in 2011 is provided on CIRCABC

84

Authors should refer to any recent ongoing policy development or reforms which address the reform areas within this policy agenda and in particular: progress on implementing methods, tools, and approaches to anticipate and assess the demand for skills, mismatches and graduate employability.

14.2 'Education and Training 2020' Strategic Framework The article should start with an introductory text explaining on what 'ET2020' (7) consists of. The authors should therefore first add the following short common text: "In 2009, the Council of the European Union adopted Conclusions setting up a strategic framework for European cooperation in education and training, ET2020. Four long term strategic objectives for EU education and training policies were adopted for 2020: Making lifelong learning and mobility a reality Improving the quality and efficiency of education and training Promoting equity, social cohesion and active citizenship Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training"

For the countries that are not engaged in the ET2020 strategic framework, the authors should also add the following statement: "[Name of the country] is not a member state of the European Union and has not formally agreed on the ET 2020 strategic framework. However, as [Name of the country] participates in the Lifelong Learning Programme, some national reforms and policy developments coincide with the ET 2020 priority areas."

The article is divided into four subordinate articles corresponding to each of the four strategic objectives.

14.2.1 Making Lifelong Learning and Mobility a Reality

14.2.2 Improving the Quality and Efficiency of Education and Training

14.2.3 Promoting Equity, Social Cohesion and Active Citizenship

14.4.4 Enhancing Creativity and Innovation, Including Entrepreneurship, at all Levels of Education and Training

In order to achieve these strategic objectives, the work and cooperation has been divided into 3year cycles and a number of priority areas under each strategic objective have been identified for each cycle.

(7) Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020) in Official Journal of the European Union, C119, 28.5.2009. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:en:PDF

85 Please note that the priority areas are described in details below. They concern the first cycle i.e. 2009/11 time period. There will be minor changes for the second cycle, 2012/14 compared with the previous cycle, 2009/11. National Units will be informed about the second cycle priority areas as soon as they will be officially adopted.

On each subordinate page of the strategic objectives, authors should present information on any recent, ongoing or planned reforms or policy initiatives. Authors can be inspired by the priority areas defined under each of the strategic objectives.

Authors should therefore read all the priority areas presented below in the text box. Please follow the specific guidelines on content when describing the reforms and the policy developments. All relevant information should be provided even if it has already been presented in the previous article on the 'Europe 2020' education-related targets.

Please also note that when no specific information is available because no recent policies have been discussed or developed in a particular area, authors should mention this, and explain why. It might be also the case that the topics concerned may have already been addressed as a priority independent of any European objective. In such cases please provide relevant cross references to the appropriate chapters.

86 'ET2020' STRATEGIC OBJECTIVES AND PRIORITY AREAS FOR THE 2009/11 CYCLE Strategic objective 1) Making lifelong learning and mobility a reality Priority areas: Lifelong learning strategies: Complete the process of implementation of national lifelong learning strategies, paying particular attention to the validation of non-formal and informal learning and guidance. European Qualifications Framework: In accordance with the April

2008 Recommendation of the European Parliament and of the Council, relate all national qualifications systems to the EQF by 2010, and support the use of an approach based on learning outcomes for standards and qualifications, assessment and validation procedures, credit transfer, curricula and quality assurance. Expanding learning mobility: Work together to gradually eliminate barriers and to expand opportunities for learning mobility within Europe and worldwide, both for higher and other levels of education, including new objectives and financing instruments, and whilst taking into consideration the particular needs of disadvantaged persons. Strategic objective 2) Improving the quality and efficiency of education and training Priority areas: Language learning: To enable citizens to communicate in two languages in addition to their mother tongue, promote language teaching, where relevant, in VET and for adult learners, and provide migrants with opportunities to learn the language of the host country. Professional development of teachers and trainers: Focus on the quality of initial education and early career support for new teachers and on raising the quality of continuing professional development opportunities for teachers, trainers and other educational staff (e.g. those involved in leadership or guidance activities). Governance and funding: Promote the modernisation agenda for higher education (including curricula) and the quality assurance framework for VET, and develop the quality of provision, including staffing, in the adult learning sector. Promote evidence-based policy and practice, placing particular emphasis on establishing the case for sustainability of public and, where appropriate, private investment. Basic skills in reading, mathematics and science: Investigate and disseminate existing good practice and research findings on reading performance among school pupils and draw conclusions on ways of improving literacy levels across the EU. Intensify existing cooperation to improve the take-up of maths and science at higher levels of education and training, and to strengthen science teaching. Concrete action is needed to improve the level of basic skills, including those of adults. New Skills for New Jobs: Ensure that the assessment of future skill requirements and the matching of labour market needs are adequately taken on board in education and training planning processes. Strategic objective 3) Promoting equity, social cohesion and active citizenship Priority areas: Early leavers from education and training: Strengthen preventive approaches, build closer cooperation between general and vocational education sectors and remove barriers for drop-outs to return to education and training. Pre-primary education: Promote generalised equitable access and reinforce the quality of provision and teacher support. Migrants: Develop mutual learning on best practices for the education of learners from migrant backgrounds. Learners with special needs: Promote inclusive education and personalised learning through timely support, the early identification of special needs and well-coordinated services. Integrate services within mainstream schooling and ensure pathways to further education and training.

Strategic objective 4) Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training Priority areas: Transversal key competences: In accordance with the December 2006 Recommendation of the European Parliament and of the Council, take greater account of transversal key competences in curricula, assessment and qualifications. Innovation-friendly institutions: Promote creativity and innovation by developing specific teaching and learning methods (including the use of new ICT tools and teacher training). Partnership: Develop partnerships between education and training providers and businesses, research institutions, cultural actors and creative industries, and promote a well-functioning knowledge triangle.

87 14.3. Specific Ongoing Reforms and Policy Developments at National Level This last article should provide information on all other specific national policy developments and reforms considered to be of importance for the country. When presenting a policy reform or development, please follow the specific guidelines on the content above-mentioned in the text box.

88 ADDITIONAL PAGES

15 LEGISLATION

The main body of legislation governing the education system should be outlined in this article, and authors should be careful to ensure that all legislation referred to in national pages is included and updated here.

Each act of legislation mentioned should also include a short note containing the following information: its exact title (with a translation into English), and the date it was published; a short description of its content, and/or quotations of main points; create a link to the source document.

From all articles, where you have inserted Legislative references, you shall create links from these references to this Legislation page.

OPTIONAL PAGES

16 INSTITUTIONS

A directory of institutions should enable foreign readers to identify the main public and private institutions involved in the education system in the given country (e.g. Ministries, central authorities, bodies providing information about courses, information centres more particularly, documentation centres, such as EURODESK, giving access to data banks - and research centres). This should be restricted to the most important bodies and should not, for example, include lists of schools. In order to enable readers to make contact with the bodies mentioned, as necessary, their names and addresses should not be translated. Within the text on other pages, mentions of an institution can be linked to this Institutions page. Example of an entry in the directory of institutions: Scottish Vocational Education Council (create link if applicable) Hanover House, 24 Douglas Street, Glasgow G2 7NQ, Scotland, UK.

Tel: (0)41-248 7900 Fax: (0)41-242 2244

89 17 BIBLIOGRAPHY

For quoting bibliography, please refer to the Eurydice Style Guide.

18 GLOSSARY

Insert glossary terms (using format Heading 2) and their explanations.

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