The Role Of Parents In The Education Systems Of The Countries Of The European Union

To reflect on factors influencing the quality of schooling, this study examined parents' social participation in education in various countries of the European Union. The premise was that, in practice, parent participation in education systems makes possible both consistency of education and the cultural enrichment that children need. The study first provides a comparative overview that contributes to understanding of both the diversity of the national situations and the convergences that are found in Europe on this subject. It also provides extensive details on the initiatives and measures taken to involve parents in compulsory education matters both at the national level and at the level of the individual school; the patterns of representation and the powers that are given to parents in the various participatory bodies are presented country by country, encompassing 18 countries in all. (Contains extensive tables, maps, and charts.) (BT)

This book addresses central questions regarding parental involvement across European educational systems; exploring the commonalities and differences across European countries and the extent to which current policy and practice pertaining to parental involvement is inclusive of diversity. Adopting an interdisciplinary approach that draws from the fields of education, sociology and psychology, it presents a description of the policy context and empirical research on critical perspectives relating to parental involvement. Comprising a rich varied cross-section of national experiences from eleven European countries and the contexts surrounding them, case studies provide insights into parental involvement across Europe and identify challenges in the field. This volume’s in-depth approach and comprehensive interrogation of parental involvement across European education systems make it an ideal resource for parents, teachers and academics, researchers and post-graduate students in the fields of education policy and comparative education, as well as teacher educators and policy makers.

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

Written by scholars and professionals from such organizations as the Council of Europe and the European Community, this volume provides a comprehensive examination of education throughout Europe. The particularities of national educational systems are of necessity within its purview, but overall organization of the volume reflects such thematic and regional concerns as the impact of social and economic integration on education, the modification of educational structures and curricula following the demise of communism in Eastern Europe, degree equivalency, the financing of educational change, privatization, the impact of migration and immigration, national concerns, intercultural education, and multiculturalism. The volume's experts discuss European education's common heritage and the distinct national traditions it preserves. They deal with the interpretations of European education systems put forward in the shape of educational theories or reform-oriented programs, policies, and ideologies, as well as with the social actors, forces, and movements that have fuelled reform. The book's chapters also address the challenges European education has to face as a consequence of processes of change occurring at multiple levels: at the levels of cultural values, socio-political reconstruction, intercultural migration, supra-national integration, and ongoing global interconnection.

This book discusses how the ways that young people’s educational trajectories into and beyond lower secondary education are regulated can influence their future lives. It draws on the results of empirical studies in eight European countries: Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the United Kingdom (England and Northern Ireland), carried out under the EU-funded GOETE project. The book explores the different ways that educational trajectories are – actively or passively – conceptualised, negotiated and organised in the individual countries, and the ways that these shape educational opportunities and life chances. Its central aims are to elaborate the different ways in which educational trajectories are governed in the eight countries, and to compare the differences between those approaches and their outcomes in the eight countries. It focuses on the relationships between the different (national and local) forms and outcomes of interactions between collective and individual actors, structures, institutions, mechanisms, and discourses that exert influence on education policy and practice at various levels: inter- and trans-national, nation-state, regional, local or school levels. The chapters are organised in two parts. Part One develops and discusses the conceptual framework that drove the empirical analyses of the governance of educational trajectories. Part Two discusses different ways in which the spatial/scalar, discursive and institutional dimensions of the governance of educational trajectories affect the educational experiences and life courses of the young people in the eight countries. These chapters focus on different aspects of those experiences, such as issues of access to and coping within educational settings, the role of parents and students in the processes and consequences of transitions, provision for supporting migrant students, and conceptions of the relevance of education. Overall, the comparative approach to governance adopted in the volume makes it possible to identify key sources and consequences of the similarities and differences of the approaches to, and practices of, educational transitions adopted in the eight countries.

This book is open access under a CC BY 4.0 license. This open access book examines the modern role of the European School system within the European Union, at a time when the global economy demands a new vision for contemporary education. The European schools are currently in a state of crisis: their 60-year-old tradition of bilingual and multilingual education is being strained by rapid EU expansion and the removal of English speaking teachers as a result of Brexit. Their tried and tested model of mathematics and science education has rapidly been overtaken by new developments in pedagogy and assessment research, while recruitment and retention of students and teachers has become increasingly fraught as European member states review what they are, and what they are not, prepared to fund. The authors draw on original and empirical research to assess the European Schools’ place in a new Europe where the entire post-war European Project is potentially at risk. This well-researched volume will be of interest to practitioners working in European schools as well as students and scholars of EU politics and international education.

Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.