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Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositori d'Objectes Digitals per a l'Ensenyament la Recerca i la Cultura International Education Studies; Vol. 7, No. 2; 2014 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain Manuel López-Torrijo1 & Santiago Mengual-Andrés1 1 Department of Comparative Education & History of Education, University of Valencia, Valencia, Spain Correspondence: Manuel López-Torrijo, Avda. Blasco Ibáñez 30, Faculty of Philosophy and Educational Sciences, 46010 Valencia, Spain. E-mail: [email protected] Received: December 13, 2013 Accepted: January 14, 2014 Online Published: January 22, 2014 doi:10.5539/ies.v7n2p91 URL: http://dx.doi.org/10.5539/ies.v7n2p91 Abstract This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality. Keywords: inclusive education, special education, severe disabilities, educational policies, Spain 1. Introduction Educational inclusion of students with special educational needs is one of the most fundamental reforms to have enriched the education system in recent decades. -
Draft Agenda for the Enlarged Meeting of The
European Schools Office of the Secretary-General General Secretariat 2013-11-D-1-en-2 Orig.: FR Draft agenda for the enlarged meeting of the Board of Governors of the European Schools Board of Governors of the European Schools Rue Joseph II, 30, 1049 Brussels – room -1/15 Tuesday 3 December 2013: Meeting of the heads of delegation 9.30-12.00 Enlarged meeting 14.00-17.00 Wednesday 4 December 2013 Enlarged meeting 9.00-13.00 14.30-17.30 Thursday 5 December 2013: Enlarged meeting 9.00-13.00 Enlarged meeting 14.30-17.00 Simultaneous interpretation: BG-DE-EN-FR and IT-ES-NL (without documents) 1 ENLARGED MEETING OF THE BOARD OF GOVERNORS I. ADOPTION OF THE AGENDA 2013-11-D-1-fr-2 II. ORAL COMMUNICATIONS a) Communication from the Secretary-General b) Recruitment of the Head of the Accounts Unit c) Setting up of a working group for the revision of the Financial Regulation applicable to the Budget of the European Schools d) European School, Brussels V e) Situation at the European school in Frankfurt f) IAS: Follow-up on the recommendations III. WRITTEN COMMUNICATIONS a) Outcome of written procedures 2013-10-D-28-fr-1 b) Report of the meeting of the ‘Legal Protection’ Working Group of 15 October 2013 2013-11-D-12-fr-1 2013-11-D-12-en-1. doc c) Overview on the changes in the management of the European Schools 2013-09-D-20-fr-3 as of 1 September 2013 2013-09-D-20-en-3. -
2019. Teacher Education in Malta
INTERNATIONAL K O E D I O R E W B T D INTERNATIONAL HANDBOOK U L D H OF TEACHER EDUCATION WORLDWIDE R L O N O W W A . N C H . O Teachers Education internationally is a field that most researchers, educators, I C T L teachers’ trainers, and educational policy makers consider to be of most importance. - A S Distinguished authors from the 114 countries have contributed to the present Edition. A C A We do believe that the international bibliography on the field of Education and U R N D Teachers Education with this work will be more fruitful and rich. The original papers R E A included in this 3volume Handbook offer a great impact to the problematic in the area O K R I . and pose crucial questions in the area of teachers’ education and education in E T G H general. Researchers, teachers of any grade, educators, politicians who involved with . K A C education and teachers’ education especially will found answers, via similarities and : A s N differences, in order to derive good practices and interpret educational situations in E d T e different contexts. It is obvious that modern teachers and their education face new R F challenges and transitions in a global era. The environment of the 21st century is E O characterized by ideological, economic social transitions, changes, transformations T and challenges. These challenges and changes are strongly related to the new N teachers’ role, their efficiency in their classrooms, job satisfaction etc. The authors of I the present 3 volume work, offering their original work and research, contribute to the debate on the area of Education and Teachers’ Education worldwide and enrich the Revised and Augmented Edition existing bibliography. -
No. 53646* ___France and Andorra France Et Andorre
