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  • 1.
    book.ebook
    Mind the gap [er] : education inequality across EU Regions. European Commission. Directorate-General for Education and Culture.
    Publication
    [Brussels] : [European Commission], [2012], c2012.
    Summary
    Despite commitments by EU Member States to promote equity in education and training, major geographic disparities persist in educational opportunities and outcomes, across but also within EU Member States. This report paints a picture of intra-national regional inequalities in educational opportunities and outcomes in the EU. Its aim is to support policy makers in their efforts to design effective measures to redress these disparities. It contains over 100 maps that help visualise inequalities. It identifies the top 10 and bottom 10 EU regions for each of the indicators it examines.
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  • 2.
    book.ebook
    Study on a possible framework to facilitate transnational mobility for placements at enterprises [er] : final report. European Commission. Directorate-General for Education and Culture
    Publication
    Luxembourg : Publications Office, 2011.
    Summary
    The study aimed to provide the European Commission with the necessary information to come forward with proposals to address current legal and regulatory obstacles to the transnational mobility of trainees (covering students and apprentices in initial vocational training, people on the labour market and higher education students). To this end, the study explored possible actions to be taken in view of creating a more conducive framework for transnational mobility of trainees within the EU. Whilst the study refers to ‘trainees’ in general, it also included ‘apprentices’ and the more specific concept of ‘apprenticeship’. The methodological approach of the study consisted of a combination of desk research and a wide stakeholder consultation at national and EU level. It covered all EU Member States and the EFTA/ EEA countries Iceland, Liechtenstein, Norway and Turkey, and Croatia and the Former Yugoslav Republic of Macedonia which participate under the preparatory measures phase.
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  • 3.
    book.ebook
    The first decade of working on the European higher education area [er] : the Bologna process independent assessment. Volume 1, Detailed assessment report European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    Follow-Up Group (BFUG), to assess the extent to which the operational objectives of the Bologna Declaration of 1999 and subsequent communiqués have been achieved in the areas of curriculum reform, quality assurance, qualifications frameworks, recognition, mobility and social equity. It also evaluated the extent to which the operational objectives have led to the achievement of the strategic objectives of the Bologna Declaration, i.e. ‘to establish the European area of higher education and to promote the European system of higher education world-wide’. The management of the Bologna Process was also included in the study. An international consortium of researchers undertook the project from 2008- 2009. The study is not an evaluation of the entire Bologna Process as not all aspects of the process were identified as focal areas for the study. Assessments were made against official statements of goals in the selected action areas taken from the Bologna Declaration and subsequent communiqués; the study was therefore limited to the collective level of the European Higher Education Area (EHEA) and to national implementation. Experiences of higher education institutions or of students could only be glimpsed intermittently.
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  • 4.
    book.ebook
    Measuring the impact of university-business cooperation [er] : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 5.
    book
    Gender equality in sport : proposal for strategic actions 2014–2020. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    For a long time women have been expected to live up to traditional gender roles that are held by both men and women in mainstream society. These gender roles often resulted in women being dissuaded from involvement in sectors of society, including participating and competing in sport. Since the Olympic Games in Paris in 1900, where 22 women out of 997 athletes participated in 5 sports, the involvement of women in the Olympic Movement at all levels has changed gradually. Changes in gender roles in response to changing economic, social and political circumstances also had an influence on sport, especially in relation to participation. At the decision making level the progress has been less impressive: there were no women members of the International Olympic Committee between 1896 and 1981. In 2014 there are 24 female IOC members out of 115 Members. Before the start of the 2012 Olympic Games in London Viviane Reding, Vice-President of the European Commission, and Androulla Vassiliou, European Commissioner responsible for sport, congratulated the presidents of the IOC and IPC on the very first Olympic Games where women were competing in every sport in their respective programmes.
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  • 6.
    book
    Education and disability / special needs : policies and practices in education, training and employment for students with disabilities and special educational needs in the EU. European Commission. Directorate-General for Education and Culture.
    Publication
    [Brussels] : [European Commission], [2012], c2012.
