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Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Inequity is the result of disadvantage and/or discrimination due to any number of personal and social
characteristics, such as sex, gender, ethnicity, migration background, religion, disability status,
socioeconomic status and sexual orientation. People in these social categories are disadvantaged not per
se, but because structures are in place that often deny access to resources (such as quality mainstream
education or appropriate services) or create barriers to accessing such resources. Structures are the ways
in which societies are organised, and these give rise to relative advantage or disadvantage due to the
complex interconnectedness of social categories and power. Education inequity can therefore manifest
itself in unequal distribution of resources such as funding, qualified teachers, technology and learning
material, which is often linked to the fact that disadvantaged groups are disproportionately located in
settings with limited resources, for example in rural areas or in communities segregated by ethnicity,
socioeconomic status or religion (Nurse and Melhuish, 2021). Evidence from the Council of Europe’s
Commissioner for Human Rights shows that access to and participation in schools is inequitable for some
groups, such as refugee and migrant children and young people, who are more likely to be segregated in
schools with fewer resources, and, in some cases, over-represented in special education (Council of
Europe Commissioner for Human Rights, 2017).
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023,
p.19, https://data.europa.eu/doi/10.2797/443509
Inequity is the product of
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Inequity is the result of disadvantage and/or discrimination due to any number of personal and social
characteristics, such as sex, gender, ethnicity, migration background, religion, disability status,
socioeconomic status and sexual orientation. People in these social categories are disadvantaged not per
se, but because structures are in place that often deny access to resources (such as quality mainstream
education or appropriate services) or create barriers to accessing such resources. Structures are the ways
in which societies are organised, and these give rise to relative advantage or disadvantage due to the
complex interconnectedness of social categories and power. Education inequity can therefore manifest
itself in unequal distribution of resources such as funding, qualified teachers, technology and learning
material, which is often linked to the fact that disadvantaged groups are disproportionately located in
settings with limited resources, for example in rural areas or in communities segregated by ethnicity,
socioeconomic status or religion (Nurse and Melhuish, 2021). Evidence from the Council of Europe’s
Commissioner for Human Rights shows that access to and participation in schools is inequitable for some
groups, such as refugee and migrant children and young people, who are more likely to be segregated in
schools with fewer resources, and, in some cases, over-represented in special education (Council of
Europe Commissioner for Human Rights, 2017).
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023,
p.19, https://data.europa.eu/doi/10.2797/443509
Disadvantaged people may be identified as being from some
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Inequity is the result of disadvantage and/or discrimination due to any number of personal and social
characteristics, such as sex, gender, ethnicity, migration background, religion, disability status,
socioeconomic status and sexual orientation. People in these social categories are disadvantaged not per
se, but because structures are in place that often deny access to resources (such as quality mainstream
education or appropriate services) or create barriers to accessing such resources. Structures are the ways
in which societies are organised, and these give rise to relative advantage or disadvantage due to the
complex interconnectedness of social categories and power. Education inequity can therefore manifest
itself in unequal distribution of resources such as funding, qualified teachers, technology and learning
material, which is often linked to the fact that disadvantaged groups are disproportionately located in
settings with limited resources, for example in rural areas or in communities segregated by ethnicity,
socioeconomic status or religion (Nurse and Melhuish, 2021). Evidence from the Council of Europe’s
Commissioner for Human Rights shows that access to and participation in schools is inequitable for some
groups, such as refugee and migrant children and young people, who are more likely to be segregated in
schools with fewer resources, and, in some cases, over-represented in special education (Council of
Europe Commissioner for Human Rights, 2017).
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023,
p.19, https://data.europa.eu/doi/10.2797/443509
Social disadvantage can arise because of the
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Inequity is the result of disadvantage and/or discrimination due to any number of personal and social
characteristics, such as sex, gender, ethnicity, migration background, religion, disability status,
socioeconomic status and sexual orientation. People in these social categories are disadvantaged not per
se, but because structures are in place that often deny access to resources (such as quality mainstream
education or appropriate services) or create barriers to accessing such resources. Structures are the ways
in which societies are organised, and these give rise to relative advantage or disadvantage due to the
complex interconnectedness of social categories and power. Education inequity can therefore manifest
itself in unequal distribution of resources such as funding, qualified teachers, technology and learning
material, which is often linked to the fact that disadvantaged groups are disproportionately located in
settings with limited resources, for example in rural areas or in communities segregated by ethnicity,
socioeconomic status or religion (Nurse and Melhuish, 2021). Evidence from the Council of Europe’s
Commissioner for Human Rights shows that access to and participation in schools is inequitable for some
groups, such as refugee and migrant children and young people, who are more likely to be segregated in
schools with fewer resources, and, in some cases, over-represented in special education (Council of
Europe Commissioner for Human Rights, 2017).
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023,
p.19, https://data.europa.eu/doi/10.2797/443509
Educational inequity can manifest itself in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Inequity is the result of disadvantage and/or discrimination due to any number of personal and social
characteristics, such as sex, gender, ethnicity, migration background, religion, disability status,
socioeconomic status and sexual orientation. People in these social categories are disadvantaged not per
se, but because structures are in place that often deny access to resources (such as quality mainstream
education or appropriate services) or create barriers to accessing such resources. Structures are the ways
in which societies are organised, and these give rise to relative advantage or disadvantage due to the
complex interconnectedness of social categories and power. Education inequity can therefore manifest
itself in unequal distribution of resources such as funding, qualified teachers, technology and learning
material, which is often linked to the fact that disadvantaged groups are disproportionately located in
settings with limited resources, for example in rural areas or in communities segregated by ethnicity,
socioeconomic status or religion (Nurse and Melhuish, 2021). Evidence from the Council of Europe’s
Commissioner for Human Rights shows that access to and participation in schools is inequitable for some
groups, such as refugee and migrant children and young people, who are more likely to be segregated in
schools with fewer resources, and, in some cases, over-represented in special education (Council of
Europe Commissioner for Human Rights, 2017).
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023,
p.19, https://data.europa.eu/doi/10.2797/443509
Disadvantaged groups are ............................... located in settings with limited resources
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Rates of enrolment in mainstream education of learners with an official decision of special educational
needs vary between European countries, and they tend to be low in some cases. The most common
objective that education systems therefore pursue in terms of policies and measures to promote inclusive
access and participation is to increase access to mainstream education for students with special
educational needs or disabilities. This is done through the way in which students are assessed and
oriented, and the provision of adequate resources for schools to be able to offer the right conditions in
terms of human resources and adaptations of the physical and learning environments, including the
provision of assistive technologies. Cooperation between schools and parents is also often reinforced in
the case of students with special educational needs, notably in defining and following up on individual
education plans. Policies promoting cooperation with parents also often target families that have a
migration background.
More than half of the education systems also report policies addressing barriers to school access and
participation that entail financial support for socioeconomically disadvantaged learners. This is intended to
cover school-related costs, involves free or subsidised textbooks and other learning materials, and/or
covers the costs of transport, especially for learners from rural and remote areas, and school meals.
Besides these interventions, over one third of all education systems report policies promoting social
assistance and support, including medical, psychological and/or social services provided in schools. The
challenge with all these support interventions is to ensure sustainable comprehensive support structures
that last beyond project-based funding measures.
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023, p. 51,
https://data.europa.eu/doi/10.2797/443509
Enrolment in mainstream education of students with special needs
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Rates of enrolment in mainstream education of learners with an official decision of special educational
needs vary between European countries, and they tend to be low in some cases. The most common
objective that education systems therefore pursue in terms of policies and measures to promote inclusive
access and participation is to increase access to mainstream education for students with special
educational needs or disabilities. This is done through the way in which students are assessed and
oriented, and the provision of adequate resources for schools to be able to offer the right conditions in
terms of human resources and adaptations of the physical and learning environments, including the
provision of assistive technologies. Cooperation between schools and parents is also often reinforced in
the case of students with special educational needs, notably in defining and following up on individual
education plans. Policies promoting cooperation with parents also often target families that have a
migration background.
More than half of the education systems also report policies addressing barriers to school access and
participation that entail financial support for socioeconomically disadvantaged learners. This is intended to
cover school-related costs, involves free or subsidised textbooks and other learning materials, and/or
covers the costs of transport, especially for learners from rural and remote areas, and school meals.
Besides these interventions, over one third of all education systems report policies promoting social
assistance and support, including medical, psychological and/or social services provided in schools. The
challenge with all these support interventions is to ensure sustainable comprehensive support structures
that last beyond project-based funding measures.
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023, p. 51,
https://data.europa.eu/doi/10.2797/443509
A common objective pursued by education systems is to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Rates of enrolment in mainstream education of learners with an official decision of special educational
needs vary between European countries, and they tend to be low in some cases. The most common
objective that education systems therefore pursue in terms of policies and measures to promote inclusive
access and participation is to increase access to mainstream education for students with special
educational needs or disabilities. This is done through the way in which students are assessed and
oriented, and the provision of adequate resources for schools to be able to offer the right conditions in
terms of human resources and adaptations of the physical and learning environments, including the
provision of assistive technologies. Cooperation between schools and parents is also often reinforced in
the case of students with special educational needs, notably in defining and following up on individual
education plans. Policies promoting cooperation with parents also often target families that have a
migration background.
More than half of the education systems also report policies addressing barriers to school access and
participation that entail financial support for socioeconomically disadvantaged learners. This is intended to
cover school-related costs, involves free or subsidised textbooks and other learning materials, and/or
covers the costs of transport, especially for learners from rural and remote areas, and school meals.
Besides these interventions, over one third of all education systems report policies promoting social
assistance and support, including medical, psychological and/or social services provided in schools. The
challenge with all these support interventions is to ensure sustainable comprehensive support structures
that last beyond project-based funding measures.
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023, p. 51,
https://data.europa.eu/doi/10.2797/443509
Increasing access to education for students with special educational needs or disabilities is also connected
with
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Rates of enrolment in mainstream education of learners with an official decision of special educational
needs vary between European countries, and they tend to be low in some cases. The most common
objective that education systems therefore pursue in terms of policies and measures to promote inclusive
access and participation is to increase access to mainstream education for students with special
educational needs or disabilities. This is done through the way in which students are assessed and
oriented, and the provision of adequate resources for schools to be able to offer the right conditions in
terms of human resources and adaptations of the physical and learning environments, including the
provision of assistive technologies. Cooperation between schools and parents is also often reinforced in
the case of students with special educational needs, notably in defining and following up on individual
education plans. Policies promoting cooperation with parents also often target families that have a
migration background.
More than half of the education systems also report policies addressing barriers to school access and
participation that entail financial support for socioeconomically disadvantaged learners. This is intended to
cover school-related costs, involves free or subsidised textbooks and other learning materials, and/or
covers the costs of transport, especially for learners from rural and remote areas, and school meals.
Besides these interventions, over one third of all education systems report policies promoting social
assistance and support, including medical, psychological and/or social services provided in schools. The
challenge with all these support interventions is to ensure sustainable comprehensive support structures
that last beyond project-based funding measures.
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023, p. 51,
https://data.europa.eu/doi/10.2797/443509
Policies addressing barriers to school access that entail financial support for socio-economically
disadvantaged learners are enforced by
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Rates of enrolment in mainstream education of learners with an official decision of special educational
needs vary between European countries, and they tend to be low in some cases. The most common
objective that education systems therefore pursue in terms of policies and measures to promote inclusive
access and participation is to increase access to mainstream education for students with special
educational needs or disabilities. This is done through the way in which students are assessed and
oriented, and the provision of adequate resources for schools to be able to offer the right conditions in
terms of human resources and adaptations of the physical and learning environments, including the
provision of assistive technologies. Cooperation between schools and parents is also often reinforced in
the case of students with special educational needs, notably in defining and following up on individual
education plans. Policies promoting cooperation with parents also often target families that have a
migration background.
More than half of the education systems also report policies addressing barriers to school access and
participation that entail financial support for socioeconomically disadvantaged learners. This is intended to
cover school-related costs, involves free or subsidised textbooks and other learning materials, and/or
covers the costs of transport, especially for learners from rural and remote areas, and school meals.
