The following publication analyses the impact on the practice and identity of teachers that take part in Teacher Academy online courses and associated in-school activity:
This report contains more than 35 updated structural indicators on education policies for the 2019/20 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility.
This report illustrates schematic information on the structure of mainstream educational systems in European countries, from pre-primary to tertiary level.
As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
Inclusion in education is an ongoing process of removing barriers that prevent some learners to participate in quality education. This policy memo demonstrates that inclusive ECEC could further the goal of inclusive education, by ensuring that inclusion begins early in the trajectory of lifelong learning.
In the digitalised era in which we are currently living, it is essential to be able to use digital technologies. But it is also true that it is not equally easy for everyone to access technology.
The following publication is a cooperative work between the Polish Evaluation Society and the Foundation for the Development of the Education System (FRSE), in which they evaluate the field of education.
The new edition of the Bologna Process Implementation Report shows all the progress made over two decades on mobility, quality assurance and recognition.
This report provides an overview of education structures and policies that influence equity in school education. It connects these system-level features to student performance in international student assessment surveys (PISA, PIRLS and TIMSS).
Teachers’ knowledge and skills, their commitment to the job, and the quality of school leadership are essential elements in attaining high educational quality outcomes. The COVID crisis has underlined the wide range of tasks and the strong engagement required from both teachers and school leaders to ensure quality teaching especially in times of adverse circumstances. […]