I-53646 No. 53646* ____ France and Andorra Convention between the Government of the French Republic and the Government of the Principality of Andorra in the field of education (with annexes). Paris, 11 July 2013 Entry into force: 1 August 2015, in accordance with article 31 Authentic texts: Catalan and French Registration with the Secretariat of the United Nations: France, 25 May 2016 *No UNTS volume number has yet been determined for this record. The Text(s) reproduced below, if attached, are the authentic texts of the agreement /action attachment as submitted for registration and publication to the Secretariat. For ease of reference they were sequentially paginated. Translations, if attached, are not final and are provided for information only. France et Andorre Convention entre le Gouvernement de la République française et le Gouvernement de la Principauté d'Andorre dans le domaine de l'enseignement (avec annexes). Paris, 11 juillet 2013 Entrée en vigueur : 1er août 2015, conformément à l'article 31 Textes authentiques : catalan et français Enregistrement auprès du Secrétariat de l'Organisation des Nations Unies : France, 25 mai 2016 *Aucun numéro de volume n'a encore été attribué à ce dossier. Les textes disponibles qui sont reproduits ci-dessous sont les textes originaux de l'accord ou de l'action tels que soumis pour enregistrement. Par souci de clarté, leurs pages ont été numérotées. Les traductions qui accompagnent ces textes ne sont pas définitives et sont fournies uniquement à titre d'information. 1 I-53646 [ CATALAN TEXT – -
A Guide for Candidates
A Guide for Candidates MULTILINGUAL AND MULTICULTURAL EDUCATION Our School Values put children at the core of their own learning • We respect ourselves, we respect others and we respect our school. • We act and speak with kindness. • We take responsibility for what we say and do. • We show tolerance towards other people; differences enrich our lives. • We are inquisitive and have a desire to learn more. • We cooperate with others – together we can achieve more. • We trust ourselves – we can make mis- takes but, when we try, we can make it. • We dare to dream and strive to make those dreams come true. 3 WHY SHOULD YOU CHOOSE TALLINN EUROPEAN SCHOOL Who we are Tallinn European School was officially opened in August of 2013 by the Estonian Ministry of Education and Research. The Europe- an Schools and the Accredited European Schools are educational institutions set up in the European Union’s Member States and- Tallinn European School is part of the net- work of 28 European Schools. They provide children with a multilingual and multicultural education at nursery, primary and secondary levels. The Schools follow a specific curric- ulum and offer the European Baccalaureate diploma. www.eursc.eu The words which express the essential aims of the European Schools have been sealed, in parchment, into the foundation stones of all the schools: 4 “Educated side by side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in the different cultures, it will be borne in upon them as they mature that they belong to- gether. -
Innove – the Door to the Estonian Education
Language Learning in TES Tere tulemast! English is the primary language of communication in school. Beginning in the 2018/2019 school year, TES oers two Esiet Welcome! language sections: English and French. sveicinati!- In addition, there are 11 mother tongue .. .. .. programmes: Estonian, Finnish, German, Udvozlunk! Italian, Greek, Hungarian, Latvian, Bulgarian, Spanish, Lithuanian and Bienvenue! Portuguese. If the child is following a mother tongue programme then his/her Willkommen! second language must be English (English section) or French (French Tervetuloa! section). Language 2 – English, German and French λμ! Language 3 – Spanish, German, French and Estonian. Benvenuto! European Baccalaureate Diploma TALLINN EUROPEAN SCHOOL The school follows the European School The European Baccalaureate diploma is awarded High-quality general education (The European Baccalaureate) curricu- to successful candidates by the lum. This curriculum focuses on: Secretary-General of the European Schools on behalf of the Board of Governors. It is ocially Innove maintains the Tallinn European Tallinn European School primarily enrolls: • European dimension and solidarity recognized as an entry qualication for Higher School (TES). TES provides high-level Innove – • Children of employees of EU institutions and • Cultural diversity and tolerance Education in all the countries of the European education from nursery to secondary for agencies; Union, as well as in many others. members of the international community. • Multilingualism • Children of foreigners living and working in Target languages are the ocial EB diploma holders enjoy the same rights and Their mission is to provide multilingual Estonia if at least one parent works in a foreign languages of EU benets as other holders of secondary and multicultural education for pupils the Door to diplomatic position and if the child’s mother school-leaving certicates in their countries, at every school level. -
Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses
Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Implementing the 2030 Agenda at Higher Education Institutions: Challenges and Responses Open-content version available at: www.guninetwork.org Credits Credits 5 Implementing the 2030 Agenda at Higher Education GUNi 2019 Institutions: Challenges and Responses First Edition Barcelona, September 2019 © Team Involved in the Preparation of this Publication Coordination GUNi President Global University Network Joan Elías for Innovation (GUNi) With the Support of Editorial Team Agència Catalana de Cooperació Josep M. Vilalta – Director al Desenvolupament (ACCD) Alicia Betts – Head of Projects Victoria Gómez – Project Officer Graphic Design & Printing Marta Cayetano – Communication Officer Mètode María José Villacís – Intern ISBN 978-84-09-13310-9 Group of Experts Ghada Ahmadein Contact Axel Didriksson [email protected] Carme Gual Thomas Jørgensen Akpezi Ogbuigwe Arnau Queralt Charles W. Richardson Orlando Sáenz Rajesh Tandon Invited Authors Sosten Chiotha Levis Eneya Lawrence Mpekansambo Pooja Pandey Daniella Tilbury Individual or collective authors are responsible for the choice and presentation of the facts, findings, interpretations, and conclusions expressed in their articles, which do not necessarily reflect the views of GUNi, UNESCO, the Catalan Association of Public Universities (ACUP), or other institutions that support this project. The designations used and the presentation of the material in this publication do not imply the expression of any -
Intercultural Learning:A Whole School Approach
Poste Italiane SpA - Spedizione in Abbonamen- to Postale - D. L. 353/2003 (conv. In L. 27/02/04 n. 46) art. 1 comma 2 - D.C.B. Roma/anno 2008 Atti del IX Forum on Esperienze internazionali Competenza Globale 93 Intercultural Learning per aprire la scuola nelle prove dell’OCSE II trimestre and Exchange all’interculturalità per le scuole secondarie 2019 9th FORUM ON INTERCULTURAL LEARNING AND EXCHANGE Bruxelles Intercultural Learning: a Whole School Approach Questo numero raccoglie gli atti del nono “Forum on Intercultura Learning and Exchange” tenutosi In questo a Bruxelles dal 24 al 26 ottobre 2018, con la partecipazione di una settantina di esperti di tutto numero il mondo: rappresentanti delle istituzioni europee ed internazionali, docenti universitari, presidi 9TH FORUM ON di scuole secondarie che hanno in corso esperimenti di formazione interculturale, professionisti INTERCULTURAL e volontari di associazioni educative interessate al dialogo interculturale. Tema: “Intercultural LEARNING AND Learning: a Whole School Approach”. Il Forum è un evento annuale che approfondisce temi di EXCHANGE educazione interculturale nell’ambito degli scambi internazionali di studenti. BRUXELLES, 24-26 OTTOBRE 2018 Sommario / Table of contents 02 What is the FILE? 03 Programme REDAZIONE 04 Presentation of last year’s Forum Fondazione Intercultura Onlus Via Gracco del Secco 100 06 Intercultural learning and internationalization of education: are we missing the point? 53034 Colle di Val d’Elsa 10 tel: 0577 900001 Teacher training and Toolbox of intercultural -
Useful Information for Living in Tallinn/Estonia
1 1 USEFUL INFORMATION FOR LIVING IN TALLINN /ESTONIA 2 3 GENERAL INFORMATION .........................................................4 ✘ CLIMATE ...................................................................................................................... 5 ✘ HOLIDAYS AND CUSTOMS ................................................................................................. 5 ✘ ARRIVING & SETTLING IN .................................................................................................. 6 ✘ EMERGENCY SERVICES ..................................................................................................... 7 ✘ USEFUL INFORMATION SITES, NUMBERS & NEWSPAPERS .......................................................... 8 MEDICAL SERVICES & E MERGENCIES ........................................ 11 TRANSPORT & COMMUNI CATIONS .......................................... 16 ESTONIA WITH CHILDRE N ...................................................... 22 ✘SCHOOLS & PRE-SCHOOLS .............................................................................................. 22 ✘ WHERE TO GO WITH KIDS ............................................................................................... 23 TOURIST INFORMATION ........................................................ 27 C U L T U R E & ENTERTAINMENT .................................................. 30 ✘ EVENT & PLACE INFORMATION ....................................................................................... 30 ✘ CULTURAL EVENTS MONTHLY ........................................................................................ -
The Quality of Higher Education in Andorra and the Sustainable Development Goals