Besides these interventions, over one third of all education systems report policies promoting social
assistance and support, including medical, psychological and/or social services provided in schools. The
challenge with all these support interventions is to ensure sustainable comprehensive support structures
that last beyond project-based funding measures.
Adapted from European Commission, European Education and Culture Executive Agency, Promoting
diversity and inclusion in schools in Europe, Publications Office of the European Union, 2023, p. 51,
https://data.europa.eu/doi/10.2797/443509
Interventions of education systems try to ensure
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Capacity development within an education system plays a key role in supporting diversity, equity and
inclusion. This involves not only the development of skills among school staff to address diversity in
education but also recruitment practices that ensure the profile of staff closely matches the diversity of the
student body. Ensuring diversity of school staff and, in particular, of teaching staff can be an effective
strategy to improve student learning outcomes in a context of student diversity. Some countries report
concerns about an imbalance between the cultural or language diversity of the student population and that
of the teaching body at a time when the proportion of minority students is increasing. This might reflect
relatively limited opportunities or lack of incentives for ethnic groups or national minorities to enter
professional occupations like teaching, seriously limiting the important contribution teachers from ethnic
minority backgrounds could bring as role models for students from similar backgrounds. Teachers from
minority backgrounds might help improve the understanding of cultural differences by teachers and
students in general. Furthermore, many countries are alarmed by the fact that the proportion of males in
teaching is declining, especially in light of concerns about boys’ achievement in schools. Hence, there is a
need to promote the benefits of a teaching career to groups who are often under-represented among
teacher ranks, such as males and individuals from minority cultural backgrounds. Such strategies would
include promoting positive teacher role models from similar backgrounds, investigating the reasons behind
potential negative views about teaching and correcting misconceptions about the job, and disseminating
information about teaching through fora and media relevant to such groups.
Adapted from Cerna, L., et al. (2021), "Promoting inclusive education for diverse societies: A conceptual
framework", OECD Education Working Papers, No. 260, OECD Publishing, p.36, Paris.
https://doi.org/10.1787/94ab68c6-en.
Building staff capacity is crucial for
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Capacity development within an education system plays a key role in supporting diversity, equity and
inclusion. This involves not only the development of skills among school staff to address diversity in
education but also recruitment practices that ensure the profile of staff closely matches the diversity of the
student body. Ensuring diversity of school staff and, in particular, of teaching staff can be an effective
strategy to improve student learning outcomes in a context of student diversity. Some countries report
concerns about an imbalance between the cultural or language diversity of the student population and that
of the teaching body at a time when the proportion of minority students is increasing. This might reflect
relatively limited opportunities or lack of incentives for ethnic groups or national minorities to enter
professional occupations like teaching, seriously limiting the important contribution teachers from ethnic
minority backgrounds could bring as role models for students from similar backgrounds. Teachers from
minority backgrounds might help improve the understanding of cultural differences by teachers and
students in general. Furthermore, many countries are alarmed by the fact that the proportion of males in
teaching is declining, especially in light of concerns about boys’ achievement in schools. Hence, there is a
need to promote the benefits of a teaching career to groups who are often under-represented among
teacher ranks, such as males and individuals from minority cultural backgrounds. Such strategies would
include promoting positive teacher role models from similar backgrounds, investigating the reasons behind
potential negative views about teaching and correcting misconceptions about the job, and disseminating
information about teaching through fora and media relevant to such groups.
Adapted from Cerna, L., et al. (2021), "Promoting inclusive education for diverse societies: A conceptual
framework", OECD Education Working Papers, No. 260, OECD Publishing, p.36, Paris.
https://doi.org/10.1787/94ab68c6-en.
Employing diverse teaching staff can help
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Capacity development within an education system plays a key role in supporting diversity, equity and
inclusion. This involves not only the development of skills among school staff to address diversity in
education but also recruitment practices that ensure the profile of staff closely matches the diversity of the
student body. Ensuring diversity of school staff and, in particular, of teaching staff can be an effective
strategy to improve student learning outcomes in a context of student diversity. Some countries report
concerns about an imbalance between the cultural or language diversity of the student population and that
of the teaching body at a time when the proportion of minority students is increasing. This might reflect
relatively limited opportunities or lack of incentives for ethnic groups or national minorities to enter
professional occupations like teaching, seriously limiting the important contribution teachers from ethnic
minority backgrounds could bring as role models for students from similar backgrounds. Teachers from
minority backgrounds might help improve the understanding of cultural differences by teachers and
students in general. Furthermore, many countries are alarmed by the fact that the proportion of males in
teaching is declining, especially in light of concerns about boys’ achievement in schools. Hence, there is a
need to promote the benefits of a teaching career to groups who are often under-represented among
teacher ranks, such as males and individuals from minority cultural backgrounds. Such strategies would
include promoting positive teacher role models from similar backgrounds, investigating the reasons behind
potential negative views about teaching and correcting misconceptions about the job, and disseminating
information about teaching through fora and media relevant to such groups.
Adapted from Cerna, L., et al. (2021), "Promoting inclusive education for diverse societies: A conceptual
framework", OECD Education Working Papers, No. 260, OECD Publishing, p.36, Paris.
https://doi.org/10.1787/94ab68c6-en.
The cultural imbalance between the student and the teacher populations may reflect
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Capacity development within an education system plays a key role in supporting diversity, equity and
inclusion. This involves not only the development of skills among school staff to address diversity in
education but also recruitment practices that ensure the profile of staff closely matches the diversity of the
student body. Ensuring diversity of school staff and, in particular, of teaching staff can be an effective
strategy to improve student learning outcomes in a context of student diversity. Some countries report
concerns about an imbalance between the cultural or language diversity of the student population and that
of the teaching body at a time when the proportion of minority students is increasing. This might reflect
relatively limited opportunities or lack of incentives for ethnic groups or national minorities to enter
professional occupations like teaching, seriously limiting the important contribution teachers from ethnic
minority backgrounds could bring as role models for students from similar backgrounds. Teachers from
minority backgrounds might help improve the understanding of cultural differences by teachers and
students in general. Furthermore, many countries are alarmed by the fact that the proportion of males in
teaching is declining, especially in light of concerns about boys’ achievement in schools. Hence, there is a
need to promote the benefits of a teaching career to groups who are often under-represented among
teacher ranks, such as males and individuals from minority cultural backgrounds. Such strategies would
include promoting positive teacher role models from similar backgrounds, investigating the reasons behind
potential negative views about teaching and correcting misconceptions about the job, and disseminating
information about teaching through fora and media relevant to such groups.
Adapted from Cerna, L., et al. (2021), "Promoting inclusive education for diverse societies: A conceptual
framework", OECD Education Working Papers, No. 260, OECD Publishing, p.36, Paris.
https://doi.org/10.1787/94ab68c6-en.
Teachers from minority backgrounds might be instrumental in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Capacity development within an education system plays a key role in supporting diversity, equity and
inclusion. This involves not only the development of skills among school staff to address diversity in
education but also recruitment practices that ensure the profile of staff closely matches the diversity of the
student body. Ensuring diversity of school staff and, in particular, of teaching staff can be an effective
strategy to improve student learning outcomes in a context of student diversity. Some countries report
concerns about an imbalance between the cultural or language diversity of the student population and that
of the teaching body at a time when the proportion of minority students is increasing. This might reflect
relatively limited opportunities or lack of incentives for ethnic groups or national minorities to enter
professional occupations like teaching, seriously limiting the important contribution teachers from ethnic
minority backgrounds could bring as role models for students from similar backgrounds. Teachers from
minority backgrounds might help improve the understanding of cultural differences by teachers and
students in general. Furthermore, many countries are alarmed by the fact that the proportion of males in
teaching is declining, especially in light of concerns about boys’ achievement in schools. Hence, there is a
need to promote the benefits of a teaching career to groups who are often under-represented among
teacher ranks, such as males and individuals from minority cultural backgrounds. Such strategies would
include promoting positive teacher role models from similar backgrounds, investigating the reasons behind
potential negative views about teaching and correcting misconceptions about the job, and disseminating
information about teaching through fora and media relevant to such groups.
Adapted from Cerna, L., et al. (2021), "Promoting inclusive education for diverse societies: A conceptual
framework", OECD Education Working Papers, No. 260, OECD Publishing, p.36, Paris.
https://doi.org/10.1787/94ab68c6-en.
Promoting the benefits of a teaching career to under-represented groups requires
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Digital technologies provide new means to advocate, defend and exercise human rights, but they can also
be used to suppress, limit and violate human rights. […] as existing human rights treaties were signed in a
pre-digital era. In today’s world, where online violations can lead to offline abuses, the Internet cannot be
an un-governed or ungovernable space – human rights exist online as they do offline and have to be
respected in full.
Effective due diligence is required to ensure that technology products, policies, practices and terms of
service comply with human rights principles and standards. To that end, the UN Secretary-General, in his
call to action for human rights, addresses new frontiers of technology and human rights, emphasizing that
new technologies are too often used for surveillance, repression, censorship and online harassment,
especially of vulnerable people and human rights defenders, and calling for these technologies to be used
to provide new means to advocate, defend and exercise rights. Greater efforts are needed to develop
further guidance on how human rights standards should be applied in the digital age. Blanket Internet
shutdowns and generic blocking and filtering of services are considered by United Nations human rights
mechanisms to be in violation of international human rights law. In addition to appropriate law enforcement,
other means need to be found through consultation between Governments, industry and civil society, in
accordance with international human rights law, including to deal with the spread of disinformation and, in
particular, harmful, life-threatening content while avoiding disruptive blanket Internet shutdowns.
Adapted from the Report from the UN Secretary-General “Roadmap for Digital Cooperation” June 2020, p.
14.
With respect to human rights, the Internet should be
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Digital technologies provide new means to advocate, defend and exercise human rights, but they can also
be used to suppress, limit and violate human rights. […] as existing human rights treaties were signed in a
pre-digital era. In today’s world, where online violations can lead to offline abuses, the Internet cannot be
an un-governed or ungovernable space – human rights exist online as they do offline and have to be
respected in full.
Effective due diligence is required to ensure that technology products, policies, practices and terms of
service comply with human rights principles and standards. To that end, the UN Secretary-General, in his
call to action for human rights, addresses new frontiers of technology and human rights, emphasizing that
new technologies are too often used for surveillance, repression, censorship and online harassment,
especially of vulnerable people and human rights defenders, and calling for these technologies to be used
to provide new means to advocate, defend and exercise rights. Greater efforts are needed to develop
further guidance on how human rights standards should be applied in the digital age. Blanket Internet
shutdowns and generic blocking and filtering of services are considered by United Nations human rights
mechanisms to be in violation of international human rights law. In addition to appropriate law enforcement,
other means need to be found through consultation between Governments, industry and civil society, in
accordance with international human rights law, including to deal with the spread of disinformation and, in
particular, harmful, life-threatening content while avoiding disruptive blanket Internet shutdowns.
Adapted from the Report from the UN Secretary-General “Roadmap for Digital Cooperation” June 2020, p.
14.
New technologies are ….. used to control people
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Digital technologies provide new means to advocate, defend and exercise human rights, but they can also
be used to suppress, limit and violate human rights. […] as existing human rights treaties were signed in a
pre-digital era. In today’s world, where online violations can lead to offline abuses, the Internet cannot be
an un-governed or ungovernable space – human rights exist online as they do offline and have to be
respected in full.
Effective due diligence is required to ensure that technology products, policies, practices and terms of
service comply with human rights principles and standards. To that end, the UN Secretary-General, in his
call to action for human rights, addresses new frontiers of technology and human rights, emphasizing that
new technologies are too often used for surveillance, repression, censorship and online harassment,
especially of vulnerable people and human rights defenders, and calling for these technologies to be used
to provide new means to advocate, defend and exercise rights. Greater efforts are needed to develop
further guidance on how human rights standards should be applied in the digital age. Blanket Internet
shutdowns and generic blocking and filtering of services are considered by United Nations human rights
mechanisms to be in violation of international human rights law. In addition to appropriate law enforcement,
other means need to be found through consultation between Governments, industry and civil society, in
accordance with international human rights law, including to deal with the spread of disinformation and, in
particular, harmful, life-threatening content while avoiding disruptive blanket Internet shutdowns.
