12.7 Bilateral agreements and worldwide cooperation

Overview

1. Organisation and governance

• 1.1 Fundamental principles and national policies
• 1.2 Lifelong learning strategy
• 1.3 Organisation of the education system and of its structure
• 1.4 Organisation of private education
• 1.5 National Qualifications Framework
• 1.6 Administration and governance at central and/or regional level
• 1.7 Administration and governance at local and/or institutional level
• 1.8 Statistics on educational institutions

2. Funding in education

• 2.1 Early childhood and school education funding
• 2.2 Higher education funding
• 2.3 Adult education and training funding

3. Early childhood education and care

• 3.1 Access
• 3.2 Organisation of centre-based ECEC
• 3.3 Educational guidelines
• 3.4 Home-based provision 
• 3.5 Organisational variations and alternative structures in ECEC

4. Single-structure primary and lower secondary education

• 4.1 Organisation of single-structure education
• 4.2 Teaching and learning  in single-structure education
• 4.3 Assessment in single-structure education
• 4.4 Organisational variations and alternative structures

5. Upper secondary and post-secondary non-tertiary education

• 5.1 Organisation  of specialised secondary education
• 5.2 Teaching and learning in specialised secondary education
• 5.3 Assessment in specialised secondary education
• 5.4 Organisation of vocational education and training
• 5.5 Teaching and learning in vocational education and training
• 5.6 Assessment in vocational education and training
• 5.7 Organisation of professional pre-higher education
• 5.8 Teaching and learning in professional pre-higher education
• 5.9 Assessment in professional pre-higher education
• 5.10 Organisational variations and alternative structures

6. Higher education

• 6.1 Types of higher education institutions
• 6.2 First-cycle programmes
• 6.3 Second-cycle programmes
• 6.4 Programmes outside the bachelor and master structure
• 6.5 Third-cycle (PhD) programmes
• 6.6 The organisation of the academic year

7. Adult education and training

• 7.1 Distribution of responsibilities
• 7.2 Developments and current policy priorities
• 7.3 Main providers
• 7.4 Main types of provision 
• 7.5 Validation of non-formal and informal learning

8. Teachers and education staff

• 8.1 Initial education for teachers working in early childhood and school education
• 8.2 Conditions of service for teachers working in early childhood and school education
• 8.3 Continuing professional development for teachers working in early childhood and school education
• 8.4 Initial education for academic staff in higher education
• 8.5 Conditions of service for academic staff working in higher education
• 8.6 Continuing professional development for academic staff working in higher education
• 8.7 Initial education for teachers and trainers working in adult education and training
• 8.8 Conditions of service for teachers and trainers working in adult education and training
• 8.9 Continuing professional development for teachers and trainers working in adult education and training

9. Management and other education staff

• 9.1 Management staff for early childhood and school education
• 9.2 Staff involved in monitoring educational quality for early childhood and school education
• 9.3 Education staff responsible for guidance in early childhood and school education
• 9.4 Other education staff or staff working with schools
• 9.5 Management staff for higher education
• 9.6 Other education staff or staff working in higher education
• 9.7 Management staff working in adult education and training
• 9.8 Other education staff or staff working in adult education and training

10. Quality assurance

• 10.1 Quality assurance in early childhood and school education
• 10.2 Quality assurance in higher education
• 10.3 Quality assurance in adult education and training

11. Educational support and guidance

• 11.1 Special education needs provision within mainstream education
• 11.2 Separate special education needs provision in early childhood and school education
• 11.3 Support measures for learners in early childhood and school education
• 11.4 Guidance and counselling in early childhood and school education
• 11.5 Support measures for learners in higher education
• 11.6 Guidance and counselling in higher education
• 11.7 Support measures for learners in adult education and training
• 11.8 Guidance and counselling in a lifelong-learning approach

12. Mobility and internationalisation

• 12.1 Mobility in early childhood and school education
• 12.2 Mobility in higher education
• 12.3 Mobility in adult education and training
• 12.4 Other dimensions of internationalisation in early childhood and school education
• 12.5 Other dimensions of internationalisation in higher education
• 12.6 Other dimensions of internationalisation in adult education and training
• 12.7 Bilateral agreements and worldwide cooperation

13. Ongoing reforms and policy developments

• 13.1 National reforms in early childhood education and care
• 13.2 National reforms in school education
• 13.3 National reforms in vocational education and training
• 13.4 National reforms in higher education
• 13.5 National reforms related to adult education and training

14. Legislation and official policy documents

15. Glossarys