The OECD Teaching and Learning International Survey (TALIS), first launched in 2008, asks teachers and schools (ISCED level 2) about their working conditions and the learning environments. It covers important themes such as initial teacher education and professional development; what sort of appraisal and feedback teachers get; the school climate; school leadership; and teachers’ instructional beliefs and pedagogical practices.
TALIS provides cross-country analysis that helps countries identify others facing similar challenges and learn about their policies.
Over the last four years, the annual country-specfic recommendations proposed by the Commission have been used as a compass to exit from the crisis and re-build growth. In this Communication (2 June 2014), the Commission summarises its analysis of progress made over the last year, as spelled out in the recommendations.
These country-specific recommendations outline reform priorities in individual Member States for the coming 12-18 months and, where relevant, take account of the need to tackle imbalances.
The Council adopted conclusions on effective teacher education, on multilingualism and the development of language competences, on quality assurance supporting education and training.
It also held, in public deliberation, a policy debate on the subject: "Education crossing borders: new opportunities and challenges".
The European Commission is undertaking a mid-term stocktaking of the Strategic Framework for European Cooperation in Education and Training (ET 2020) for the period 2009-2014.The second cycle of the framework is completed in 2014 and the third one will begin in 2015.
The objective of the consultation is to collect views on main impacts of ET 2020 to date and remaining challenges, on the usefulness of OMC and on key priorities for 2015-2017.
The results of this survey will be used to inform the design of the ETYP (Education, Training and Youth Forum) in October 2014 and to inform the Commission Staff Working Document on the mid-term review.
The Europe 2020 strategy was launched in March 2010 as the EU’s strategy for promoting smart, sustainable and inclusive growth. The strategy is built around five headline targets in the areas of
- Employment
- Research and development
- Climate and energy
- Education
- Fight against poverty and social exclusion.
The strategy also set out a series of action programmes, called ‘flagship initiatives’ in seven fields.
The strategy is implemented and monitored in the context of the European Semester, the yearly cycle of coordination of economic and budgetary policies at EU level. The Country-Specific Recommendations are key instruments for the implementation of the Europe 2020 Strategy.
The European Council of 20-21 March has agreed, after proposal by the European Commission, to initiate a review of the strategy. On 5 March 2014, the Commission adopted a Communication ‘Taking Stock of the Europe 2020 strategy for smart, sustainable and inclusive growth’.
Education GPS is a source for internationally comparable data on education policies and practices, opportunities and outcomes. It includes data from several OECD publications, such as ‘Education at a Glance’, results of PISA etc.
(http://gpseducation.oecd.org/home)
The conclusions are a response to the 2014 annual growth survey and the Commission communication on ‘Opening Up Education: Innovative teaching and learning for all through new technologies and open educational resources’.
Communication from the European Commission, 5 March 2014.
The Communication has two parts: Where does Europe stand four years on? Has the Europe 2020 strategy worked? Role of the targets,of the flagship initiatives, of the European Semester.
The annual Education and Training Monitor examines the evolution of Europe’s education and training systems. It takes into account various benchmarks and indicators but also recent studies and policy developments.
The Monitor has been presented at the EUNEC executive committee on 11 December by Mr Stan Van Alphen, European Commission, DG EAC
