Guide for Contents

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Guide for Contents

of Eurypedia - European Encyclopedia on National Education SystemsFebruary 2012

TABLE OF CONTENTS

TABLE OF CONTENTS 3

GENERAL GUIDELINES 9

OVERVIEW 11

TOPIC 1: POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS

131.1 Historical Development

13

1.2 Main Executive and Legislative Bodies13

1.3 Population: Demographic Situation, Languages and Religions 13

1.4 Political and Economic Situation

14

TOPIC 2: ORGANISATION AND GOVERNANCE 15

2.1 Fundamental Principles and National Policies 152.2 Lifelong Learning Strategy

15

2.3 Organisation of the Education System and of Its Structure 15

2.4 Organisation of Private Education 162.5 National Qualifications Framework

16

2.6 Administration and Governance at Central and/or Regional Level 16

2.7 Administration and Governance at Local and/or Institutional Level 172.8 Statistics on Organisation and Governance 17

TOPIC 3: FUNDING IN EDUCATION 183.1 Early Childhood and School Education Funding 18

1 Funding 18

1.1 Funding of Early Childhood Education and Care18


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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 18

3 Fees within Public Education 19 4 Financial Support for Learners' Families 194.1 Financial Support for Families of Pupils with Special Educational Needs

19

5 Financial Support for Learners 19 6 Private Education 20

3.2 Higher Education Funding

21

1 Funding 21

2 Financial Autonomy and Control 21 3 Fees within Public Higher Education 21

4 Financial Support for Learners' Families 21

5 Financial Support for Learners 22 6 Private Education 22

3.3 Adult Education and Training Funding

23 1 Funding 23

2 Fees Paid by Learners 23

3 Financial Support for Adult Learners 23 4 Private Education 23

TOPIC 4: EARLY CHILDHOOD EDUCATION AND CARE

254.1 Organisation

25

1 Geographical Accessibility 25

3 2 Admission Requirements and Choice of ECEC institution 25

3 Age Levels and Grouping of Children 26

4 Organisation of Time 26

5 Organisation of the Day and Week 264.2 Teaching and learning

27

1 Steering documents and types ofactivities 27 2 Teaching Methods and Materials 27

4.3 Assessment

28 (4.4 Organisation)28 (4.5 Teaching and Learning)


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28 (4.6 Assessment)

28

4.4 or 4.7 Organisational Variations and Alternative Structures in Early Childhood Education

andCare 28

TOPIC 5: PRIMARY EDUCATION (OR INTEGRATED PRIMARY AND LOWERSECONDARY EDUCATION)

29

5.1 Organisation29


2 Admission Requirements and Choice of School 29

3 Age Levels and Grouping of Pupils 30

4 Organisation of the School Year 30 5 Organisation of the School Day and Week 30

5.2 Teaching and Learning

31 1 Curriculum, Subjects, Number of Hours 31

2 Teaching Methods and Materials 32

5.3 Assessment32

1 Pupil Assessment 32

2 Progression of Pupils 33 3 Certification 33

5.4 Organisational Variations and Alternative Structures 33

TOPIC 6: SECONDARY EDUCATION (OR UPPER SECONDARY EDUCATION) ANDPOST SECONDARY NON TERTIARY EDUCATION

35

6.1 Organisation36

1 Types of Institutions 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 Learning38

1 Curriculum, Subjects, Number of Hours 38

2 Teaching Methods and Materials 386.3 Assessment

39

1 Pupil/Students Assessment 39 2 Progression of Pupils/Students 39

4 Certification 40


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TOPIC 7: HIGHER EDUCATION 41

7.1 Types of Higher Education Institutions 41

7.2 First Cycle Programmes41

7.2.1 Bachelor42 1 Branches of Study 42

2 Admission Requirements 42

3 Curriculum 42

4

4 Teaching Methods 42 5 Progression of Students 43

6 Employability 43

7 Student Assessment 43 8 Certification 43

7.2.2 Short-Cycle Higher Education

43 1 Branches of Study 44


3 Curriculum 44 4 Teaching Methods 44

5 Progression of Students 45

6 Employability 45


9 OrganisationalVariation 46

7.3 Second Cycle Programmes46

1 Branches of Study 46


3 Curriculum 46 4 Teaching Methods 46

5 Progression of Students 47

6 Employability 47


7.4 Programmes outside the Bachelor and Master Structure 48

7.5 Third Cycle (PhD) Programmes48

1 Organisation of Doctoral Studies 48

2 Admission Requirements 48 3 Status of Doctoral Students/Candidates 48

4 Supervision Arrangements 49


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5 Employability 49

6 Assessment 49

7 Certification 49

8 Organisational Variation 49

TOPIC 8: ADULT EDUCATION AND TRAINING 508.1 Institutions Providing Adult Education and Training 508.2 Main Programmes and Provision in Adult Education and Training 51