Adapted from the Report from the UN Secretary-General “Roadmap for Digital Cooperation” June 2020, p.
14.
Technologies are often used for online harassment of
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Digital technologies provide new means to advocate, defend and exercise human rights, but they can also
be used to suppress, limit and violate human rights. […] as existing human rights treaties were signed in a
pre-digital era. In today’s world, where online violations can lead to offline abuses, the Internet cannot be
an un-governed or ungovernable space – human rights exist online as they do offline and have to be
respected in full.
Effective due diligence is required to ensure that technology products, policies, practices and terms of
service comply with human rights principles and standards. To that end, the UN Secretary-General, in his
call to action for human rights, addresses new frontiers of technology and human rights, emphasizing that
new technologies are too often used for surveillance, repression, censorship and online harassment,
especially of vulnerable people and human rights defenders, and calling for these technologies to be used
to provide new means to advocate, defend and exercise rights. Greater efforts are needed to develop
further guidance on how human rights standards should be applied in the digital age. Blanket Internet
shutdowns and generic blocking and filtering of services are considered by United Nations human rights
mechanisms to be in violation of international human rights law. In addition to appropriate law enforcement,
other means need to be found through consultation between Governments, industry and civil society, in
accordance with international human rights law, including to deal with the spread of disinformation and, in
particular, harmful, life-threatening content while avoiding disruptive blanket Internet shutdowns.
Adapted from the Report from the UN Secretary-General “Roadmap for Digital Cooperation” June 2020, p.
14.
Filtering of Internet services may be considered to violate
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Digital technologies provide new means to advocate, defend and exercise human rights, but they can also
be used to suppress, limit and violate human rights. […] as existing human rights treaties were signed in a
pre-digital era. In today’s world, where online violations can lead to offline abuses, the Internet cannot be
an un-governed or ungovernable space – human rights exist online as they do offline and have to be
respected in full.
Effective due diligence is required to ensure that technology products, policies, practices and terms of
service comply with human rights principles and standards. To that end, the UN Secretary-General, in his
call to action for human rights, addresses new frontiers of technology and human rights, emphasizing that
new technologies are too often used for surveillance, repression, censorship and online harassment,
especially of vulnerable people and human rights defenders, and calling for these technologies to be used
to provide new means to advocate, defend and exercise rights. Greater efforts are needed to develop
further guidance on how human rights standards should be applied in the digital age. Blanket Internet
shutdowns and generic blocking and filtering of services are considered by United Nations human rights
mechanisms to be in violation of international human rights law. In addition to appropriate law enforcement,
other means need to be found through consultation between Governments, industry and civil society, in
accordance with international human rights law, including to deal with the spread of disinformation and, in
particular, harmful, life-threatening content while avoiding disruptive blanket Internet shutdowns.
Adapted from the Report from the UN Secretary-General “Roadmap for Digital Cooperation” June 2020, p.
14.
In the digital age human rights can be protected by
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Assessment can be a facilitator or a bottleneck for innovation in education. When integrating digital
technologies into learning and teaching, we must consider how digital technologies can enhance existing
assessment strategies. At the same time, we must also consider how they can be used to create or to
facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital
technologies within assessment with those two objectives in mind.
Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative
or other purposes, results in a wide range of data being available on each individual learner’s learning
behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and
more important – complemented by the analysis of conventional evidence on learner behaviour. At the
same time, digital technologies can contribute to directly monitoring learning progress, to facilitating
feedback and to allowing educators to assess and adapt their teaching strategies.
In summary, some of the aims are:
- to use digital technologies to provide targeted and timely feedback to learners;
- to adapt teaching strategies and to provide targeted support, based on the evidence generated by the
digital technologies used;
- to enable learners and parents to understand the evidence provided by digital technologies and use it
for decision-making.
Adapted from European Commission, Joint Research Centre, Redecker, C., Punie, Y., European
framework for the digital competence of educators – DigCompEdu, Punie, Y.(editor), Publications Office,
2017, p. 21. https://data.europa.eu/doi/10.2760/159770
Integrating digital technologies into teaching can
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Assessment can be a facilitator or a bottleneck for innovation in education. When integrating digital
technologies into learning and teaching, we must consider how digital technologies can enhance existing
assessment strategies. At the same time, we must also consider how they can be used to create or to
facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital
technologies within assessment with those two objectives in mind.
Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative
or other purposes, results in a wide range of data being available on each individual learner’s learning
behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and
more important – complemented by the analysis of conventional evidence on learner behaviour. At the
same time, digital technologies can contribute to directly monitoring learning progress, to facilitating
feedback and to allowing educators to assess and adapt their teaching strategies.
In summary, some of the aims are:
- to use digital technologies to provide targeted and timely feedback to learners;
- to adapt teaching strategies and to provide targeted support, based on the evidence generated by the
digital technologies used;
- to enable learners and parents to understand the evidence provided by digital technologies and use it
for decision-making.
Adapted from European Commission, Joint Research Centre, Redecker, C., Punie, Y., European
framework for the digital competence of educators – DigCompEdu, Punie, Y.(editor), Publications Office,
2017, p. 21. https://data.europa.eu/doi/10.2760/159770
The use of digital technologies in education
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Assessment can be a facilitator or a bottleneck for innovation in education. When integrating digital
technologies into learning and teaching, we must consider how digital technologies can enhance existing
assessment strategies. At the same time, we must also consider how they can be used to create or to
facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital
technologies within assessment with those two objectives in mind.
Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative
or other purposes, results in a wide range of data being available on each individual learner’s learning
behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and
more important – complemented by the analysis of conventional evidence on learner behaviour. At the
same time, digital technologies can contribute to directly monitoring learning progress, to facilitating
feedback and to allowing educators to assess and adapt their teaching strategies.
In summary, some of the aims are:
- to use digital technologies to provide targeted and timely feedback to learners;
- to adapt teaching strategies and to provide targeted support, based on the evidence generated by the
digital technologies used;
- to enable learners and parents to understand the evidence provided by digital technologies and use it
for decision-making.
Adapted from European Commission, Joint Research Centre, Redecker, C., Punie, Y., European
framework for the digital competence of educators – DigCompEdu, Punie, Y.(editor), Publications Office,
2017, p. 21. https://data.europa.eu/doi/10.2760/159770
Digital technologies can help educators
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Assessment can be a facilitator or a bottleneck for innovation in education. When integrating digital
technologies into learning and teaching, we must consider how digital technologies can enhance existing
assessment strategies. At the same time, we must also consider how they can be used to create or to
facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital
technologies within assessment with those two objectives in mind.
Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative
or other purposes, results in a wide range of data being available on each individual learner’s learning
behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and
more important – complemented by the analysis of conventional evidence on learner behaviour. At the
same time, digital technologies can contribute to directly monitoring learning progress, to facilitating
feedback and to allowing educators to assess and adapt their teaching strategies.
In summary, some of the aims are:
- to use digital technologies to provide targeted and timely feedback to learners;
- to adapt teaching strategies and to provide targeted support, based on the evidence generated by the
digital technologies used;
- to enable learners and parents to understand the evidence provided by digital technologies and use it
for decision-making.
Adapted from European Commission, Joint Research Centre, Redecker, C., Punie, Y., European
framework for the digital competence of educators – DigCompEdu, Punie, Y.(editor), Publications Office,
2017, p. 21. https://data.europa.eu/doi/10.2760/159770
Digital technologies can be used by teachers to provide
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Assessment can be a facilitator or a bottleneck for innovation in education. When integrating digital
technologies into learning and teaching, we must consider how digital technologies can enhance existing
assessment strategies. At the same time, we must also consider how they can be used to create or to
facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital
technologies within assessment with those two objectives in mind.
Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative
or other purposes, results in a wide range of data being available on each individual learner’s learning
behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and
more important – complemented by the analysis of conventional evidence on learner behaviour. At the
same time, digital technologies can contribute to directly monitoring learning progress, to facilitating
feedback and to allowing educators to assess and adapt their teaching strategies.
In summary, some of the aims are:
- to use digital technologies to provide targeted and timely feedback to learners;
- to adapt teaching strategies and to provide targeted support, based on the evidence generated by the
digital technologies used;
- to enable learners and parents to understand the evidence provided by digital technologies and use it
for decision-making.
Adapted from European Commission, Joint Research Centre, Redecker, C., Punie, Y., European
framework for the digital competence of educators – DigCompEdu, Punie, Y.(editor), Publications Office,
2017, p. 21. https://data.europa.eu/doi/10.2760/159770
Learners and parents should be helped to understand
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Read the following text. Then, for each question, choose the answer that fits best according to the text
Schools typically process substantial amounts of educational data including personal information about
students, parents, staff, management and suppliers. Data collected, used, and processed in education is
often referred to as “educational data”. These consist of data recorded in student information systems for
example, educational achievements, parent names, assessment grades, as well as micro-level data
generated when digital tools are used. When students interact with digital devices, they generate digital
traces such as mouse clicks, data on opened pages, the timing of interaction events, or key presses. In the
same way when using intelligent tutoring systems in classrooms, learning mathematics or modern
languages produce learning activity traces. All this data can be combined to capture each student’s online
behaviour. This type of trace data (digital usage and learning activity traces) is often used for learning
analytics. Data in student information systems can be further used for resource and course planning and to
predict dropout and for guidance.
The use of AI systems can potentially enhance teaching, learning and assessment, provide better learning
outcomes and help schools to operate more efficiently. However, if those same AI applications are not
properly designed or used carelessly, this could lead to harmful consequences. Educators need to be
aware and ask questions whether the AI systems they are using are reliable, fair, safe and trustworthy and
that the management of educational data is secure, protects the privacy of individuals and is used for the
common good. “Ethical AI” is used to indicate the development, deployment and use of AI that ensures
compliance with ethical norms, ethical principles and related core values.
Adapted from European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical
guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators,
Publications Office of the European Union, 2022, p. 11. https://data.europa.eu/doi/10.2766/153756
Schools usually have to manage
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Schools typically process substantial amounts of educational data including personal information about
students, parents, staff, management and suppliers. Data collected, used, and processed in education is
often referred to as “educational data”. These consist of data recorded in student information systems for
example, educational achievements, parent names, assessment grades, as well as micro-level data
generated when digital tools are used. When students interact with digital devices, they generate digital
traces such as mouse clicks, data on opened pages, the timing of interaction events, or key presses. In the
same way when using intelligent tutoring systems in classrooms, learning mathematics or modern
languages produce learning activity traces. All this data can be combined to capture each student’s online
behaviour. This type of trace data (digital usage and learning activity traces) is often used for learning
analytics. Data in student information systems can be further used for resource and course planning and to
predict dropout and for guidance.
The use of AI systems can potentially enhance teaching, learning and assessment, provide better learning
outcomes and help schools to operate more efficiently. However, if those same AI applications are not
properly designed or used carelessly, this could lead to harmful consequences. Educators need to be
aware and ask questions whether the AI systems they are using are reliable, fair, safe and trustworthy and
that the management of educational data is secure, protects the privacy of individuals and is used for the
common good. “Ethical AI” is used to indicate the development, deployment and use of AI that ensures
compliance with ethical norms, ethical principles and related core values.