    Summary
    This review analyses the position of children with special educational needs and adults with disabilities in different education systems and labour markets across Europe. Various methods have been used to access research and statistical data on policy and practice relating to education and training for people with special educational needs and disabilities. Searches of social science databases (ERIC, BEI, AIER) were carried out and relevant texts obtained. Policy documents relating to education and training published by the European Commission and associated agencies (e.g. CEDEFOP and the European Agency for the Development of Special Needs Education) were gathered. Reports from NGOs were also obtained (e.g. The Open Society Institute, Amnesty International, UNESCO). Statistics were drawn from a range of sources, including government statistical services, OECD, the European Agency for the Development of Special Needs Education and the Labour Force Survey. In addition, a range of organisations and individuals working in the research and policy field were contacted to request information on their on-going work in the relevant domains. Primary data analysis was not included in the remit of this review, which is issues based, and does not seek to provide a systematic review of all the literature on all categories of SEN and disability produced by all European countries. It has only been possible to draw on the English language literature. However, international coverage has been achieved through a careful analysis of work published in international journals (e.g. the European Journal of Special Needs Education, the International Journal of Inclusive Education) and policy and statistical reviews conducted by bodies such as the OECD and the European Commission.
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  • 7.
    book.ebook
    EU high level group of experts on literacy [er] : final report, September 2012. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    If smart growth is about knowledge and innovation, investment in literacy skills is a prerequisite for achieving such growth. This report is a wake-up call about the literacy crisis that affects every country in Europe. Our world is dominated by the written word, both online and in print. This means we can only contribute and participate actively if we can read and write sufficiently well. But each year, hundreds of thousands of children start their secondary school two years behind in reading; some leave even further behind their peers. This has damaging consequences for their futures. And millions of adults across Europe lack the necessary literacy skills to function fully and independently in society. Awareness and acceptance of this widespread and deep-rooted problem are the first important steps towards action. This report is as much about Europe’s citizens of all ages as it is about socio-economic developments, trends and equality of opportunities. And it is as much about acknowledging the shocking numbers and problems as it is about identifying root causes and opportunities. We hope our call to action will be read by everyone engaged in policy-making or grass-roots activities in a range of areas, be it at local, regional, national or EU levels: from employment to health, from digital developments to civic participation, and from education to poverty. In all these pressing issues, literacy is likely to play a key role. So addressing literacy provides opportunities to tackle some of the root causes and factors blocking progress in all of these areas. Grasping these opportunities requires a profound understanding that reading and writing are much more than a technique or a skill. Literacy is about people’s ability to function in society as private individuals, active citizens, employees or parents. Children need skills to learn, adolescents need them to get a job and shape their futures positively. Citizens won’t be able to pay their taxes online or vote if they’re not literate. Employees need to be able to read safety instructions. And how can patients use their medication properly if they cannot read the instructions or lack the confidence to ask others? Literacy is about people’s self-esteem, their interaction with others, their health and employability. Ultimately, literacy is about whether a society is fit for the future. We encourage everyone to read this report: parents, teachers, businesses, governments and civil society players. We hope you take our recommendations to heart and act upon them. Investing in literacy is investing in Europe’s human capital. Such investments only have winners: citizens of all ages, businesses and governments and, ultimately, Europe’s wellbeing and competitive position in the world. This report will, I hope, help kick-start an ambitious, comprehensive and structural approach within and across EU Member States to prevent and reduce literacy problems. But its usefulness is only as good as the progress made in the coming decade to implement the recommendations of the report. In doing so, we need to be both open- and single-minded in our focus on the children, adolescents and adults who need to be reached.
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  • 8.
    book.ebook
    Mind the gap [er] : education inequality across EU regions. European Commission. Directorate-General for Education and Culture.
    Publication
    [Brussels] : [European Commission], [2012], c2012.
    Summary
    Despite commitments by EU Member States to promote equity in education and training, major geographic disparities persist in educational opportunities and outcomes, across but also within EU Member States. This report paints a picture of intra-national regional inequalities in educational opportunities and outcomes in the EU. Its aim is to support policy makers in their efforts to design effective measures to redress these disparities. It contains over 100 maps that help visualise inequalities. It identifies the top 10 and bottom 10 EU regions for each of the indicators it examines.
