The data collected for the purpose of the SHARE contextual dataset on education and presented in this report shall serve the interests of researchers concerned with socio-economic and welfare issues. Its initial purpose is to be applied to the SHARELIFE data. However, its scope of significance goes beyond the sole SHARE survey and may be used in combination with any other longitudinal or cross-sectional survey.
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112
APPENDIX - DATABASE ON EDUCATIONAL REFORMS
This appendix displays the country-specific tables of the macro data on educational reforms presented in this report92.
The countries covered by this database are (in alphabetic order): Austria, Belgium (Flemish Community), Belgium (French Community), the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Israel , Italy, the Netherlands, Portugal, Spain, Sweden. This data covers all SHARELIFE countries (except Switzerland and Poland for which data is still under collection) plus five additional countries involved in the SHARE project, namely Finland, Hungary, Ireland, Israel and Portugal.
Data sources:
- EURYDICE database on education systems in Europe: e.g., the ISCED structure of national systems, teacher training and historical data on pre-primary, primary, secondary and tertiary education.
- The database of national labour, social security and related human rights legislation (NATLEX), maintained by the International Labour Organisation’s (ILO) International Labour Standards Department: specific data on legal frameworks affecting teacher training and teacher working environment.
- Fort (2006), Brunello, Fort and Weber (2009) and Murtin and Viarengo (2007): further data on compulsory education laws.
- Institute of International Education (IIE, 2006): when applicable, specific educational measures for social inclusion were added using the commissioned report prepared by the IIE (2006).
- Country official sources (e.g., Ministries of Education, National Statistics Agencies).
- Country-specific studies.
All this data is organized chronologically by country into specific headers:
- Current organisation of the national education system (ISCED classification);
- Pre-primary reforms;
- Primary reforms;
- Secondary and post-secondary non-tertiary reforms;
- Tertiary reforms; and - Glossary93.
This section presents a print out of all data, by country in alphabetic order. Please note that it only reports the main reforms (collected so far) affecting the schooling and training of today’s European 50+. This work does therefore not have the ambition to be exhaustive and may be complemented successively based upon users’ remarks and comments.
92 This data is available in excel format upon request. Please contact the author.
93 Note that a section-specific glossary is available at the end of each section in addition to the overall glossary.
113 Austria
Education System ISCED 116
Pre-Primary Reforms 117
Primary Reforms 118
Secondary and post-Secondary non-Tertiary Reforms 121
Tertiary Reforms 122
Glossary 130
Belgium (Flemish Community)
Education System ISCED 135
Pre-Primary Reforms 136
Primary Reforms 137
Secondary and post-Secondary non-Tertiary Reforms 141 Tertiary 146
Secondary and post-Secondary non-Tertiary Reforms 155 Tertiary 157
Secondary and post-Secondary non-Tertiary Reforms 166 Tertiary 172
Secondary and post-Secondary non-Tertiary Reforms 184 Tertiary 187
Secondary and post-Secondary non-Tertiary Reforms 192 Tertiary 193
Secondary and post-Secondary non-Tertiary Reforms 202 Tertiary 206
Glossary 208
Germany
Education System ISCED 211
Pre-Primary Reforms 212
114
Primary Reforms 214
Secondary and post-Secondary non-Tertiary Reforms 217 Tertiary 225
Secondary and post-Secondary non-Tertiary Reforms 240 Tertiary 243
Secondary and post-Secondary non-Tertiary Reforms 252 Tertiary 255
Secondary and post-Secondary non-Tertiary Reforms 264 Tertiary 266 Israel
Pre-Primary Reforms 268
Primary Reforms 269
Secondary and post-Secondary non-Tertiary Reforms 270 Tertiary 272 Italy
Education System ISCED 273
Pre-Primary Reforms 274
Primary Reforms 276
Secondary and post-Secondary non-Tertiary Reforms 278 Tertiary 283
Secondary and post-Secondary non-Tertiary Reforms 293 Tertiary 294
Secondary and post-Secondary non-Tertiary Reforms 305 Tertiary 309
Glossary 311
Spain
Education System ISCED 313
115
Pre-Primary Reforms 314
Primary Reforms 316
Secondary and post-Secondary non-Tertiary Reforms 318 Tertiary 323
Glossary 327
Sweden
Education System ISCED 328
Pre-Primary Reforms 330
Primary Reforms 332
Secondary and post-Secondary non-Tertiary Reforms 334 Tertiary 336
Glossary 337
116
AUSTRIA
117
AUSTRIA
Pre‐Primary
1863 Establishment of the first kindergarten.
1920s Progressive recede of custodial homes in favour of the teachings of Montissori at kindegarten. At that period, Vienna boasted the highest number of kindergartens by far among all international capital cities.