Adapted from European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical
guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators,
Publications Office of the European Union, 2022, p. 11. https://data.europa.eu/doi/10.2766/153756
Digital traces refer to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Schools typically process substantial amounts of educational data including personal information about
students, parents, staff, management and suppliers. Data collected, used, and processed in education is
often referred to as “educational data”. These consist of data recorded in student information systems for
example, educational achievements, parent names, assessment grades, as well as micro-level data
generated when digital tools are used. When students interact with digital devices, they generate digital
traces such as mouse clicks, data on opened pages, the timing of interaction events, or key presses. In the
same way when using intelligent tutoring systems in classrooms, learning mathematics or modern
languages produce learning activity traces. All this data can be combined to capture each student’s online
behaviour. This type of trace data (digital usage and learning activity traces) is often used for learning
analytics. Data in student information systems can be further used for resource and course planning and to
predict dropout and for guidance.
The use of AI systems can potentially enhance teaching, learning and assessment, provide better learning
outcomes and help schools to operate more efficiently. However, if those same AI applications are not
properly designed or used carelessly, this could lead to harmful consequences. Educators need to be
aware and ask questions whether the AI systems they are using are reliable, fair, safe and trustworthy and
that the management of educational data is secure, protects the privacy of individuals and is used for the
common good. “Ethical AI” is used to indicate the development, deployment and use of AI that ensures
compliance with ethical norms, ethical principles and related core values.
Adapted from European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical
guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators,
Publications Office of the European Union, 2022, p. 11. https://data.europa.eu/doi/10.2766/153756
A student’s online behaviour can be observed through
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Schools typically process substantial amounts of educational data including personal information about
students, parents, staff, management and suppliers. Data collected, used, and processed in education is
often referred to as “educational data”. These consist of data recorded in student information systems for
example, educational achievements, parent names, assessment grades, as well as micro-level data
generated when digital tools are used. When students interact with digital devices, they generate digital
traces such as mouse clicks, data on opened pages, the timing of interaction events, or key presses. In the
same way when using intelligent tutoring systems in classrooms, learning mathematics or modern
languages produce learning activity traces. All this data can be combined to capture each student’s online
behaviour. This type of trace data (digital usage and learning activity traces) is often used for learning
analytics. Data in student information systems can be further used for resource and course planning and to
predict dropout and for guidance.
The use of AI systems can potentially enhance teaching, learning and assessment, provide better learning
outcomes and help schools to operate more efficiently. However, if those same AI applications are not
properly designed or used carelessly, this could lead to harmful consequences. Educators need to be
aware and ask questions whether the AI systems they are using are reliable, fair, safe and trustworthy and
that the management of educational data is secure, protects the privacy of individuals and is used for the
common good. “Ethical AI” is used to indicate the development, deployment and use of AI that ensures
compliance with ethical norms, ethical principles and related core values.
Adapted from European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical
guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators,
Publications Office of the European Union, 2022, p. 11. https://data.europa.eu/doi/10.2766/153756
Data in student information systems can be used to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Schools typically process substantial amounts of educational data including personal information about
students, parents, staff, management and suppliers. Data collected, used, and processed in education is
often referred to as “educational data”. These consist of data recorded in student information systems for
example, educational achievements, parent names, assessment grades, as well as micro-level data
generated when digital tools are used. When students interact with digital devices, they generate digital
traces such as mouse clicks, data on opened pages, the timing of interaction events, or key presses. In the
same way when using intelligent tutoring systems in classrooms, learning mathematics or modern
languages produce learning activity traces. All this data can be combined to capture each student’s online
behaviour. This type of trace data (digital usage and learning activity traces) is often used for learning
analytics. Data in student information systems can be further used for resource and course planning and to
predict dropout and for guidance.
The use of AI systems can potentially enhance teaching, learning and assessment, provide better learning
outcomes and help schools to operate more efficiently. However, if those same AI applications are not
properly designed or used carelessly, this could lead to harmful consequences. Educators need to be
aware and ask questions whether the AI systems they are using are reliable, fair, safe and trustworthy and
that the management of educational data is secure, protects the privacy of individuals and is used for the
common good. “Ethical AI” is used to indicate the development, deployment and use of AI that ensures
compliance with ethical norms, ethical principles and related core values.
Adapted from European Commission, Directorate-General for Education, Youth, Sport and Culture, Ethical
guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators,
Publications Office of the European Union, 2022, p. 11. https://data.europa.eu/doi/10.2766/153756
Teachers using AI applications in school should be aware of
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
While the performance gaps and school segregation rates have decreased, educational outcomes remain
more inequitable in Bulgaria than internationally, pointing to the inability of the Bulgarian education system
to ensure inclusion and correct existing social inequalities. The value that schooling brings to students
whose mother tongue is Bulgarian is much higher than that provided to students whose mother tongue is,
for example, Turkish or Romani (World Bank, 2019). This is an important challenge, given that around one
in seven residents of Bulgaria do not consider themselves ethnic Bulgarians, and are likely to speak
another language at home. According to the latest population census in 2011, 84.8% of Bulgarian
residents self-identified as Bulgarians; 8.8% identified as Turkish; and 4.9% identified as Romani. The
share of children who are not in the formal education system is much larger among ethnic minorities than
for among those who identify as Bulgarian. According to the national population census of 2011, 5.6% of
Bulgarian children aged 7 to 15 years were not in school in 2011, compared with 23.2% of children of the
same age who identify as ethnically Roma, and 11.9% of children identifying as ethnically Turkish
(Republic of Bulgaria National Statistical Institute, 2011). The analysis of inequalities between different
ethnic groups observed from the student data gathered in formal education settings does not consider
those children who are out of school, and therefore does not provide a full picture of educational equity in
the country. […] Socio-economically advantaged students and boys perform better than disadvantaged
students and girls.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:50, https://data.europa.eu/doi/10.2766/429517
The Bulgarian education system may be considered
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
While the performance gaps and school segregation rates have decreased, educational outcomes remain
more inequitable in Bulgaria than internationally, pointing to the inability of the Bulgarian education system
to ensure inclusion and correct existing social inequalities. The value that schooling brings to students
whose mother tongue is Bulgarian is much higher than that provided to students whose mother tongue is,
for example, Turkish or Romani (World Bank, 2019). This is an important challenge, given that around one
in seven residents of Bulgaria do not consider themselves ethnic Bulgarians, and are likely to speak
another language at home. According to the latest population census in 2011, 84.8% of Bulgarian
residents self-identified as Bulgarians; 8.8% identified as Turkish; and 4.9% identified as Romani. The
share of children who are not in the formal education system is much larger among ethnic minorities than
for among those who identify as Bulgarian. According to the national population census of 2011, 5.6% of
Bulgarian children aged 7 to 15 years were not in school in 2011, compared with 23.2% of children of the
same age who identify as ethnically Roma, and 11.9% of children identifying as ethnically Turkish
(Republic of Bulgaria National Statistical Institute, 2011). The analysis of inequalities between different
ethnic groups observed from the student data gathered in formal education settings does not consider
those children who are out of school, and therefore does not provide a full picture of educational equity in
the country. […] Socio-economically advantaged students and boys perform better than disadvantaged
students and girls.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:50, https://data.europa.eu/doi/10.2766/429517
Schooling gives mother-tongue Bulgarian students
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
While the performance gaps and school segregation rates have decreased, educational outcomes remain
more inequitable in Bulgaria than internationally, pointing to the inability of the Bulgarian education system
to ensure inclusion and correct existing social inequalities. The value that schooling brings to students
whose mother tongue is Bulgarian is much higher than that provided to students whose mother tongue is,
for example, Turkish or Romani (World Bank, 2019). This is an important challenge, given that around one
in seven residents of Bulgaria do not consider themselves ethnic Bulgarians, and are likely to speak
another language at home. According to the latest population census in 2011, 84.8% of Bulgarian
residents self-identified as Bulgarians; 8.8% identified as Turkish; and 4.9% identified as Romani. The
share of children who are not in the formal education system is much larger among ethnic minorities than
for among those who identify as Bulgarian. According to the national population census of 2011, 5.6% of
Bulgarian children aged 7 to 15 years were not in school in 2011, compared with 23.2% of children of the
same age who identify as ethnically Roma, and 11.9% of children identifying as ethnically Turkish
(Republic of Bulgaria National Statistical Institute, 2011). The analysis of inequalities between different
ethnic groups observed from the student data gathered in formal education settings does not consider
those children who are out of school, and therefore does not provide a full picture of educational equity in
the country. […] Socio-economically advantaged students and boys perform better than disadvantaged
students and girls.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:50, https://data.europa.eu/doi/10.2766/429517
One in seven residents of Bulgaria
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
While the performance gaps and school segregation rates have decreased, educational outcomes remain
more inequitable in Bulgaria than internationally, pointing to the inability of the Bulgarian education system
to ensure inclusion and correct existing social inequalities. The value that schooling brings to students
whose mother tongue is Bulgarian is much higher than that provided to students whose mother tongue is,
for example, Turkish or Romani (World Bank, 2019). This is an important challenge, given that around one
in seven residents of Bulgaria do not consider themselves ethnic Bulgarians, and are likely to speak
another language at home. According to the latest population census in 2011, 84.8% of Bulgarian
residents self-identified as Bulgarians; 8.8% identified as Turkish; and 4.9% identified as Romani. The
share of children who are not in the formal education system is much larger among ethnic minorities than
for among those who identify as Bulgarian. According to the national population census of 2011, 5.6% of
Bulgarian children aged 7 to 15 years were not in school in 2011, compared with 23.2% of children of the
same age who identify as ethnically Roma, and 11.9% of children identifying as ethnically Turkish
(Republic of Bulgaria National Statistical Institute, 2011). The analysis of inequalities between different
ethnic groups observed from the student data gathered in formal education settings does not consider
those children who are out of school, and therefore does not provide a full picture of educational equity in
the country. […] Socio-economically advantaged students and boys perform better than disadvantaged
students and girls.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:50, https://data.europa.eu/doi/10.2766/429517
In 2011, the majority of children who were not in the Bulgarian education system were
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
While the performance gaps and school segregation rates have decreased, educational outcomes remain
more inequitable in Bulgaria than internationally, pointing to the inability of the Bulgarian education system
to ensure inclusion and correct existing social inequalities. The value that schooling brings to students
whose mother tongue is Bulgarian is much higher than that provided to students whose mother tongue is,
for example, Turkish or Romani (World Bank, 2019). This is an important challenge, given that around one
in seven residents of Bulgaria do not consider themselves ethnic Bulgarians, and are likely to speak
another language at home. According to the latest population census in 2011, 84.8% of Bulgarian
residents self-identified as Bulgarians; 8.8% identified as Turkish; and 4.9% identified as Romani. The
share of children who are not in the formal education system is much larger among ethnic minorities than
for among those who identify as Bulgarian. According to the national population census of 2011, 5.6% of
Bulgarian children aged 7 to 15 years were not in school in 2011, compared with 23.2% of children of the
same age who identify as ethnically Roma, and 11.9% of children identifying as ethnically Turkish
(Republic of Bulgaria National Statistical Institute, 2011). The analysis of inequalities between different
ethnic groups observed from the student data gathered in formal education settings does not consider
those children who are out of school, and therefore does not provide a full picture of educational equity in
the country. […] Socio-economically advantaged students and boys perform better than disadvantaged
students and girls.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:50, https://data.europa.eu/doi/10.2766/429517
Which of the following statements is true according to the text?
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
According to existing studies, the most important factors contributing to high-quality education in Estonia
include strong pre-school traditions, well-educated teachers, positive attitudes towards education in
society, and a generally well-developed educational landscape (Vukovic, 2018). Estonian policy-makers
also focus continuously on the modernisation of the country’s education system, and keep learning and
improving education policy despite already high results (European Commission, 2019). A strong focus on
digitalisation in Estonia has also significantly contributed to improvements in education quality. The country
has implemented various initiatives aimed at facilitating the digitalisation of the education system and
improving the digital skills of students and teachers (Hariduse Infotechnoloogia Sihtasutus, n.d.). While the
COVID-19 pandemic has highlighted a lack of readiness in education systems across most EU Member
States to shift towards digital and distance learning, Estonia managed this transition relatively smoothly
and with minimal negative effects, due to the high level of digitalisation of its education system (Vihma,
2020). However, education quality is threatened by a potential future shortage of teachers. Despite the
government’s efforts to encourage more young people to choose teaching as a profession, in 2018, 49.4%
of teachers (from primary to upper-secondary levels) were older than 50 (European Commission, 2020, b).