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  • 9.
    book.ebook
    Study on sports organisers’ rights in the European Union [er] : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The legal protection of rights to sporting events (”sports organisers' rights”) is a contentious issue. While in recent years distinct aspects of the problem have been addressed by legislatures and courts, both at the national and at the European level, a great deal of legal uncertainty persists. Divergent views on the appropriateness, form and scope of such legal protection exist among stakeholders and other concerned parties, reflecting the complex nature and multiple functions of sports in modern society. The universe of sports and media is a complex network of social and commercial relationships with a variety of stakeholders, each one of whom can claim rights or specific interests in the value chain of organizing and exploiting sports events, such as clubs, leagues, athletes, federations, fans, media content providers, sponsors, owners of sport facilities, sports betting operators and news media. Consequently, the question of protecting sports events is by no means a one-dimensional legal issue, and should be framed in a broader socio-economic context. On the one hand, professional sport represents a large and fast-growing sector of the European economy – and in no small measure this is due to the commercial significance of sports media rights. On the other hand, sports are widely regarded as playing a pivotal role as a “social cohesive”, an agent of communal, and conveyor of moral, values. This helps explain why major sports events qualify in various Member States as “events of major importance” for society, subject to special media rules mitigating exclusive rights of broadcasters to guarantee viewers’ access to these events via free-to-air television. The general objective of this study is to examine and critically assess a number of the most pressing questions of substantive law relating to the existence and exercise of sports organisers' rights in the EU.
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  • 10.
    book
    Study on sports organisers’ rights in the European Union : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The legal protection of rights to sporting events (”sports organisers' rights”) is a contentious issue. While in recent years distinct aspects of the problem have been addressed by legislatures and courts, both at the national and at the European level, a great deal of legal uncertainty persists. Divergent views on the appropriateness, form and scope of such legal protection exist among stakeholders and other concerned parties, reflecting the complex nature and multiple functions of sports in modern society. The universe of sports and media is a complex network of social and commercial relationships with a variety of stakeholders, each one of whom can claim rights or specific interests in the value chain of organizing and exploiting sports events, such as clubs, leagues, athletes, federations, fans, media content providers, sponsors, owners of sport facilities, sports betting operators and news media. Consequently, the question of protecting sports events is by no means a one-dimensional legal issue, and should be framed in a broader socio-economic context. On the one hand, professional sport represents a large and fast-growing sector of the European economy – and in no small measure this is due to the commercial significance of sports media rights. On the other hand, sports are widely regarded as playing a pivotal role as a “social cohesive”, an agent of communal, and conveyor of moral, values. This helps explain why major sports events qualify in various Member States as “events of major importance” for society, subject to special media rules mitigating exclusive rights of broadcasters to guarantee viewers’ access to these events via free-to-air television. The general objective of this study is to examine and critically assess a number of the most pressing questions of substantive law relating to the existence and exercise of sports organisers' rights in the EU.
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  • 11.
    book
    Report to the European Commission on new modes of learning and teaching in higher education. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The higher education landscape is undergoing significant change as a result of technological innovations. We are witnessing changes in the way higher education is taught and in the way students learn. While the conventional setting of the lecture hall will continue to form the bedrock of higher education systems, it will be enhanced by the integration of new tools and pedagogies, and it will be complemented by many more online learning opportunities and a greater variety of providers in higher education. These new technologies and approaches to education are already having a clear and positive impact on higher education provision. They can support efforts within the Bologna Process and the European Union Modernisation Agenda to enhance the quality and extend the reach of higher education across Europe. And they are already starting to facilitate better quality learning and teaching for both on-campus and online provision, as educational resources from around the globe become more freely accessible and more interactive media for learning are employed. Methods of teaching can be better tailored to individual students’ needs and advances in learning analytics are enabling quicker feedback on students’ performance.
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  • 12.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the European Commission and Member States, within the Strategic framework Education and Training 2020. Specific objectives of the study include: - development of a state of the art conceptual framework for analysis, reviewing existing research across Europe and beyond (all previous research that is available in European languages – most importantly longitudinal); - collecting new data and analysing relevant policies and their effects across Europe; - providing recommendations for actions that could be taken at European and national level to improve the effectiveness of ECEC services, to promote ECEC and to contribute to the development of a more comprehensive approach to tackling underachievement and early school leaving.
