6

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Inclusion of migrants in formal education

14-11-2019

Statistics show that students with a migrant background are not as integrated in formal education as other students. Yet the term ‘students with a migrant background’ catches many different individuals. Some of those students may have been born in the country in which they are studying, with their parents or grandparents being the ones to have moved states. Some of the new arrivals are asylum‑seekers or refugees, who may have experienced chronic stress and severe trauma. Some students have chosen ...

Statistics show that students with a migrant background are not as integrated in formal education as other students. Yet the term ‘students with a migrant background’ catches many different individuals. Some of those students may have been born in the country in which they are studying, with their parents or grandparents being the ones to have moved states. Some of the new arrivals are asylum‑seekers or refugees, who may have experienced chronic stress and severe trauma. Some students have chosen to study abroad but, though they come from a different country, they are not considered migrants. This infographic looks at the complex picture behind the statistics, and at how authorities in Member States address the inclusion of migrant students through their policies.

EU cooperation with Greenland

11-04-2019

The overall aim of the European Union-Greenland Partnership Agreement is to boost ties and cooperation between the EU and Greenland, with education and training as one of several key areas of cooperation. As part of the partnership, and taking Greenland's needs into account, the focal point of EU-Greenland financial cooperation is education and training, with a special emphasis on boosting the pre-school and elementary school system, as well as on providing support for vocational education and post-elementary ...

The overall aim of the European Union-Greenland Partnership Agreement is to boost ties and cooperation between the EU and Greenland, with education and training as one of several key areas of cooperation. As part of the partnership, and taking Greenland's needs into account, the focal point of EU-Greenland financial cooperation is education and training, with a special emphasis on boosting the pre-school and elementary school system, as well as on providing support for vocational education and post-elementary education.

The European Year for Development:Children and Youth

01-07-2015

Nearly half of all people living in extreme poverty are aged 18 or under. Children and young people are particularly vulnerable to social exclusion, violence and abuse. In 2014 the European Parliament called on the High Representative of the Union to report back to Parliament every year on the results of the EU's child-focused external action. The Parliament had also previously underlined the urgent need for the Union to pay special attention to the most vulnerable and socially excluded girls and ...

Nearly half of all people living in extreme poverty are aged 18 or under. Children and young people are particularly vulnerable to social exclusion, violence and abuse. In 2014 the European Parliament called on the High Representative of the Union to report back to Parliament every year on the results of the EU's child-focused external action. The Parliament had also previously underlined the urgent need for the Union to pay special attention to the most vulnerable and socially excluded girls and boys. International commitments to improve the lives of children are reflected in various Millennium Development Goals (MDGs), particularly the one on infant mortality. One in four children under five (162 million) remains stunted, risking diminished cognitive and physical development. The Parliament recently called on the Commission to scale up its nutrition-specific commitments. The proposed Sustainable Development Goals include numerous targets to improve the situation of children and youth and represent an important leap forward.

Chess teaching in schools in the European Union

06-10-2011

In some countries around the world, pupils follow compulsory chess classes during school time. The stated aim, claimed by chess promoters, is for children to benefit from the educational merits of this game.

In some countries around the world, pupils follow compulsory chess classes during school time. The stated aim, claimed by chess promoters, is for children to benefit from the educational merits of this game.

Content and Quality of Teacher Education Across the European Union

17-03-2008

This study provides an overview of primary teacher education systems in the EU, highlighting common features and differences and presenting specific information for all Member States. It argues, based on the small amount of research evidence available, that the quality of teacher training has a strong influence on pupils' performance in school. The authors identify training practices that have been successful in some Member States and warrant being applied in others and provide policy recommendations ...

This study provides an overview of primary teacher education systems in the EU, highlighting common features and differences and presenting specific information for all Member States. It argues, based on the small amount of research evidence available, that the quality of teacher training has a strong influence on pupils' performance in school. The authors identify training practices that have been successful in some Member States and warrant being applied in others and provide policy recommendations to MEPs, including on induction and continuous training for teachers.

Efficiency and Equity in European education and training systems

15-05-2007

The note gives a critical analysis of the Communication from the Commission to the Council and the European Parliament entitled “Efficiency and Equity in European education and training systems” (COM(2006) 481 final). On the basis of this analysis, the Commission's recommendations are examined and further recommendations for action are made.

The note gives a critical analysis of the Communication from the Commission to the Council and the European Parliament entitled “Efficiency and Equity in European education and training systems” (COM(2006) 481 final). On the basis of this analysis, the Commission's recommendations are examined and further recommendations for action are made.

Autore esterno

Prof. Marc Demeuse Institut d'Administration scolaire Université de Mons-Hainaut (Belgium)

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