The right to equal opportunities in education was clearly set out in the Republic of Estonia Education Act in
1992, indicating that equity has been an integral part of the Estonian education system for the last 30
years. Indeed, the impact of socio-economic background on the performance of Estonian students is
among the lowest in the EU.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:63, https://data.europa.eu/doi/10.2766/429517
Among the factors contributing to Estonia’s excellence in education are
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
According to existing studies, the most important factors contributing to high-quality education in Estonia
include strong pre-school traditions, well-educated teachers, positive attitudes towards education in
society, and a generally well-developed educational landscape (Vukovic, 2018). Estonian policy-makers
also focus continuously on the modernisation of the country’s education system, and keep learning and
improving education policy despite already high results (European Commission, 2019). A strong focus on
digitalisation in Estonia has also significantly contributed to improvements in education quality. The country
has implemented various initiatives aimed at facilitating the digitalisation of the education system and
improving the digital skills of students and teachers (Hariduse Infotechnoloogia Sihtasutus, n.d.). While the
COVID-19 pandemic has highlighted a lack of readiness in education systems across most EU Member
States to shift towards digital and distance learning, Estonia managed this transition relatively smoothly
and with minimal negative effects, due to the high level of digitalisation of its education system (Vihma,
2020). However, education quality is threatened by a potential future shortage of teachers. Despite the
government’s efforts to encourage more young people to choose teaching as a profession, in 2018, 49.4%
of teachers (from primary to upper-secondary levels) were older than 50 (European Commission, 2020, b).
The right to equal opportunities in education was clearly set out in the Republic of Estonia Education Act in
1992, indicating that equity has been an integral part of the Estonian education system for the last 30
years. Indeed, the impact of socio-economic background on the performance of Estonian students is
among the lowest in the EU.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:63, https://data.europa.eu/doi/10.2766/429517
Policy-making is focused on
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
According to existing studies, the most important factors contributing to high-quality education in Estonia
include strong pre-school traditions, well-educated teachers, positive attitudes towards education in
society, and a generally well-developed educational landscape (Vukovic, 2018). Estonian policy-makers
also focus continuously on the modernisation of the country’s education system, and keep learning and
improving education policy despite already high results (European Commission, 2019). A strong focus on
digitalisation in Estonia has also significantly contributed to improvements in education quality. The country
has implemented various initiatives aimed at facilitating the digitalisation of the education system and
improving the digital skills of students and teachers (Hariduse Infotechnoloogia Sihtasutus, n.d.). While the
COVID-19 pandemic has highlighted a lack of readiness in education systems across most EU Member
States to shift towards digital and distance learning, Estonia managed this transition relatively smoothly
and with minimal negative effects, due to the high level of digitalisation of its education system (Vihma,
2020). However, education quality is threatened by a potential future shortage of teachers. Despite the
government’s efforts to encourage more young people to choose teaching as a profession, in 2018, 49.4%
of teachers (from primary to upper-secondary levels) were older than 50 (European Commission, 2020, b).
The right to equal opportunities in education was clearly set out in the Republic of Estonia Education Act in
1992, indicating that equity has been an integral part of the Estonian education system for the last 30
years. Indeed, the impact of socio-economic background on the performance of Estonian students is
among the lowest in the EU.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:63, https://data.europa.eu/doi/10.2766/429517
Education quality has been improved by
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
According to existing studies, the most important factors contributing to high-quality education in Estonia
include strong pre-school traditions, well-educated teachers, positive attitudes towards education in
society, and a generally well-developed educational landscape (Vukovic, 2018). Estonian policy-makers
also focus continuously on the modernisation of the country’s education system, and keep learning and
improving education policy despite already high results (European Commission, 2019). A strong focus on
digitalisation in Estonia has also significantly contributed to improvements in education quality. The country
has implemented various initiatives aimed at facilitating the digitalisation of the education system and
improving the digital skills of students and teachers (Hariduse Infotechnoloogia Sihtasutus, n.d.). While the
COVID-19 pandemic has highlighted a lack of readiness in education systems across most EU Member
States to shift towards digital and distance learning, Estonia managed this transition relatively smoothly
and with minimal negative effects, due to the high level of digitalisation of its education system (Vihma,
2020). However, education quality is threatened by a potential future shortage of teachers. Despite the
government’s efforts to encourage more young people to choose teaching as a profession, in 2018, 49.4%
of teachers (from primary to upper-secondary levels) were older than 50 (European Commission, 2020, b).
The right to equal opportunities in education was clearly set out in the Republic of Estonia Education Act in
1992, indicating that equity has been an integral part of the Estonian education system for the last 30
years. Indeed, the impact of socio-economic background on the performance of Estonian students is
among the lowest in the EU.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:63, https://data.europa.eu/doi/10.2766/429517
In the future, education quality might be put at risk by
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
According to existing studies, the most important factors contributing to high-quality education in Estonia
include strong pre-school traditions, well-educated teachers, positive attitudes towards education in
society, and a generally well-developed educational landscape (Vukovic, 2018). Estonian policy-makers
also focus continuously on the modernisation of the country’s education system, and keep learning and
improving education policy despite already high results (European Commission, 2019). A strong focus on
digitalisation in Estonia has also significantly contributed to improvements in education quality. The country
has implemented various initiatives aimed at facilitating the digitalisation of the education system and
improving the digital skills of students and teachers (Hariduse Infotechnoloogia Sihtasutus, n.d.). While the
COVID-19 pandemic has highlighted a lack of readiness in education systems across most EU Member
States to shift towards digital and distance learning, Estonia managed this transition relatively smoothly
and with minimal negative effects, due to the high level of digitalisation of its education system (Vihma,
2020). However, education quality is threatened by a potential future shortage of teachers. Despite the
government’s efforts to encourage more young people to choose teaching as a profession, in 2018, 49.4%
of teachers (from primary to upper-secondary levels) were older than 50 (European Commission, 2020, b).
The right to equal opportunities in education was clearly set out in the Republic of Estonia Education Act in
1992, indicating that equity has been an integral part of the Estonian education system for the last 30
years. Indeed, the impact of socio-economic background on the performance of Estonian students is
among the lowest in the EU.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:63, https://data.europa.eu/doi/10.2766/429517
A core constituent of the Estonian education system is
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Since Latvia regained its independence in 1990s, the country has aimed to improve the quality of its
education system. It began by setting up a strong basis for the education system with clear goals and
objectives, and later focused on ensuring high quality through, for example, the implementation of quality
assurance measures. However, some challenges still remain in the efforts to ensure the quality and equity
of education in the country. The quality of education in Latvia is threatened by a lack of qualified teachers
and the inefficient use of resources. More specifically, accessible, high-quality professional development
programmes are rare and no formal system of support for teachers exists. The teaching profession is also
not seen as attractive in Latvia, resulting in a low number of new teachers. (OECD, 2020, c). This poses
the risk of a future teacher shortage. However, teacher shortages are already a serious problem for some
municipalities and schools (European Commission, 2020, c). Moreover, quality assurance mechanisms are
still not fully efficient, as education institutions often lack the capacity to use the data from evaluations and
assessments to carry out systematic improvements. Resource allocation and the sharing of responsibility
also hinders the quality of education. Local authorities have limited autonomy and capacity to raise
income, which negatively affects their ability to address various context-specific challenges. (OECD, 2020,
c). School networks in the country are also organised fairly inefficiently due to their large size, and
maintenance requires a great deal of resources (European Commission, 2020, c).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:81-
82, https://data.europa.eu/doi/10.2766/429517
One of Latvia’s priorities is to improve the ……………… of its education system
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Since Latvia regained its independence in 1990s, the country has aimed to improve the quality of its
education system. It began by setting up a strong basis for the education system with clear goals and
objectives, and later focused on ensuring high quality through, for example, the implementation of quality
assurance measures. However, some challenges still remain in the efforts to ensure the quality and equity
of education in the country. The quality of education in Latvia is threatened by a lack of qualified teachers
and the inefficient use of resources. More specifically, accessible, high-quality professional development
programmes are rare and no formal system of support for teachers exists. The teaching profession is also
not seen as attractive in Latvia, resulting in a low number of new teachers. (OECD, 2020, c). This poses
the risk of a future teacher shortage. However, teacher shortages are already a serious problem for some
municipalities and schools (European Commission, 2020, c). Moreover, quality assurance mechanisms are
still not fully efficient, as education institutions often lack the capacity to use the data from evaluations and
assessments to carry out systematic improvements. Resource allocation and the sharing of responsibility
also hinders the quality of education. Local authorities have limited autonomy and capacity to raise
income, which negatively affects their ability to address various context-specific challenges. (OECD, 2020,
c). School networks in the country are also organised fairly inefficiently due to their large size, and
maintenance requires a great deal of resources (European Commission, 2020, c).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:81-
82, https://data.europa.eu/doi/10.2766/429517
Some challenges faced by the Latvian education system are
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Since Latvia regained its independence in 1990s, the country has aimed to improve the quality of its
education system. It began by setting up a strong basis for the education system with clear goals and
objectives, and later focused on ensuring high quality through, for example, the implementation of quality
assurance measures. However, some challenges still remain in the efforts to ensure the quality and equity
of education in the country. The quality of education in Latvia is threatened by a lack of qualified teachers
and the inefficient use of resources. More specifically, accessible, high-quality professional development
programmes are rare and no formal system of support for teachers exists. The teaching profession is also
not seen as attractive in Latvia, resulting in a low number of new teachers. (OECD, 2020, c). This poses
the risk of a future teacher shortage. However, teacher shortages are already a serious problem for some
municipalities and schools (European Commission, 2020, c). Moreover, quality assurance mechanisms are
still not fully efficient, as education institutions often lack the capacity to use the data from evaluations and
assessments to carry out systematic improvements. Resource allocation and the sharing of responsibility
also hinders the quality of education. Local authorities have limited autonomy and capacity to raise
income, which negatively affects their ability to address various context-specific challenges. (OECD, 2020,
c). School networks in the country are also organised fairly inefficiently due to their large size, and
maintenance requires a great deal of resources (European Commission, 2020, c).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:81-
82, https://data.europa.eu/doi/10.2766/429517
The teaching profession is considered
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Since Latvia regained its independence in 1990s, the country has aimed to improve the quality of its
education system. It began by setting up a strong basis for the education system with clear goals and
objectives, and later focused on ensuring high quality through, for example, the implementation of quality
assurance measures. However, some challenges still remain in the efforts to ensure the quality and equity
of education in the country. The quality of education in Latvia is threatened by a lack of qualified teachers
and the inefficient use of resources. More specifically, accessible, high-quality professional development
programmes are rare and no formal system of support for teachers exists. The teaching profession is also
not seen as attractive in Latvia, resulting in a low number of new teachers. (OECD, 2020, c). This poses
the risk of a future teacher shortage. However, teacher shortages are already a serious problem for some
municipalities and schools (European Commission, 2020, c). Moreover, quality assurance mechanisms are
still not fully efficient, as education institutions often lack the capacity to use the data from evaluations and
assessments to carry out systematic improvements. Resource allocation and the sharing of responsibility
also hinders the quality of education. Local authorities have limited autonomy and capacity to raise
income, which negatively affects their ability to address various context-specific challenges. (OECD, 2020,
c). School networks in the country are also organised fairly inefficiently due to their large size, and
maintenance requires a great deal of resources (European Commission, 2020, c).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:81-
82, https://data.europa.eu/doi/10.2766/429517
Quality assurance mechanisms are
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Since Latvia regained its independence in 1990s, the country has aimed to improve the quality of its
education system. It began by setting up a strong basis for the education system with clear goals and
objectives, and later focused on ensuring high quality through, for example, the implementation of quality
assurance measures. However, some challenges still remain in the efforts to ensure the quality and equity
of education in the country. The quality of education in Latvia is threatened by a lack of qualified teachers
and the inefficient use of resources. More specifically, accessible, high-quality professional development
programmes are rare and no formal system of support for teachers exists. The teaching profession is also
not seen as attractive in Latvia, resulting in a low number of new teachers. (OECD, 2020, c). This poses
the risk of a future teacher shortage. However, teacher shortages are already a serious problem for some
municipalities and schools (European Commission, 2020, c). Moreover, quality assurance mechanisms are
still not fully efficient, as education institutions often lack the capacity to use the data from evaluations and
assessments to carry out systematic improvements. Resource allocation and the sharing of responsibility
also hinders the quality of education. Local authorities have limited autonomy and capacity to raise
income, which negatively affects their ability to address various context-specific challenges. (OECD, 2020,
c). School networks in the country are also organised fairly inefficiently due to their large size, and
maintenance requires a great deal of resources (European Commission, 2020, c).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:81-
82, https://data.europa.eu/doi/10.2766/429517
Local authorities have
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The education reform of 1999 [in Poland] focused on several important aspects of the education system. It
changed its structure, introducing a new curriculum and assessment system, and focused on ensuring
higher competences among teachers. In general, the goals of the school reform were to improve teaching
quality and increase educational opportunities. These goals were achieved to some extent. Increased
teacher autonomy and the introduction of the core curriculum helped to increase efficiency and
transparency in the education system. Under the new system, students followed the same curriculum for a
longer period of time and were streamed into different tracks later, and thus it was easier to ensure that all
students received the same quality basic education and had same opportunities to succeed academically.