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  • 13.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 1 : literature review. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the European Commission and Member States, within the Strategic framework Education and Training 2020. Specific objectives of the study include: - development of a state of the art conceptual framework for analysis, reviewing existing research across Europe and beyond (all previous research that is available in European languages – most importantly longitudinal); - collecting new data and analysing relevant policies and their effects across Europe; - providing recommendations for actions that could be taken at European and national level to improve the effectiveness of ECEC services, to promote ECEC and to contribute to the development of a more comprehensive approach to tackling underachievement and early school leaving.
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  • 14.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in German. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    Diese Studie über den effektiven Einsatz frühkindlicher Erziehung und Betreuung (ECEC) zur Vermeidung vorzeitigen Schulabbruchs (ESL) sollte Belege dafür sammeln, wie gerechte und qualitativ hochwertige frühkindliche Erziehung und Betreuung die Leistung von Kindern in den folgenden Phasen der Bildung beeinflussen und positiv dazu beitragen kann, vorzeitige Schulabbrüche zu verhindern. Um das zu erreichen, wurden folgende Analyseschritte unternommen: Die Phase der Forschungsüberprüfung konzentrierte sich auf schon vorhandene Beweise der Verknüpfungen zwischen der Qualität der ECEC und der Lernentwicklung von Kindern. Dadurch wurden wesentliche Forschungslücken festgestellt und Richtungsvorschläge für künftige Studien geliefert. Die Synthese hat einen Überblick über die Literatur und Grundsatzdokumente (in 34 europäischen Sprachen) umfasst. Der Bereich der politischen Kartierung half, politische Informationen, die aus den vorherigen Studien verfügbar waren, zu aktualisieren und eine Prüfung der Qualität von ECEC vorzunehmen sowie eine Bewertung der Balance und der Kontinuität zwischen den frühesten und den späteren Erziehungsphasen in den untersuchten europäischen Ländern durchzuführen. Der Schritt half außerdem dabei, die Länder der Fallstudienanalyse auszuwählen, wobei die Prinzipien von Vielfalt und Repräsentation beachtet wurden. Die Fallstudienanalyse wurde in Österreich, Belgien, Kroatien, Finnland, Frankreich, Italien, Litauen, Spanien, Schweden und Großbritannien durchgeführt. Die Fallstudien untersuchten den Einfluss von ECEC-Maßnahmen auf das Lernen von Kindern in einem bestimmten Länderkontext. Sie vervollständigten länderspezifisches Beweismaterial während der Forschungsüberprüfungsphase und prüften, wie erklärte nationale Politik in der Praxis implementiert wird. Die Synthese von Forschungsüberblick, Fallstudien und politischer Maßnahmenkartierung rückte die Rolle frühkindlicher Erziehung und Betreuung für die Entwicklung der Kinder in ein neues Licht, indem sie die Forschungsergebnisse von verschiedenen Ebenen der Erziehung, verschiedenen Disziplinen und unterschiedlichen Länderkontexte in diesem Bericht zusammenführte sowie die Bereiche identifizierte, die in der weiteren Forschung besonders zu berücksichtigen sind.
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  • 15.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in English. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) aimed to collect evidence on how equitable and high-quality early child education and care can influence the performance of children in the subsequent stages of education and possibly contribute to the prevention of early school leaving. In order to achieve this, the following steps were undertaken: The research review stage focused on synthesising the already existing evidence on the links between quality of ECEC and children’s learning progress. This allowed major gaps in existing research to be identified and directions for future studies to be provided. The synthesis included an overview of literature and policy documents in the languages of 34 European countries. The policy mapping stage helped to update policy information available from the previous studies and to make an assessment on the quality of ECEC and on the balance and continuity between the earliest and the later stages in education in the analysed European countries. It also helped in selecting the countries for case study analysis, taking into consideration the principles of diversity and representativeness. The case study analysis was carried out in Austria, Belgium, Croatia, Finland, France, Italy, Lithuania, Spain, Sweden and the UK. The case studies analysed the influence of ECEC policies on the learning of children in a particular country context. They complemented country-specific evidence collected during the research review stage and tried to assess how declared national policies are implemented in practice. The synthesis of the research review, case studies and policy mapping reports helped to revisit the role of early childhood education and care in children’s development in a new light by bringing together the research findings from different levels of education, different disciplines, and different country contexts in this report and identifying the areas that need to be considered in further research.