1938‐
1945
WWII: under influence of Nazi teachings => Austria's kindergartens came under the responsibility of the National Socialist People's Welfare scheme and many company kindergartens were established to "alleviate the burden"
on workig mothers and to foster an active population policy.
1948 Reconstruction phase with a debate on the improvement of educational quality in childcare ("4th Austrian Conference on Early Childhood Education")
1962 "Schulunterrichtsgesetz" (School Education Act) re‐allocating responsibilities between provinces and federal states and redefining the aims of pre‐school education (as preparation for school life)
Glossary
Gebietskörperschaft (Gebietskörperschaften): Territorial entities are bodies corporate and encompass all persons with a territorial affiliation to a given area (with regard to domicile, residence).The Federation, the provinces and the local communities are territorial entities.
Kindergarten (Kindergärten,Kindergartens): Kindergarten is an institution for educating and minding children aged three to six. It is to support and complement education given within the family according to social, moral and religious values and to promote childhood development, education and the free development of children's personalities in play and social interaction. Kindergarten is to support children in attaining maturity for school education, without imposing any pressure of performance or school‐like instruction. Kindergartens are educational institutions run on a half‐day or full day basis. Attendance is optional.
Reife‐ und Diplomprüfung (Reife‐ und Diplomprüfungen): The higher‐level technical and vocational schools and the training schools for nursery school teachers as well as the training school for
educators lead to the Reife‐ und Diplomprüfung.
Volksschule (Volksschulen): Primary school is a general compulsory school for pupils aged six to ten in the lower cycle, and for pupils aged ten to fourteen in the upper cycle. The upper cycle is practically without significance today.
Source: Eurydice. (2005). Pre‐primary Education (Chapter 3). IN: Eurybase ‐ The Database on Education Systems in Europe.
118
119
120
121
122
vocational school)) in newly established independent schools or in pre‐vocational classes, organised in conjunction with other compulsory schools (Volksschulen (primary schools), Hauptschulen (general secondary schools) or Sonderschulen (special schools)).
Pilot projects conducted as from the school year 1992/93 under the name of ''PL 2000'' finally led to a thorough reform in 1997. The
123
124
125
126
127
NATLEX, the database of national labour, social security and related human rights legislation maintained by the ILO's International Labour Standards Department (URL: http://www.ilo.org/dyn/natlex/natlex_browse.subject?p_lang=en&p_classification=22.12, consulted 6‐7 April 2009).
128
1955 "Hochschulorganizationsgesetz" (University Organisation Act) → First legislative framework to apply to all universities and institutions of higher education (without any major reforms to the organisational set‐up).
129
Dissertation (Dissertationen): The submission of a thesis is a preliminary requirement for the acquisition of a doctor's degree at university. A thesis goes beyond the requirements of a research paper, and is to demonstrate a candidate's qualifications to solve scientific problems on his/ her own.
Fachhochschule (Fachhochschulen): Fachhochschulen offer university‐level study courses which intend to convey a scientifically based vocational education. The main aims are: to ensure a practiceoriented training at university level; to convey the skills required to solve the tasks of a given occupation or profession that meet the state of the art and practical requirements; to promote the permeability of the educational system and professional flexibility of graduates.
Österreichische Hochschülerschaft (Österreichischen Hochschülerschaft,österreichische
Hochschülerschaft,österreichischen Hochschülerschaft): The Austrian Student Body (Österreichische
Hochschülerschaft) is a body corporate under public law, it represents the interests of its members (students) and offers material and non‐material assistance.
Reifeprüfung (Reifeprüfungen): Academic secondary schools, higher‐level technical and vocational schools, training institutes for nursery school teachers and educators, and higher‐level schools for agriculture and forestry lead to the matriculation examination. The passing of the matriculation examination is an entitlement to take up studies at a university or fine‐arts college.
Rektor (Rektors,Rektoren): The Rektor or principal is the highest monocratic governing body at university and represents the university externally.