OR 51

8.2 Programme or group of programmes 1 (title should be created by authors) 518.3 Programme or group of programmes 2 (title should be created by authors) 51

8.4 Programme or group of programmes 3 (title should be created by authors) 51

etc. (if necessary)

51

Admission Requirements 51Learner Assessment/Progression 52

Certification 52

Teaching Methods and Approaches 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


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 ProfessionalStatus 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 589.3 Continuing Professional Development for Teachers Working in Early Childhood and School

Education 58


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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 619.8 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 Training61

TOPIC 10: MANAGEMENT AND OTHER EDUCATION STAFF 6210.1 Management Staff for Early Childhood and School Education 62

1 Requirements for Appointment 62

2 Conditions of Service 6210.2 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 6310.5 Management Staff for Higher Education

64

1 Requirements forAppointment 64

2 Conditions of Service 6410.6 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 66

11.1 Quality Assurance in Early Childhood and School Education 67

1 Responsible Bodies 67 2 Approaches and Methods for Quality Assurance 67

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11.2 Quality Assurance in Higher Education

68

1 Responsible Bodies 68

2 Approaches and Methods for Quality Assurance 6811.3 Quality Assurance in Adult Education and Training 69

1 Responsible Bodies 69 2 Approaches and Methods for Quality Assurance 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


12.4 Guidance and Counselling in Early Childhood and School Education 74 1 Academic Guidance 74

2 Psychological Counselling 74

3 CareerGuidance 74

12.5 Support Measures for Learners in Higher Education 74 1 Definition of theTarget Group(s) 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


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 77 1 Pupil and Student Mobility 77

2 Teacher Mobility 77


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13.2 Mobility in Higher Education

78

1 Student Mobility 78

2 Academic Staff Mobility 7813.3 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 8013.6 Other Dimensions of Internationalisation in Adult Education and Training 80

1 Global and Intercultural Dimension in Curriculum Development 80

2 Partnerships and Networks 8013.7 Bilateral Agreements and Worldwide Cooperation 81

1 Bilateral Agreements 81

2 Cooperation and Participation in Worldwide Programmes and Organisations 81

TOPIC 14: ONGOING REFORMS AND POLICY DEVELOPMENTS 82

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 85

14.2.1 Making Lifelong Learning and Mobility a Reality85

14.2.2 Improving the Quality and Efficiency of Education and Training 85

14.2.3 Promoting Equity, Social Cohesion and Active Citizenship 85

14.4.4 Enhancing Creativity and Innovation, Including Entrepreneurship, at all Levels ofEducation and Training 85

14.3. Specific Ongoing Reforms and Policy Developments at National Level 88

ADDITIONAL PAGES 89

15 LEGISLATION 89

OPTIONAL PAGES 89


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16 INSTITUTIONS 89

17 BIBLIOGRAPHY 90

18 GLOSSARY 90

8

GENERAL GUIDELINES

This Guide for Contents has been updated to assist Eurydice National Units/authors inimproving 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 alltechnical aspects, and an Excel sheet (Guide to the Eurypedia Categories) containing instructions


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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 andNational 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 mostrelevant information in the most appropriate place in the Eurypedia online environment. Thereare 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 thetopic.

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 thereforewish 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 forContents 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, Primaryand 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 nationaleducation 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 toprovide 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 decentralisededucation 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 usefulfor 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.


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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 thesame 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 tomake 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 themain 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 toimprove this Guide for Content will be ongoing, and all suggestions for improvement are very

welcome.


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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 relevantEurypedia 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 Toolsprovided by Eurydice Network are also inserted by P9.

Part 1This 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 educationsystems across Europe.


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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 thecorresponding 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 informationprovided 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 Governanceand 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 Educationand Training."

Part 2 - This second part provides the links to the introduction articles of the other Eurypediatopics. 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 readthe 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 entirecontent 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 isavailable. 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 thehyperlinks)."


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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 provideinformation 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 systemwithin 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


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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 levelsnational, community and/or regional or local) and on the Ministries involved ineducation (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


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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 educationallevels.

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 countryspolitical and economic situation, and describe major trends in this area, including how the socio-

political 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.


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14TOPIC 2: ORGANISATION AND GOVERNANCE

This topic on Organisation and Governance is subdivided into eight sections, coveringfundamental 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 educationinstitutions..

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 variouslevels 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


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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 socialbackground. 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 nationalagency 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 ofparticipants, 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 regardto compulsory education including, if relevant, any special forms of provision that may be

possible (eg home

schooling).

