Search results

Die von der EU-Kommission in Auftrag gegebene Studie 'Genderspezifische Unterschiede bei Bildungsresultaten' zeigt u.a., dass die Gendergerechtigkeit in vielen Staaten ein aktuell diskutiertes Thema ist. Oft wird jedoch eine allgemeine Gleichstellungspolitik beklagt. Darüber hinaus scheinen Maßnahmen zur Verringerung geschlechtsspezifischer Leistungsunterschiede sich vor allem auf das Underachievement von Jungen zu konzentrieren. Mit dieser Publikation werden historische Aspekte und aktuelle Trends zu gendergerechter Bildung und Erziehung in 12 ausgewählten europäischen Staaten landesspezifisch aufgezeigt und vergleichend hinterfragt. Die Beiträge bieten all jenen Informationen und Anregungen, die sich für Genderfragen im Bildungswesen interessieren.

Dieser Text betrachtet die gegenwärtige Situation der pädagogischen Professionalität in Europa. Es wird gezeigt welchen Anforderungen LehrerInnen in Europa heute gerecht werden müssen und welche Schwierigkeiten und Probleme dabei auftreten. Gleichermaßen zeigt der Beitrag, welche Maßnahmen seitens der europäischen Institutionen ergriffen wurden, um Lehrerinnen und Lehrer in Europa für Europa zu sensibilisieren. (DIPF/Orig.).

Schools should offer a safe and secure environment for all young people to develop, to learn, and to thrive. Sadly, for many, they fall short. Homophobic and transphobic behaviour is still painfully common in schools across Europe. A significant number of LGBT pupils experience homophobic and transphobic bullying, and they are more likely to experience violence than heterosexual peers. This publication explores the underlying attitudes towards homosexuality in eight European countries: Belgium, Germany, Hungary, Poland, Spain, the Netherlands, the United Kingdom and Turkey. It is the product of a strategic partnership (KA2) between fifteen European secondary and higher education institutions, launched in 2016 under the auspices of the European Commisson's ERASMUS+ programme. The project supported by this partnership, Homo'poly, promotes greater understanding and acceptance of homosexuality with the explicit aim of improving the school life of LGB pupils.

In OECD countries the average expenditure on primary and secondary education institutions is about 3.5% of GDP. The investment in education has large implications for economic development and the proper functioning of democratic institutions, as well as overall well-being. However, clear consensus and guidance on which system leads to the best educational outcomes is lacking. This volume describes the resource allocation for compulsory and special needs education for a selection of well-performing countries and regions on PISA tests. By studying the funding systems in well-performing countries and regions the authors identify the elements in the respective funding systems that are associated with best outcomes and have the ideal characteristics to pursue particular goals of education systems such as equity and efficiency. The funding methods of primary and secondary education as well as special needs education are covered.

In a world where individuals become increasingly responsible for their financial well-being, and where the complexity of financial markets and products is growing, financial education becomes crucial. Although it is well accepted to introduce financial education in compulsory education, there is no consensus on the optimal way to implement financial education. This book explores the current state and the future challenges of financial education in five European countries: Belgium, Estonia, Italy, Slovakia, and the Netherlands. Moreover, it provides a comprehensive review of the academic literature on financial literacy. The book is a product of a strategic partnership with professionals from 14 partners, including universities, secondary schools and intermediary organisations dealing with financial literacy promotion. The EUFin project supported by this partnership aims to develop evidence-based didactical material for financial literacy education for tertiary and secondary education levels and exchange best-practices.

In OECD countries the average expenditure on primary and secondary education institutions is about 3.5% of GDP. The investment in education has large implications for economic development and the proper functioning of democratic institutions, as well as overall well-being. However, clear consensus and guidance on which system leads to the best educational outcomes is lacking. This volume describes the resource allocation for compulsory and special needs education for a selection of well-performing countries and regions on PISA tests. By studying the funding systems in well-performing countries and regions the authors identify the elements in the respective funding systems that are associated with best outcomes and have the ideal characteristics to pursue particular goals of education systems such as equity and efficiency. The funding methods of primary and secondary education as well as special needs education are covered.