Increased autonomy for teachers also allowed them to better adapt their teaching methods to the needs of
their students. Moreover, in the system introduced, students had to change school when progressing to
lower-secondary education (starting middle school). This meant it could be ensured that middle-school
teachers were less biased towards the students, whom they did not know, and would thus treat all students
in the same way. According to the national stakeholders, the changes in the education system’s structure
also helped to increase the motivation of teachers, which further contributed to better-quality teaching.
Working in new middle schools was seen as a promotion that motivated all teachers to improve the quality
of their teaching. The reform increased access to tertiary education and improved inclusion by ensuring
more equal opportunities (Wojniak & Majorek, 2018).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:105, https://data.europa.eu/doi/10.2766/429517
The education reform of 1999 also aimed to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The education reform of 1999 [in Poland] focused on several important aspects of the education system. It
changed its structure, introducing a new curriculum and assessment system, and focused on ensuring
higher competences among teachers. In general, the goals of the school reform were to improve teaching
quality and increase educational opportunities. These goals were achieved to some extent. Increased
teacher autonomy and the introduction of the core curriculum helped to increase efficiency and
transparency in the education system. Under the new system, students followed the same curriculum for a
longer period of time and were streamed into different tracks later, and thus it was easier to ensure that all
students received the same quality basic education and had same opportunities to succeed academically.
Increased autonomy for teachers also allowed them to better adapt their teaching methods to the needs of
their students. Moreover, in the system introduced, students had to change school when progressing to
lower-secondary education (starting middle school). This meant it could be ensured that middle-school
teachers were less biased towards the students, whom they did not know, and would thus treat all students
in the same way. According to the national stakeholders, the changes in the education system’s structure
also helped to increase the motivation of teachers, which further contributed to better-quality teaching.
Working in new middle schools was seen as a promotion that motivated all teachers to improve the quality
of their teaching. The reform increased access to tertiary education and improved inclusion by ensuring
more equal opportunities (Wojniak & Majorek, 2018).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:105, https://data.europa.eu/doi/10.2766/429517
Under the new system
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The education reform of 1999 [in Poland] focused on several important aspects of the education system. It
changed its structure, introducing a new curriculum and assessment system, and focused on ensuring
higher competences among teachers. In general, the goals of the school reform were to improve teaching
quality and increase educational opportunities. These goals were achieved to some extent. Increased
teacher autonomy and the introduction of the core curriculum helped to increase efficiency and
transparency in the education system. Under the new system, students followed the same curriculum for a
longer period of time and were streamed into different tracks later, and thus it was easier to ensure that all
students received the same quality basic education and had same opportunities to succeed academically.
Increased autonomy for teachers also allowed them to better adapt their teaching methods to the needs of
their students. Moreover, in the system introduced, students had to change school when progressing to
lower-secondary education (starting middle school). This meant it could be ensured that middle-school
teachers were less biased towards the students, whom they did not know, and would thus treat all students
in the same way. According to the national stakeholders, the changes in the education system’s structure
also helped to increase the motivation of teachers, which further contributed to better-quality teaching.
Working in new middle schools was seen as a promotion that motivated all teachers to improve the quality
of their teaching. The reform increased access to tertiary education and improved inclusion by ensuring
more equal opportunities (Wojniak & Majorek, 2018).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:105, https://data.europa.eu/doi/10.2766/429517
With the education reform, teachers’ autonomy
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The education reform of 1999 [in Poland] focused on several important aspects of the education system. It
changed its structure, introducing a new curriculum and assessment system, and focused on ensuring
higher competences among teachers. In general, the goals of the school reform were to improve teaching
quality and increase educational opportunities. These goals were achieved to some extent. Increased
teacher autonomy and the introduction of the core curriculum helped to increase efficiency and
transparency in the education system. Under the new system, students followed the same curriculum for a
longer period of time and were streamed into different tracks later, and thus it was easier to ensure that all
students received the same quality basic education and had same opportunities to succeed academically.
Increased autonomy for teachers also allowed them to better adapt their teaching methods to the needs of
their students. Moreover, in the system introduced, students had to change school when progressing to
lower-secondary education (starting middle school). This meant it could be ensured that middle-school
teachers were less biased towards the students, whom they did not know, and would thus treat all students
in the same way. According to the national stakeholders, the changes in the education system’s structure
also helped to increase the motivation of teachers, which further contributed to better-quality teaching.
Working in new middle schools was seen as a promotion that motivated all teachers to improve the quality
of their teaching. The reform increased access to tertiary education and improved inclusion by ensuring
more equal opportunities (Wojniak & Majorek, 2018).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:105, https://data.europa.eu/doi/10.2766/429517
When progressing to lower secondary education, students
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The education reform of 1999 [in Poland] focused on several important aspects of the education system. It
changed its structure, introducing a new curriculum and assessment system, and focused on ensuring
higher competences among teachers. In general, the goals of the school reform were to improve teaching
quality and increase educational opportunities. These goals were achieved to some extent. Increased
teacher autonomy and the introduction of the core curriculum helped to increase efficiency and
transparency in the education system. Under the new system, students followed the same curriculum for a
longer period of time and were streamed into different tracks later, and thus it was easier to ensure that all
students received the same quality basic education and had same opportunities to succeed academically.
Increased autonomy for teachers also allowed them to better adapt their teaching methods to the needs of
their students. Moreover, in the system introduced, students had to change school when progressing to
lower-secondary education (starting middle school). This meant it could be ensured that middle-school
teachers were less biased towards the students, whom they did not know, and would thus treat all students
in the same way. According to the national stakeholders, the changes in the education system’s structure
also helped to increase the motivation of teachers, which further contributed to better-quality teaching.
Working in new middle schools was seen as a promotion that motivated all teachers to improve the quality
of their teaching. The reform increased access to tertiary education and improved inclusion by ensuring
more equal opportunities (Wojniak & Majorek, 2018).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:105, https://data.europa.eu/doi/10.2766/429517
Working in the new lower secondary schools, was …………….. for teachers
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The basic skills of 15-year-olds in Portugal are comparable with the EU average. However, Portugal is one
of only a few countries in which clear, positive improvements in the academic performance of students in
reading, mathematics and science can be observed (European Commission, 2020, e). This indicates the
efforts policy-makers in Portugal have made to ensure the greater academic success of the country’s
students. According to the national stakeholders consulted, improvements in the quality and equity of the
Portuguese education system stem from the gradually increasing importance of school autonomy,
continuity between different education policy measures, and the willingness and motivation of the schools
and teachers to implement the necessary changes. It can be argued that participation in PISA has
triggered these changes in the Portuguese education system. Portugal’s low results in PISA in 2000 in all
three domains fuelled a discussion about the Portuguese education system (Crato, 2020) and the PISA
results were used to legitimise and promote some controversial reforms. These include curriculum reforms
in Portuguese, mathematics and natural sciences (Marôco, 2021); the introduction of high-stakes exams;
and changes in conditions for teachers (Afonso & Costa, 2009). The changes that were implemented in
response to the PISA results focus on quantifiable results, and may not necessarily consider the overall
quality of the education system in a holistic manner. Still, it is evident from Portugal’s PISA performance
[…] that the changes have helped Portugal to achieve its goal of increasing the mean academic
performance of its students. More recent reforms have focused on a more holistic approach to education in
an attempt to improve achievement. Such recent reforms include an increase in the length of compulsory
education, and a recent curricular reform focusing on innovative pedagogical approaches and greater
school autonomy (OECD, 2020, f).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:109-
110, https://data.europa.eu/doi/10.2766/429517
Portugal has made improvements in the academic performance of students in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The basic skills of 15-year-olds in Portugal are comparable with the EU average. However, Portugal is one
of only a few countries in which clear, positive improvements in the academic performance of students in
reading, mathematics and science can be observed (European Commission, 2020, e). This indicates the
efforts policy-makers in Portugal have made to ensure the greater academic success of the country’s
students. According to the national stakeholders consulted, improvements in the quality and equity of the
Portuguese education system stem from the gradually increasing importance of school autonomy,
continuity between different education policy measures, and the willingness and motivation of the schools
and teachers to implement the necessary changes. It can be argued that participation in PISA has
triggered these changes in the Portuguese education system. Portugal’s low results in PISA in 2000 in all
three domains fuelled a discussion about the Portuguese education system (Crato, 2020) and the PISA
results were used to legitimise and promote some controversial reforms. These include curriculum reforms
in Portuguese, mathematics and natural sciences (Marôco, 2021); the introduction of high-stakes exams;
and changes in conditions for teachers (Afonso & Costa, 2009). The changes that were implemented in
response to the PISA results focus on quantifiable results, and may not necessarily consider the overall
quality of the education system in a holistic manner. Still, it is evident from Portugal’s PISA performance
[…] that the changes have helped Portugal to achieve its goal of increasing the mean academic
performance of its students. More recent reforms have focused on a more holistic approach to education in
an attempt to improve achievement. Such recent reforms include an increase in the length of compulsory
education, and a recent curricular reform focusing on innovative pedagogical approaches and greater
school autonomy (OECD, 2020, f).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:109-
110, https://data.europa.eu/doi/10.2766/429517
Discussions about PISA results
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The basic skills of 15-year-olds in Portugal are comparable with the EU average. However, Portugal is one
of only a few countries in which clear, positive improvements in the academic performance of students in
reading, mathematics and science can be observed (European Commission, 2020, e). This indicates the
efforts policy-makers in Portugal have made to ensure the greater academic success of the country’s
students. According to the national stakeholders consulted, improvements in the quality and equity of the
Portuguese education system stem from the gradually increasing importance of school autonomy,
continuity between different education policy measures, and the willingness and motivation of the schools
and teachers to implement the necessary changes. It can be argued that participation in PISA has
triggered these changes in the Portuguese education system. Portugal’s low results in PISA in 2000 in all
three domains fuelled a discussion about the Portuguese education system (Crato, 2020) and the PISA
results were used to legitimise and promote some controversial reforms. These include curriculum reforms
in Portuguese, mathematics and natural sciences (Marôco, 2021); the introduction of high-stakes exams;
and changes in conditions for teachers (Afonso & Costa, 2009). The changes that were implemented in
response to the PISA results focus on quantifiable results, and may not necessarily consider the overall
quality of the education system in a holistic manner. Still, it is evident from Portugal’s PISA performance
[…] that the changes have helped Portugal to achieve its goal of increasing the mean academic
performance of its students. More recent reforms have focused on a more holistic approach to education in
an attempt to improve achievement. Such recent reforms include an increase in the length of compulsory
education, and a recent curricular reform focusing on innovative pedagogical approaches and greater
school autonomy (OECD, 2020, f).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:109-
110, https://data.europa.eu/doi/10.2766/429517
One of the reforms introduced concerned
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The basic skills of 15-year-olds in Portugal are comparable with the EU average. However, Portugal is one
of only a few countries in which clear, positive improvements in the academic performance of students in
reading, mathematics and science can be observed (European Commission, 2020, e). This indicates the
efforts policy-makers in Portugal have made to ensure the greater academic success of the country’s
students. According to the national stakeholders consulted, improvements in the quality and equity of the
Portuguese education system stem from the gradually increasing importance of school autonomy,
continuity between different education policy measures, and the willingness and motivation of the schools
and teachers to implement the necessary changes. It can be argued that participation in PISA has
triggered these changes in the Portuguese education system. Portugal’s low results in PISA in 2000 in all
three domains fuelled a discussion about the Portuguese education system (Crato, 2020) and the PISA
results were used to legitimise and promote some controversial reforms. These include curriculum reforms
in Portuguese, mathematics and natural sciences (Marôco, 2021); the introduction of high-stakes exams;
and changes in conditions for teachers (Afonso & Costa, 2009). The changes that were implemented in
response to the PISA results focus on quantifiable results, and may not necessarily consider the overall
quality of the education system in a holistic manner. Still, it is evident from Portugal’s PISA performance
[…] that the changes have helped Portugal to achieve its goal of increasing the mean academic
performance of its students. More recent reforms have focused on a more holistic approach to education in
an attempt to improve achievement. Such recent reforms include an increase in the length of compulsory
education, and a recent curricular reform focusing on innovative pedagogical approaches and greater
school autonomy (OECD, 2020, f).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:109-
110, https://data.europa.eu/doi/10.2766/429517
The changes in the education system have contributed to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The basic skills of 15-year-olds in Portugal are comparable with the EU average. However, Portugal is one
of only a few countries in which clear, positive improvements in the academic performance of students in
reading, mathematics and science can be observed (European Commission, 2020, e). This indicates the
efforts policy-makers in Portugal have made to ensure the greater academic success of the country’s
students. According to the national stakeholders consulted, improvements in the quality and equity of the
Portuguese education system stem from the gradually increasing importance of school autonomy,
continuity between different education policy measures, and the willingness and motivation of the schools
and teachers to implement the necessary changes. It can be argued that participation in PISA has
triggered these changes in the Portuguese education system. Portugal’s low results in PISA in 2000 in all
three domains fuelled a discussion about the Portuguese education system (Crato, 2020) and the PISA
results were used to legitimise and promote some controversial reforms. These include curriculum reforms
in Portuguese, mathematics and natural sciences (Marôco, 2021); the introduction of high-stakes exams;
and changes in conditions for teachers (Afonso & Costa, 2009). The changes that were implemented in
response to the PISA results focus on quantifiable results, and may not necessarily consider the overall
quality of the education system in a holistic manner. Still, it is evident from Portugal’s PISA performance
[…] that the changes have helped Portugal to achieve its goal of increasing the mean academic
performance of its students. More recent reforms have focused on a more holistic approach to education in
an attempt to improve achievement. Such recent reforms include an increase in the length of compulsory
education, and a recent curricular reform focusing on innovative pedagogical approaches and greater
school autonomy (OECD, 2020, f).