15The 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.


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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 isentirely 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 sub-

sections.

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 thisdynamic 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 oflearning 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/barriersto the NQF development and/or implementation.

2.6 Administration and Governance at Central and/or Regional Level


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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 alsobe 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 givenat 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 atdifferent 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 andlong-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 inthe country. Information should also include the range of consultation processes that arepart 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 institutionsare autonomous to take their own decisions (in particular the curriculum, appointment of staff,

time management, recruitment, etc.) should also be described.


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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, VocationalEducation, 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.

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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 sourcesof financing at each level of the education systemfrom ECEC to higher education. This should


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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 (orSingle 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

1 F u n d i n g

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 fundingagencies or other bodies;

the different forms of funding mechanisms, such as input-based mechanisms, performance-basedfunding, negotiated allocations and purpose-specific funding.

If helpful, countries may break down the information into sub-sections on ECEC, Primary (orSingle

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

2 F i n a n c i a l A u t o n o m y a n d C o n t r o l

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

ismonitored.


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18


Structure Education) and Secondary (and Upper Secondary) Education.

3 F e e s w i t h i n P u b l i c E d u c a t i o n

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).



4 F in a n c i a l S u p p o r t f o r L e a r n e r s ' F a m i l i e s

For each level of education concerned in the main section A please indicate the nature offinancial 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

thecase 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

SingleStructure Education) and Secondary (and Upper Secondary) Education.


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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 particulardisability/difficulty concerned. For example, costs may be financially covered by the governmentor 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 familyallowances 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

concernedin determining whether the latter is eligible for these types of support.

5 F i n a n c i a l S u p p o r t f o r L e a r n e r s

For each level of education concerned in the main section A please indicate the nature of publicfinancial 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);






Single


6 P r i v a t e E d u c a t i o n

For each level of education concerned, please provide information on:

Exclusively private educational institutions that are entirely financed by individuals or bodiesestablished under private law. Authors should cover issues of:


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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 amountsinvolved; any differences in fee levels depending on the field or branch of study concerned; thebodies 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 thecost 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 educationalinstitutions are able to acquire and manage different types of resources, and to whom and how


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, pleaseprovide 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


SingleStructure Education) and Secondary (and Upper Secondary) Education.

3.2 Higher Education Funding


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1 F u n d i n g

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. Thisshould include information on the amount and relative share of public and private investment in

the higher education system.

Please explain:


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.

2 F i n a n c i a l A u t o n o m y a n d C o n t r o l

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.

3 F e e s w i t h i n P u b l i c H i g h e r E d u c a t i o n

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 otherbodies).

4 F in a n c i a l S u p p o r t f o r L e a r n e r s ' F a m i l i e s

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);


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21tax relief to cover part of the cost of educating their children (tax allowances and exemptions inthe case of dependent children);





5 F i n a n c i a l S u p p o r t f o r L e a rn e r s

For each level of education, please indicate the nature of public financial support offered tolearners 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);






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 howthey are accountable, including how educational expenditure is monitored.

Fees including under which circumstances fees are charged, to whom, and the amountsinvolved; any differences in fee levels depending on the field or branch of study concerned; the


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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, familyallowances), tax relief and any other social benefits (accommodation, meals, transport,

healthcare allowances, etc.). For each type of financial support identified, please provideinformation on the criteria taken into account in determining eligibility, and give some indicationof 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 highereducational institutions are able to acquire and manage different types of resources, and to whom

and how


22


involved; any differences in fee levels depending on the field or branch of study concerned; thebodies 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, familyallowances), 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 indicationof the percentage of beneficiaries compared to the overall population.

3.3 Adult Education and Training Funding

1 F u n d i n g

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:



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the different forms of funding mechanisms, such as input-based mechanisms, performance-based

funding, negotiated allocations and purpose-specific funding.

2 F e e s P a i d b y L e a r n e r s

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.

3 F i n a n c i a l S u p po r t f o r A d u l t L e a r n e r s

Please indicate the nature of financial support offered to adults in education and training. Thiswould include:

grants and scholarships;

loans;

cash benefits & family allowances;

tax relief (tax allowances and exemptions);


For each type of financial support identified, please provide information on the criteria taken intoaccount in determining eligibility.


Where relevant, authors should provide information on:

23

Exclusively private adult educational institutions that are entirely financed by individuals orbodies established under private law. Authors should cover issues of:

Financial autonomy and accountability - explaining the extent to which private adult educationalinstitutions are able to acquire and manage different types of resources, and to whom and how





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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 provideinformation on the criteria taken into account in determining eligibility, and give some indicationof 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 educationalinstitutions are able to acquire and manage different types of resources, and to whom and how




bodies to which payment is made (e.g. higher educational institutions themselves, or otherbodies).