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  • 16.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in French. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    L’étude sur l’utilisation efficace des services d’éducation et d’accueil des jeunes enfants (EAJE) comme outil pour limiter la déscolarisation précoce vise à collecter des éléments probants sur la façon dont l’enseignement et l’accueil préscolaires équitables et de haute qualité peuvent influencer les performances ultérieures des enfants et éventuellement contribuer à prévenir la déscolarisation précoce. À cette fin, les démarches suivantes ont été entreprises: L’étape d’analyse de la recherche s’est concentrée sur la synthèse des éléments probants existants déjà concernant les liens entre la qualité des services d’éducation et d’accueil des jeunes enfants et les progrès en matière d’apprentissage chez ces derniers. Cette démarche a permis d’identifier les principales lacunes de la recherche actuelle, et a apporté des orientations pour de futures études. La synthèse comporte notamment tout un ensemble de documents politiques rédigés dans les langues de 34 pays européens. L’étape de cartographie politique a permis d’actualiser les informations politiques disponibles dans les études précédentes et d’évaluer la qualité des services d’éducation et d’accueil des jeunes enfants ainsi que l’équilibre et la continuité existant entre les premiers niveaux d’enseignement et les niveaux suivants, dans les pays européens analysés. Elle a également permis de sélectionner les pays pour les études de cas, en tenant compte des principes de diversité et de représentativité. Les études de cas ont été menées en Autriche, en Belgique, en Croatie, en Finlande, en France, en Italie, en Lituanie, en Espagne, en Suède et au Royaume-Uni. Les études de cas ont analysé l’influence des politiques en matière de services d’éducation et d’accueil des jeunes enfants sur l’apprentissage chez les enfants dans le contexte d’un pays donné. Elles ont complété les éléments probants spécifiques aux pays collectés durant la période d’analyse de la recherche, et ont aidé à évaluer la manière dont les politiques nationales déclarées sont concrètement mises en oeuvre. La synthèse de l’analyse de la recherche, des études de cas et des rapports de cartographie politique a contribué à apporter un nouvel éclairage sur le rôle qu’ont les services d’éducation et d’accueil des jeunes enfants sur l’apprentissage chez les enfants, en compilant dans ce rapport les résultats des recherches effectuées à différents niveaux d’enseignement, dans différentes disciplines et dans différents pays; elle a également permis d’identifier les domaines qui doivent être pris en compte dans de nouvelles recherches.
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  • 17.
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    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 2 : European Union policy context. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    As indicated in ToR, the study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) is expected to provide evidence and support the work of the Commission and Member States, within the Education and Training 2020 work programme. It is based on the assumption that high quality ECEC services have a positive impact on both attainment level and ESL. Although the argument that high quality ECEC services positively contribute to educational achievement and reduce risk to leave school early is widely used in public discourse, the Member States only recently recognised the ECEC as one of the effective measures in preventing ESL and important measure to decrease the number of underachievers at the school level. Therefore it is important to review how the EU policy context evolved over years regarding these issues. In this section we focus on EU policy context. First, we briefly discuss the priorities set up by the ET 2010 and ET 2020 mainly in the field of pre-primary, primary and secondary education. Second, we concentrate on the recent policy discourse at the EU level concerning the ECEC, attainment level and reducing the ESL. Education and Training work programme Education is seen as a crucial component in achieving growth and creating more and better jobs for EU citizens. As a part of the Lisbon Strategy, adopted in 2000, the Council set out broad common objectives for the education and training systems of the EU. The Strategic Framework for Cooperation in Education and Training (ET 2010) included the following objectives: - improving the quality of education and training systems; - making access to learning easier; - opening education and training to the world.
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  • 18.
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    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 3 : case studies. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 19.
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    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 4 : group size and practitioner to child ratio in Europe. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 20.
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    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 5 : monitoring, length of compulsory education and learning support during compulsory education in Europe. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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