Studienberechtigungsprüfung (Studienberechtigungsprüfungen): The university entrance examination
(Studienberechtigungsprüfung) is a special route of university access allowing persons without a "Reifeprüfung" to take up university studies limited to a specialist field.
Source: Eurydice. (2005). Tertiary Education (Chapter 6). IN: Eurybase ‐ The Database on Education Systems in Europe.
130
131
132
133
134
Schulforum (Schulforums,Schulforen): A "school forum" is set up at all primary schools, secondary general schools and special schools which are not run according to the curriculum of the prevocational year, to strengthen and promote the school community. The school forum decides on matters pertaining to school events, school‐related events, career counselling at school, as well as health care and hygiene, which go beyond the level of the individual class. The school forum is made of up the class teachers and the parents.
Schulgemeinschaftsausschüsse (SGA,Schulgemeinschaftsausschusses,Schulgemeinschaftsausschüssen): A school community committee (Schulgemeinschaftsausschuss) is set up at "Polytechnische Schulen" (pre‐vocational schools), compulsory vocational schools and medium and higher‐level schools to promote and strengthen the school community.
The school community committee is made up of the headmaster (without a right to vote), as well as three representatives of teachers, pupils and parents each.
Sonderpädagogischer Förderbedarf (Sonderpädagogische Förderbedarf,sonderpädagogischem Förderbedarf): Children who are considered fit for schooling, but are unable to follow instruction at a primary school, secondary general school or the pre‐vocational year without special educational assistance on account of physical of mental disability, must have a special educational need diagnosed by the district school board (at the request of parents / guardians, the school head or ex officio).
Sonderschule (Sonderschulen): Special school and its different types cover primary and secondary education (grades 1 to 8 or 9); they are to promote physically or mentally handicapped children in a way that is consistent with their particular handicap, and to convey, if possible, an education which corresponds to that of a primary school, secondary general school or the pre‐vocational school, and to prepare pupils for taking up working life and a career.
Stadtschulrat (Stadtschulrates): In Vienna, the province school board is called municipal school board, it also fulfils the functions of a district school board.
Studienberechtigungsprüfung (Studienberechtigungsprüfungen): The university entrance examination
(Studienberechtigungsprüfung) is a special route of university access allowing persons without a "Reifeprüfung" to take up university studies limited to a specialist field.
Unterrichtspraktikum (Unterrichtspraktikums,Unterrichtspraktika): During a one‐year traineeship in teaching practice (Unterrichtspraktikum) graduates of university teacher training courses in the liberal arts or science subjects are initiated in the practice of teaching for medium and higher‐level schools.
Unverbindliche Übung (Unverbindliche Übungen,Unverbindlichen Übungen,Unverbindlicher Übungen,Unverbindlichen Übung): An optional exercise (Unverbindliche Übung) is a subject for which students must register at the beginning of the school year, but for which there is no assessment.
Verbindliche Übung (Verbindliche Übungen,Verbindlichen Übungen,Verbindlicher Übungen,Verbindlichen Übung): A compulsory exercise (Verbindliche Übung) is a subject which all students of a schools must attend, unless they are exempted. Compulsory exercises are not assessed.
Volksschule (Volksschulen): Primary school is a general compulsory school for pupils aged six to ten in the lower cycle, and for pupils aged ten to fourteen in the upper cycle. The upper cycle is practically without significance today.
Wiederholungsprüfung (Wiederholungsprüfungen): Pupils having been assessed with an Insufficient in the end‐of‐year report in one or two compulsory subjects may ‐ with the exception of elementary schools and special schools run according to the class teacher principle ‐ undergo examination resits (Wiederholungsprüfungen) in those subjects, in which they were rated Insufficient.
Source: Eurydice, Eurybase ‐ Austria ‐ (2006/07).
135
BELGIUM (FLEMISH COMMUNITY)
136 primary education, forms part of elementary education, BaO, (Decree on elementary education of 25 February 1997).
From 1 September 2003 new schools have to adopt the new pre‐primary and primary education structure. Existing autonomous nursery and primary schools were allowed to retain their structure (Decree concerning the elementary education landscape of 10 July 2003). Normally speaking, primary education consists of six grades (minimum 4 and maximum 8 years).
Source: Eurydice. (2005). Pre‐primary Education (Chapter 3). IN: Eurybase ‐ The Database on Education Systems in
Source: Eurydice. (2005). Pre‐primary Education (Chapter 3). IN: Eurybase ‐ The Database on Education Systems in