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

ofthe percentage of beneficiaries compared to the overall population.


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24TOPIC 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 mainnational policy and general objectives for this level of education.

The topic will be organised according to the scenario proper to each country. If ECEC isstructured 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 partscorresponding 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 beexplained, with links inserted to relevant legislation.

4.1 Organisation


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1 G e o g r a p h i c a l A c c e s s i b i l i t y

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 provisionfor children who live in less populated areas (e.g. in terms of transport facilities, flexible

operational hours, etc.).

2 A d m i s s i o n R e q u i r e m e n t s a n d C h o i c e o f E C E C i n s t i t u t i o n

This sub-section should describe the requirements, particularly as regards age, maturity and otherpossible 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 whichthey 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.

3 A g e L e v e l s a n d G r o u p i n g o f C h i l d r e n

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 whetheror 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 regardingthe maximum and/or minimum number of children in a class/group.

4 O r g a n i s a t i o n o f T i m e

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, authorsshould indicate the authorities/bodies responsible for the decisions taken on these matters.


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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), authorsshould 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 thedetails.

As to the organisation of the school year relevant only for school-based ECEC - the number ofdays 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 thetype 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


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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

1 S t e e r i n g d o c u m e n t s a n d t y p e s o f a c t i v i t i e s

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. Thebodies/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 alsospecify 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 atendency to confer responsibilities for the curriculum and educational planning to local

authorities, this should also be clearly mentioned.

2 T e a c h i n g M e t h o d s an d M a t e r i a l s

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.); theuse of particular teaching methods (such as Freinet, Montessori, Steiner, etc.).


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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 forpreparing 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 ofshould 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 isorganised.

Note:

In case that ECEC contain two different stages/programmes, each of them will be divided intothree 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 brieflyexplain the general objectives of these alternative structures, their admission criteria,

programme of activities,

methodological emphasis, etc.


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28

TOPIC 5: PRIMARY EDUCATION (OR INTEGRATED PRIMARY AND LOWERSECONDARY EDUCATION)

This structure for the topic on Primary Education (or Single Structure Education, whichcorresponds 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 (asa 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


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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

1 G e o g r a p h i c a l A c c e s s i b i l i t y

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 wholive in less populated areas (e.g. in terms of school transport facilities, flexible school hours,

etc.).

2 A d m i s s i o n R e q u i r e m e n t s a n d C h o i c e o f S c h o o l

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. Allcriteria 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 possibleexclusion 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 singlestructure 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.).


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3 A g e L e v e l s a n d G r o u p i n g o f P u p i l s

Authors should note whether or not primary (or single structure) education is divided intoseparate 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 groupof pupils. In cases in which many staff/teachers do so, the various subjects and stages they teachshould 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.

4 O r g a n i s a t i o n o f t h e S c h o o l Y e a r

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, three-

month 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 theterm 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 thedetails concerned.

Where no common recommendations or regulations exist (because, for example, the educationsystem 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.).

5 O r g a n i s a t i o n o f t h e S c h o ol D a y a n d W e e k


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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 oflessons per week, the school day, opening hours of

institutions, and out-of-school time should be indicated, either for primary or single structureeducation 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 oftheir 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 breaklike 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


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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 thecountry, authors should make a table for each of them and explain the circumstances underwhich 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

1 C u r r i c u l u m , S ub j e c t s , N u m b e r o f H o u r s

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 intoeffect.

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 sectionshould 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 anyone 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 sectionwith 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 asregards either what schools must offer or pupils have to study.


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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 informationpublished in Eurypedia is coherent and compatible with this publication.

2 T e a c h i n g M e t h o d s a n d M a t e r i a l s

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 areprovided 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

1 P u p i l A s s e s s m e n t

This section should explain the way evaluation is organised, distinguishing betweencontinuous/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 atthe 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 indifferent 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.?


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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 onthis? 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.

2 P r o g r e s s i o n o f P u p i l s

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 explainif, 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 (orlegal 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 theyear; 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 thatlimit is reached.

3 C e r ti f i c a t i o n

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 subjectsincluded, 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) shouldalso be indicated here. Please also explain if progression of pupils to the next educational level is

based on this certificate.


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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 ordistance 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

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criteria, programme of activities and methodological emphasis, timetable, assessment,

progression of pupils, etc.


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34TOPIC 6: SECONDARY EDUCATION (OR UPPER SECONDARY EDUCATION) AND

POST SECONDARY NON TERTIARY EDUCATION


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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 Integratedprimary 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 isclearer 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

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