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union, 2022:109-
110, https://data.europa.eu/doi/10.2766/429517
More recent reforms have been more
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
In relation to the quality of education, policy-makers have focused on modernising the education system by
introducing innovative pedagogies and educational measures. The national curriculum for basic schools
and general upper-secondary schools focuses on the introduction of key competences. This has been
achieved through amendments to the national curriculum and the implementation of various initiatives such
as the Opening up Slovenia initiative, which focuses on introducing innovative open learning approaches.
Changes to the Basic School Act also focused on providing greater autonomy to schools so that they could
choose for themselves the best pedagogical approaches and ensure higher efficiency in their work (OECD,
2016, a). It is also important to note that a lot of state effort has been put into improving the quality of the
VET (Vocational Education and Training) system. The proportion of students in the VET track in Slovenia
is exceptionally high, which means that improvements in the VET system are especially important for the
overall quality of the Slovenian education system, and can contribute significantly to improvements of the
academic performance of students. However, the quality of education is threatened by a lack of new
teachers. Only a small proportion of teachers in Slovenia are newly trained and young. In 2018, only 3.9%
of all teachers were new teachers (compared to an EU-27 average of 11.6%), and only 6.4% were younger
than 30 (compared to an EU average of 7.4%) (European Commission, 2020, f). The risk of a future
shortage of teachers is especially marked in STEM subjects. It is estimated that by 2030, 56% of all STEM
teachers currently working will have retired. It is unlikely that these teachers will be replaced by new
teachers, as enrolment in STEM teaching programmes has decreased by 80% over the past 15 years.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:134, https://data.europa.eu/doi/10.2766/429517
The national curriculum for basic schools and general upper secondary schools is focused on
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
In relation to the quality of education, policy-makers have focused on modernising the education system by
introducing innovative pedagogies and educational measures. The national curriculum for basic schools
and general upper-secondary schools focuses on the introduction of key competences. This has been
achieved through amendments to the national curriculum and the implementation of various initiatives such
as the Opening up Slovenia initiative, which focuses on introducing innovative open learning approaches.
Changes to the Basic School Act also focused on providing greater autonomy to schools so that they could
choose for themselves the best pedagogical approaches and ensure higher efficiency in their work (OECD,
2016, a). It is also important to note that a lot of state effort has been put into improving the quality of the
VET (Vocational Education and Training) system. The proportion of students in the VET track in Slovenia
is exceptionally high, which means that improvements in the VET system are especially important for the
overall quality of the Slovenian education system, and can contribute significantly to improvements of the
academic performance of students. However, the quality of education is threatened by a lack of new
teachers. Only a small proportion of teachers in Slovenia are newly trained and young. In 2018, only 3.9%
of all teachers were new teachers (compared to an EU-27 average of 11.6%), and only 6.4% were younger
than 30 (compared to an EU average of 7.4%) (European Commission, 2020, f). The risk of a future
shortage of teachers is especially marked in STEM subjects. It is estimated that by 2030, 56% of all STEM
teachers currently working will have retired. It is unlikely that these teachers will be replaced by new
teachers, as enrolment in STEM teaching programmes has decreased by 80% over the past 15 years.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:134, https://data.europa.eu/doi/10.2766/429517
Through greater autonomy, schools could choose
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
In relation to the quality of education, policy-makers have focused on modernising the education system by
introducing innovative pedagogies and educational measures. The national curriculum for basic schools
and general upper-secondary schools focuses on the introduction of key competences. This has been
achieved through amendments to the national curriculum and the implementation of various initiatives such
as the Opening up Slovenia initiative, which focuses on introducing innovative open learning approaches.
Changes to the Basic School Act also focused on providing greater autonomy to schools so that they could
choose for themselves the best pedagogical approaches and ensure higher efficiency in their work (OECD,
2016, a). It is also important to note that a lot of state effort has been put into improving the quality of the
VET (Vocational Education and Training) system. The proportion of students in the VET track in Slovenia
is exceptionally high, which means that improvements in the VET system are especially important for the
overall quality of the Slovenian education system, and can contribute significantly to improvements of the
academic performance of students. However, the quality of education is threatened by a lack of new
teachers. Only a small proportion of teachers in Slovenia are newly trained and young. In 2018, only 3.9%
of all teachers were new teachers (compared to an EU-27 average of 11.6%), and only 6.4% were younger
than 30 (compared to an EU average of 7.4%) (European Commission, 2020, f). The risk of a future
shortage of teachers is especially marked in STEM subjects. It is estimated that by 2030, 56% of all STEM
teachers currently working will have retired. It is unlikely that these teachers will be replaced by new
teachers, as enrolment in STEM teaching programmes has decreased by 80% over the past 15 years.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:134, https://data.europa.eu/doi/10.2766/429517
Which of the following statements is true according to the text?
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
In relation to the quality of education, policy-makers have focused on modernising the education system by
introducing innovative pedagogies and educational measures. The national curriculum for basic schools
and general upper-secondary schools focuses on the introduction of key competences. This has been
achieved through amendments to the national curriculum and the implementation of various initiatives such
as the Opening up Slovenia initiative, which focuses on introducing innovative open learning approaches.
Changes to the Basic School Act also focused on providing greater autonomy to schools so that they could
choose for themselves the best pedagogical approaches and ensure higher efficiency in their work (OECD,
2016, a). It is also important to note that a lot of state effort has been put into improving the quality of the
VET (Vocational Education and Training) system. The proportion of students in the VET track in Slovenia
is exceptionally high, which means that improvements in the VET system are especially important for the
overall quality of the Slovenian education system, and can contribute significantly to improvements of the
academic performance of students. However, the quality of education is threatened by a lack of new
teachers. Only a small proportion of teachers in Slovenia are newly trained and young. In 2018, only 3.9%
of all teachers were new teachers (compared to an EU-27 average of 11.6%), and only 6.4% were younger
than 30 (compared to an EU average of 7.4%) (European Commission, 2020, f). The risk of a future
shortage of teachers is especially marked in STEM subjects. It is estimated that by 2030, 56% of all STEM
teachers currently working will have retired. It is unlikely that these teachers will be replaced by new
teachers, as enrolment in STEM teaching programmes has decreased by 80% over the past 15 years.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:134, https://data.europa.eu/doi/10.2766/429517
The quality of education is at risk because of
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
In relation to the quality of education, policy-makers have focused on modernising the education system by
introducing innovative pedagogies and educational measures. The national curriculum for basic schools
and general upper-secondary schools focuses on the introduction of key competences. This has been
achieved through amendments to the national curriculum and the implementation of various initiatives such
as the Opening up Slovenia initiative, which focuses on introducing innovative open learning approaches.
Changes to the Basic School Act also focused on providing greater autonomy to schools so that they could
choose for themselves the best pedagogical approaches and ensure higher efficiency in their work (OECD,
2016, a). It is also important to note that a lot of state effort has been put into improving the quality of the
VET (Vocational Education and Training) system. The proportion of students in the VET track in Slovenia
is exceptionally high, which means that improvements in the VET system are especially important for the
overall quality of the Slovenian education system, and can contribute significantly to improvements of the
academic performance of students. However, the quality of education is threatened by a lack of new
teachers. Only a small proportion of teachers in Slovenia are newly trained and young. In 2018, only 3.9%
of all teachers were new teachers (compared to an EU-27 average of 11.6%), and only 6.4% were younger
than 30 (compared to an EU average of 7.4%) (European Commission, 2020, f). The risk of a future
shortage of teachers is especially marked in STEM subjects. It is estimated that by 2030, 56% of all STEM
teachers currently working will have retired. It is unlikely that these teachers will be replaced by new
teachers, as enrolment in STEM teaching programmes has decreased by 80% over the past 15 years.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and
Culture, Successful PISA stories in the EU – How some Member states have been able to improve their
performance over time – Final report, Publications Office of the European Union,
2022:134, https://data.europa.eu/doi/10.2766/429517
The future shortage of teachers is more likely to be in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Overall, this report highlights a number of positive developments in embedding learning for sustainability in
school education in Europe. Sustainability is included in the curricula of all European countries, and related
competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven
sustainability competences shows that these competences are relatively well represented in European
curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on
learning for sustainability by embedding sustainability competences more extensively and in greater detail
across the whole curriculum.
However, the report also demonstrates that targeted support, guidance and training opportunities for
teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for
prospective teachers include sustainability-related competences or learning objectives in less than half of
the education systems. Support for the professional development of in-service teachers and school heads
is more common, although participation in training is rarely mandatory.
