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- 1. European Commission i sistemi educativi europei al traguardo del 2010 Rome, 25 September 2009
- 2. 31 countries - 35 national units (under Ministries’ responsibility) Eurydice Network Eurydice Network
- 5. Ratio of pupils to teaching staff in primary and lower secondary education (ISCED 1 and 2), 2006 Source: Eurostat, UOE ISCED 1 ISCED 2 Pupil to teacher ratios
- 6. Continuous Professional Development Figure D24: Status of continuing professional development for teachers in primary and general (lower and upper) secondary education (ISCED 1, 2 and 3), 2006/07 Professional duty Optional, but necessary for promotion Optional
- 7. Teachers Types of employment status available to teachers in primary education and general secondary education, 2006/07 Source: Eurydice Civil servant status Career civil servant status Public sector employee with contractual status
- 8. Age of Secondary Teachers Figure D36: Distribution of teachers by age group in secondary education (ISCED 2 and 3), public and private sectors combined, 2006 < 30 years 30-39 years 40-49 years ≥ 50 years
- 9. Autonomy of schools with regard to fund-raising and the use of private funds, ISCED 1 and 2, 2006/07 School Autonomy and Quality Assurance Loans
- 10. Elements of the education system subject to evaluation, compulsory general education , 2006/07 School Autonomy and Quality Assurance School evaluation and individual teacher evaluation (and also local authorities in some countries) School evaluation Mainly individual teacher evaluation Mainly local authorities Data not available Source: Eurydice
Notes de l'éditeur
- In 2006 in all European countries (except Greece, Luxembourg, Liechtenstein and Turkey) over 60 % of teachers in primary and secondary education (ISCED 1, 2 and 3) were women. In four countries (Bulgaria, Estonia, Latvia and Lithuania), 80 % of teachers at these levels were women. In tertiary less than 35% in DE, GR, IT, MT, AT, SI More than 45% Bulgaria, Latvia and Lithuania (around 44% for Iceland, Sweden, Portugal)
- On the whole, the pupil/teacher ratio declined in all countries between 2001 and 2006. This tendency may be explained mainly by the relative reduction of the young population and the stable trend of the number of teachers in the primary education. Ratios: In primary education , 19 countries have a ratio of between 10 and 15 pupils per teacher and almost all the rest a ratio below 20 pupils per teacher. Only Turkey has a considerably higher proportion of over 25 pupils per teacher. The ratios in secondary education are generally lower than in primary education. The pupil/teacher ratio should not be confused with the size of classes (Figure E12). The sharing of responsibility for a class among several teachers working simultaneously, or the presence of specialised tutors responsible for supporting pupils with special educational needs, are among factors with a bearing on pupil/teacher ratios without however affecting the size of classes. Class Size: Around one-third of all countries have no official recommendations regarding the maximum number of pupils in a class regardless of the subject taught, and two-thirds have no regulations regarding the minimum number. In the remaining countries, the central (or top-level) authorities have placed maximum and/or minimum limits on the size of classes. Maximum group or class size norms for teaching most subjects may vary significantly from one country to the next, but never exceed 33-34 pupils, the maximum in the United Kingdom (Scotland) and Slovakia respectively. As a rule, the foregoing upper limits stand at between 25 and 30 pupils per class and the lowest maximum size (less than 22 pupils) can be seen in Bulgaria. In 11 countries, a minimum number of pupils is also required, but in the Czech Republic, Italy, Latvia, Austria and Romania this number is lower or equivalent to 10 pupils per class. Particularly large classes in primary education can be found mainly in France (50% of the students a re in class bigger than 24 pupils), Hungary (23), the Netherlands (25), Slovakia (23) and Sweden. Additionally in the United Kingdom (England and Scotland), at least 75 % of all classes are bigger than the European median and no less than 10 % of them have 32 or more pupils. On the other hand, in Latvia, Luxembourg, Romania and Norway, a quarter of classes have 15 or 16 pupils. Transition from one teacher for all subjects in the beginning of compulsory education to multiple teachers at the end of primary education. In Bulgaria, France, Latvia, the Netherlands, Austria, Portugal, Sweden, Iceland and Norway, class teachers will be fully responsible for all subjects in some cases whereas, in others, specialist teachers will take over from them for certain subjects. Two countries have a specific profile in the division of subjects in primary education. In Denmark, the division of teaching duties reflects specific arrangements in schools, but in the majority of cases two or several teachers share different subjects. However, in many cases teachers work as a team and the teaching of some subjects is interdisciplinary. In Italy, several arrangements are possible. In schools that have opted for so-called classi a modulo (or ‘modular classes’), three or four teachers are responsible for two or three classes respectively, and share their subjects. They take turns to teach one of these classes, and then work with it together for a few hours each day. In schools that have opted for classi a tempo pieno (or ‘full-time classes’), two teachers are responsible for a single class. Teaching responsibilities tend to be shared among several teachers at the end of primary education in a number of countries. In Finland for example, pupils are increasingly taught by specialist teachers, so as to prepare them for the transition to the final years of the single structure (perusopetus/grundläggande utbildning) in which this practice is the norm. In the second stage of ensino básico in Portugal, teachers are each responsible for a group of subjects. Whole class teaching is commonly combined with the individualised instruction and the organisation of ability groups in teaching reading.
- The status of civil servant is that of a teacher employed by the public authorities (at central, regional or local level), in accordance with legislation distinct from that governing contractual relations in the public or private sector. In structured career systems, teachers are appointed for life as career civil servants by the appropriate central or regional authorities where these correspond to the top-level authority for education. Public-sector employee with contractual status refers to teachers employed generally by local or school authorities on a contractual basis in accordance with general employment legislation and with or without central agreements on pay and conditions
- Autonomy of schools for private funds_version_animation_01.png MAJ 21 01 2008
- In order to monitor education systems at central level, European countries rely on several sources of information – the results of external examinations for certified assessment, results of tests designed for monitoring the education system or to support individual pupil's learning and findings from the external evaluation of schools. The majority of countries use at least two of these sources Evaluation of the quality of education may focus on different administrative levels. Besides global evaluation of the education system, it may involve teachers, schools or local authorities, depending on the particular country. Schools are evaluated externally, generally by an inspectorate, and internally by school staff and sometimes other members of the school community. Internal evaluation is mandatory or strongly recommended everywhere. Around half of the countries concerned have drawn up lists of national criteria for external evaluation. In countries where school evaluation is carried out in addition to individual teacher evaluation, the school head is responsible for individual teacher evaluation in nearly all cases. Many European countries have regularly updated lists of centrally standardised criteria for the external evaluation of schools. In some countries, internal evaluation criteria are also undergoing standardisation . In the Nordic countries except Iceland, the evaluation system is centred on local authorities who are responsible for evaluating their own educational provision and are evaluated in turn by the central education authorities or a national education agency. In these countries, the municipalities are authorised to delegate their responsibility to schools. Teachers are not evaluated individually. Internal evaluation (self-evaluation) occurs everywhere to a varying extent but is not always mandatory. However, Sweden has a different approach to others in this group of countries, as schools are also systematically evaluated by central authorities in Sweden. A rise in the use of different standardised forms of external evaluation as tools for monitoring and accountability. Among other objectives, such monitoring aims at examining the system closely, reporting on its quality, strengthening accountability measures and enabling adjustments to improve performance. Across Europe, centrally standardised criteria for external evaluation of schools or standardised tests that are specifically designed for monitoring the education system are increasingly used as a tool for measuring and monitoring the quality of education.