9. Teachers and education staff

Overview

1. Political, social and economic background and trends

• 1.1 Historical development
• 1.2 Main executive and legislative bodies
• 1.3 Population: demographic situation, languages and religions
• 1.4 Political and economic situation

2. Organisation and governance

• 2.1 Fundamental principles and national policies
• 2.2 Lifelong learning strategy
• 2.3 Organisation of the education system and of its structure
• 2.4 Organisation of private education
• 2.5 National Qualifications Framework
• 2.6 Administration and governance at central and/or regional level
• 2.7 Administration and governance at local and/or institutional level
• 2.8 Statistics on educational institutions

3. Funding in education

• 3.1 Early childhood and school education funding
• 3.2 Higher education funding
• 3.3 Adult education and training funding

4. Early childhood education and care

• 4.1 Access
• 4.2 Organisation of centre-based ECEC
• 4.3 Educational guidelines
• 4.4 Home-based provision 
• 4.5 Organisational variations and alternative structures in ECEC

5. Single-structure primary and lower secondary education

• 5.1 Organisation of single-structure education
• 5.2 Teaching and learning  in single-structure education
• 5.3 Assessment in single-structure education
• 5.4 Organisational variations and alternative structures

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

• 6.1 Organisation  of specialised secondary education
• 6.2 Teaching and learning in specialised secondary education
• 6.3 Assessment in specialised secondary education
• 6.4 Organisation of vocational education and training
• 6.5 Teaching and learning in vocational education and training
• 6.6 Assessment in vocational education and training
• 6.7 Organisation of professional pre-higher education
• 6.8 Teaching and learning in professional pre-higher education
• 6.9 Assessment in professional pre-higher education
• 6.10 Organisational variations and alternative structures

7. Higher education

• 7.1 Types of higher education institutions
• 7.2 First-cycle programmes
• 7.3 Second-cycle programmes
• 7.4 Programmes outside the bachelor and master structure
• 7.5 Third-cycle (PhD) programmes

8. Adult education and training

• 8.1 Distribution of responsibilities
• 8.2 Developments and current policy priorities
• 8.3 Main providers
• 8.4 Main types of provision 
• 8.5 Validation of non-formal and informal learning

9. Teachers and education staff

• 9.1 Initial education for teachers working in early childhood and school education
• 9.2 Conditions of service for teachers working in early childhood and school education
• 9.3 Continuing professional development for teachers working in early childhood and school education
• 9.4 Initial education for academic staff in higher education
• 9.5 Conditions of service for academic staff working in higher education
• 9.6 Continuing professional development for academic staff working in higher education
• 9.7 Initial education for teachers and trainers working in adult education and training
• 9.8 Conditions of service for teachers and trainers working in adult education and training
• 9.9 Continuing professional development for teachers and trainers working in adult education and training

10. Management and other education staff

• 10.1 Management staff for early childhood and school education
• 10.2 Staff involved in monitoring educational quality for early childhood and school education
• 10.3 Education staff responsible for guidance in early childhood and school education
• 10.4 Other education staff or staff working with schools
• 10.5 Management staff for higher education
• 10.6 Other education staff or staff working in higher education
• 10.7 Management staff working in adult education and training
• 10.8 Other education staff or staff working in adult education and training

11. Quality assurance

• 11.1 Quality assurance in early childhood and school education
• 11.2 Quality assurance in higher education
• 11.3 Quality assurance in adult education and training

12. Educational support and guidance

• 12.1 Special education needs provision within mainstream education
• 12.2 Separate special education needs provision in early childhood and school education
• 12.3 Support measures for learners in early childhood and school education
• 12.4 Guidance and counselling in early childhood and school education
• 12.5 Support measures for learners in higher education
• 12.6 Guidance and counselling in higher education
• 12.7 Support measures for learners in adult education and training
• 12.8 Guidance and counselling in a lifelong-learning approach

13. Mobility and internationalisation

• 13.1 Mobility in early childhood and school education
• 13.2 Mobility in higher education
• 13.3 Mobility in adult education and training
• 13.4 Other dimensions of internationalisation in early childhood and school education
• 13.5 Other dimensions of internationalisation in higher education
• 13.6 Other dimensions of internationalisation in adult education and training
• 13.7 Bilateral agreements and worldwide cooperation

14. Ongoing reforms and policy developments

• 14.1 National reforms in early childhood education and care
• 14.2 National reforms in school education
• 14.3 National reforms in vocational education and training
• 14.4 National reforms in higher education
• 14.5 National reforms related to adult education and training

15. Legislation and official policy documents

16. Glossarys