AGÈNCIA DE QUALITAT DE L’ENSENYAMENT SUPERIOR D’ANDORRA THE QUALITY OF HIGHER EDUCATION IN ANDORRA AND THE SUSTAINABLE DEVELOPMENT GOALS: A PROPOSAL FOR QUALITY ASSESSMENT STANDARDS AND GUIDELINES Andorra la Vella, 2018 This study was made between September and December 2017 DL: AND.401-2018 ISBN: 978-99920-3-168-1 Production: COMPLEX RESEARCH GROUP (GRC) Autonomous University of Barcelona Authors: Ingrid Mulà Pons de Vall Mercè Junyent Pubill Coordinator: Marta Fonolleda Riberaygua Andorran Quality Assurance Agency for Higher Education (AQUA) Translation: Context Traduccions Suggested citation: Junyent, M., Mulà, Í., Fonolleda, M. [coord.] (2018). La qualitat de l’ensenyament superior d’Andorra i els Objectius de Desenvolupament Sostenible: una proposta d’estàndards i directrius d’avaluació. Andorra la Vella: Agència de Qualitat de l’Ensenyament Superior d’Andorra. INDEX INTRODUCTION .................................................................................................................... 6 HIGHER EDUCATION IN ANDORRA ......................................................................... 9 Which model of higher education? ................................................................... 9 How is the quality of higher education assessed? .......................................... 12 THE SUSTAINABLE DEVELOPMENT GOALS IN HIGHER EDUCATION ....... 16 What are the SDGs? .................................................................................................. 16 How can universities help to achieve the SDGs? ........................................... -
Facts About Tallinn
TALLINN – Estonia’s Economic Centre FACTS ABOUT TALLINN 2020 TABLE OF CONTENTS 1 Tallinn 3 Republic of Estonia 5 Economy 14 Information and communication technology 18 Tourism 24 Business 26 Foreign trade 28 Residential housing and commercial property 33 Population and labour market 35 Transport 41 Education 44 Environment 47 Health care 49 Sport 51 Culture 56 Administration and budget 1 HISTORY More than 800 years of Tallinn On 15 June 2019, Tallinn celebrated the 800th anniversary of its first mention in writing in the Livonian Chronicles of Henry from 1219, in which Henry of Latvia describes the battle of Lyndanisse (today’s Toompea Castle) between King Valdemar II of Denmark and Estonians. On 15 May 1248, Erik IV of Denmark granted Tallinn town rights under the Lübeck Law, thereby joining Tallinn to the common legal space of German trading towns. Tallinn is the best-preserved medieval town in Northern Europe. Its Old Town is on the UNESCO World Heritage List. Published by: Tallinn City Enterprise Department Design: Disainikorp Photos: Renee Altrov, Martin Dremljuga, E-Residency, Aivo Kallas, Kaupo Kalda, Egert Kamenik, Jüri Kartul, Peti Kollanyi/Bloomberg, Vahur Lõhmus, Siim Lõvi, Arhitektuuribüroo Pluss, Jaanus Ree, Kristi Sits, Sven Tupits, TalTech Mektory, Toomas Tuul Printing: Joon Translated: Juta Ristsoo • Published in August 2019 TALLINN ESTONIA Location 59° 26’ N and 24° 46’ E Area 159.37 km² 45,227 km² Islands Aegna (3.01 km²) 2222 islands, of which 318 are more than one hectare in area Largest islands: Saaremaa, Hiiumaa, -
2Nd Guni International Conference on Sdgs: Higher Education & Science Take Action Summary Report
2nd GUNi International Conference on SDGs: Higher Education & Science Take Action Summary Report 2nd GUNi International Conference on SDGs: Higher Education & Science Take Action Summary Report Downloadable open-content version available at: www.guninetwork.org Credits Credits 5 2nd GUNi International Conference on SDGs: Higher GUNi 2020 Education & Science Take Action. First Edition Barcelona, September 2020 GUNi President Maria José Figueras With the Support of Agència Catalana de Cooperació al Desenvolupament (ACCD) Editorial Team Josep M. Vilalta – Director Graphic Design & Printing Núria Jové – Head of Projects Mètode Victoria Gómez – Project Officer Marta Cayetano – Communications Officer ISBN 978-84-09-23375-5 GUNi Group of Experts on SDGs and Higher Education Contact Ghada Ahmadein [email protected] Axel Didriksson Carme Gual Thomas Jørgensen Akpezi Ogbuigwe Arnau Queralt Charles W. Richardson Orlando Sáenz Rajesh Tandon Individual or collective authors are responsible for the choice and presentation of the facts, findings, interpretations, and conclusions expressed in their articles, which do not necessarily reflect the views of GUNi, UNESCO, the Catalan Association of Public Universities (ACUP), or other institutions that support this project. The designations used and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on behalf of GUNi concerning the legal status of any country, territory, city or area, or of the authorities of such, or concerning the endorsement or acceptance of such opinions. Contents Contents 7 Foreword 13 Maria José Figueras (President, GUNi and Catalan Association of Public Universities & Rector, Universitat Rovira i Virgili) Preface 15 Francesc Pedró (Director, IESALC-UNESCO) GUNi Taking Action for the 2030 Agenda 17 Josep M.