While the majority of European education systems provide guidance for schools to enable them to develop
whole-school approaches to sustainability, financial and non-financial support for specific school activities
is less common. There is still plenty of room to increase financial support to schools, to enable them to
invest in infrastructure that can be used in learning for sustainability or to fund regular school activities
related to sustainability, such as field trips.
This report refers to numerous examples of valuable financial and nonfinancial aid for school-based
initiatives and actions. However, such aid may not be available to every school and, in some cases,
projects promoting sustainability education may depend on the initiative of individual teachers or school
leaders. Finally, the analysis also shows that less than a third of all education systems have established
specific criteria related to sustainability in either external or internal school evaluations.
From European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 16, https://data.europa.eu/doi/10.2797/81397
Sustainability competences are ........................... . the curricula of all European countries
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Overall, this report highlights a number of positive developments in embedding learning for sustainability in
school education in Europe. Sustainability is included in the curricula of all European countries, and related
competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven
sustainability competences shows that these competences are relatively well represented in European
curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on
learning for sustainability by embedding sustainability competences more extensively and in greater detail
across the whole curriculum.
However, the report also demonstrates that targeted support, guidance and training opportunities for
teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for
prospective teachers include sustainability-related competences or learning objectives in less than half of
the education systems. Support for the professional development of in-service teachers and school heads
is more common, although participation in training is rarely mandatory.
While the majority of European education systems provide guidance for schools to enable them to develop
whole-school approaches to sustainability, financial and non-financial support for specific school activities
is less common. There is still plenty of room to increase financial support to schools, to enable them to
invest in infrastructure that can be used in learning for sustainability or to fund regular school activities
related to sustainability, such as field trips.
This report refers to numerous examples of valuable financial and nonfinancial aid for school-based
initiatives and actions. However, such aid may not be available to every school and, in some cases,
projects promoting sustainability education may depend on the initiative of individual teachers or school
leaders. Finally, the analysis also shows that less than a third of all education systems have established
specific criteria related to sustainability in either external or internal school evaluations.
From European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 16, https://data.europa.eu/doi/10.2797/81397
The report shows that focused support, advice, and training for teachers and school leaders should be
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Overall, this report highlights a number of positive developments in embedding learning for sustainability in
school education in Europe. Sustainability is included in the curricula of all European countries, and related
competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven
sustainability competences shows that these competences are relatively well represented in European
curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on
learning for sustainability by embedding sustainability competences more extensively and in greater detail
across the whole curriculum.
However, the report also demonstrates that targeted support, guidance and training opportunities for
teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for
prospective teachers include sustainability-related competences or learning objectives in less than half of
the education systems. Support for the professional development of in-service teachers and school heads
is more common, although participation in training is rarely mandatory.
While the majority of European education systems provide guidance for schools to enable them to develop
whole-school approaches to sustainability, financial and non-financial support for specific school activities
is less common. There is still plenty of room to increase financial support to schools, to enable them to
invest in infrastructure that can be used in learning for sustainability or to fund regular school activities
related to sustainability, such as field trips.
This report refers to numerous examples of valuable financial and nonfinancial aid for school-based
initiatives and actions. However, such aid may not be available to every school and, in some cases,
projects promoting sustainability education may depend on the initiative of individual teachers or school
leaders. Finally, the analysis also shows that less than a third of all education systems have established
specific criteria related to sustainability in either external or internal school evaluations.
From European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 16, https://data.europa.eu/doi/10.2797/81397
Mandatory participation in in-service training is rarely
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Overall, this report highlights a number of positive developments in embedding learning for sustainability in
school education in Europe. Sustainability is included in the curricula of all European countries, and related
competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven
sustainability competences shows that these competences are relatively well represented in European
curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on
learning for sustainability by embedding sustainability competences more extensively and in greater detail
across the whole curriculum.
However, the report also demonstrates that targeted support, guidance and training opportunities for
teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for
prospective teachers include sustainability-related competences or learning objectives in less than half of
the education systems. Support for the professional development of in-service teachers and school heads
is more common, although participation in training is rarely mandatory.
While the majority of European education systems provide guidance for schools to enable them to develop
whole-school approaches to sustainability, financial and non-financial support for specific school activities
is less common. There is still plenty of room to increase financial support to schools, to enable them to
invest in infrastructure that can be used in learning for sustainability or to fund regular school activities
related to sustainability, such as field trips.
This report refers to numerous examples of valuable financial and nonfinancial aid for school-based
initiatives and actions. However, such aid may not be available to every school and, in some cases,
projects promoting sustainability education may depend on the initiative of individual teachers or school
leaders. Finally, the analysis also shows that less than a third of all education systems have established
specific criteria related to sustainability in either external or internal school evaluations.
From European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 16, https://data.europa.eu/doi/10.2797/81397
Most European education systems offer support to schools so they can
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Overall, this report highlights a number of positive developments in embedding learning for sustainability in
school education in Europe. Sustainability is included in the curricula of all European countries, and related
competences are integrated across several or all subject areas. A detailed analysis of the take-up of seven
sustainability competences shows that these competences are relatively well represented in European
curricula. In this rapidly evolving area, ongoing curricular reforms aim to provide a deeper focus on
learning for sustainability by embedding sustainability competences more extensively and in greater detail
across the whole curriculum.
However, the report also demonstrates that targeted support, guidance and training opportunities for
teachers and school leaders could be reinforced. Regulations and guidelines for education programmes for
prospective teachers include sustainability-related competences or learning objectives in less than half of
the education systems. Support for the professional development of in-service teachers and school heads
is more common, although participation in training is rarely mandatory.
While the majority of European education systems provide guidance for schools to enable them to develop
whole-school approaches to sustainability, financial and non-financial support for specific school activities
is less common. There is still plenty of room to increase financial support to schools, to enable them to
invest in infrastructure that can be used in learning for sustainability or to fund regular school activities
related to sustainability, such as field trips.
This report refers to numerous examples of valuable financial and nonfinancial aid for school-based
initiatives and actions. However, such aid may not be available to every school and, in some cases,
projects promoting sustainability education may depend on the initiative of individual teachers or school
leaders. Finally, the analysis also shows that less than a third of all education systems have established
specific criteria related to sustainability in either external or internal school evaluations.
From European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 16, https://data.europa.eu/doi/10.2797/81397
Projects on sustainability education sometimes rely on
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Educational institutions, in partnership with other stakeholders, such as civil society organisations,
academia or the private sector, are seen as essential agents for addressing the sustainability challenges
that societies are facing, because of their key mission of building competences through teaching and
learning.
The declaration of the 2005–2014 United Nations decade of education for sustainable development
(UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of
education. The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of
education in creating a more sustainable future. Moreover, in 2015, world leaders adopted the 2030
Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of
which (SDG 4) is quality education. The international community has defined a set of targets and indicators
for each goal, to be achieved by 2030. Education for sustainable development is seen as a key instrument
in achieving all SDGs and a range of learning objectives have been defined. Both the Global Action
Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)
framework outline the need to prioritise action in five areas: policy, learning environments, building
capacities of educators, youth and local-level action, stressing the relevance of sustainability education in
achieving the SDGs and the social transformation required to address the pressing sustainability concerns.
In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO
has also developed its Greening Education Partnership programme. This global initiative is a collaborative
platform for governments and other stakeholders aiming to support the development of a whole-system
approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’,
‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to
inspire action from countries to empower learners with the skills required for inclusive and sustainable
economic development within the context of the transition towards digital and green economies’.
Adapted from European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 18-19, https://data.europa.eu/doi/10.2797/81397
Educational institutions can offer an important ........................... society's sustainability challenges
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Educational institutions, in partnership with other stakeholders, such as civil society organisations,
academia or the private sector, are seen as essential agents for addressing the sustainability challenges
that societies are facing, because of their key mission of building competences through teaching and
learning.
The declaration of the 2005–2014 United Nations decade of education for sustainable development
(UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of
education. The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of
education in creating a more sustainable future. Moreover, in 2015, world leaders adopted the 2030
Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of
which (SDG 4) is quality education. The international community has defined a set of targets and indicators
for each goal, to be achieved by 2030. Education for sustainable development is seen as a key instrument
in achieving all SDGs and a range of learning objectives have been defined. Both the Global Action
Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)
framework outline the need to prioritise action in five areas: policy, learning environments, building
capacities of educators, youth and local-level action, stressing the relevance of sustainability education in
achieving the SDGs and the social transformation required to address the pressing sustainability concerns.
In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO
has also developed its Greening Education Partnership programme. This global initiative is a collaborative
platform for governments and other stakeholders aiming to support the development of a whole-system
approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’,
‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to
inspire action from countries to empower learners with the skills required for inclusive and sustainable
economic development within the context of the transition towards digital and green economies’.
Adapted from European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 18-19, https://data.europa.eu/doi/10.2797/81397
The Global Action Programme
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Educational institutions, in partnership with other stakeholders, such as civil society organisations,
academia or the private sector, are seen as essential agents for addressing the sustainability challenges
that societies are facing, because of their key mission of building competences through teaching and
learning.
The declaration of the 2005–2014 United Nations decade of education for sustainable development
(UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of
education. The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of
education in creating a more sustainable future. Moreover, in 2015, world leaders adopted the 2030
Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of
which (SDG 4) is quality education. The international community has defined a set of targets and indicators
for each goal, to be achieved by 2030. Education for sustainable development is seen as a key instrument
in achieving all SDGs and a range of learning objectives have been defined. Both the Global Action
Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)
framework outline the need to prioritise action in five areas: policy, learning environments, building
capacities of educators, youth and local-level action, stressing the relevance of sustainability education in
achieving the SDGs and the social transformation required to address the pressing sustainability concerns.
In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO
has also developed its Greening Education Partnership programme. This global initiative is a collaborative
platform for governments and other stakeholders aiming to support the development of a whole-system
approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’,
‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to
inspire action from countries to empower learners with the skills required for inclusive and sustainable
economic development within the context of the transition towards digital and green economies’.
Adapted from European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 18-19, https://data.europa.eu/doi/10.2797/81397
The 2030 Agenda for Sustainable Development was adopted by
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Educational institutions, in partnership with other stakeholders, such as civil society organisations,
academia or the private sector, are seen as essential agents for addressing the sustainability challenges
that societies are facing, because of their key mission of building competences through teaching and
learning.
The declaration of the 2005–2014 United Nations decade of education for sustainable development
(UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of
education. The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of
education in creating a more sustainable future. Moreover, in 2015, world leaders adopted the 2030
Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of
which (SDG 4) is quality education. The international community has defined a set of targets and indicators
for each goal, to be achieved by 2030. Education for sustainable development is seen as a key instrument
in achieving all SDGs and a range of learning objectives have been defined. Both the Global Action
Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)
framework outline the need to prioritise action in five areas: policy, learning environments, building
capacities of educators, youth and local-level action, stressing the relevance of sustainability education in
achieving the SDGs and the social transformation required to address the pressing sustainability concerns.
In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO
has also developed its Greening Education Partnership programme. This global initiative is a collaborative
platform for governments and other stakeholders aiming to support the development of a whole-system
approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’,
‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to
inspire action from countries to empower learners with the skills required for inclusive and sustainable
economic development within the context of the transition towards digital and green economies’.
Adapted from European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 18-19, https://data.europa.eu/doi/10.2797/81397
"Greening curriculum" is one of the four ........................................ the Greening Education Partnership
programme
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Educational institutions, in partnership with other stakeholders, such as civil society organisations,
academia or the private sector, are seen as essential agents for addressing the sustainability challenges
that societies are facing, because of their key mission of building competences through teaching and
learning.
The declaration of the 2005–2014 United Nations decade of education for sustainable development
(UNDESD) acted as a catalyst for integrating the principles of learning for sustainability at all levels of
education. The UNDESD led to the follow-up Global Action Programme, which reiterated the key role of
education in creating a more sustainable future. Moreover, in 2015, world leaders adopted the 2030
Agenda for Sustainable Development and agreed on 17 sustainable development goals (SDGs), one of
which (SDG 4) is quality education. The international community has defined a set of targets and indicators
for each goal, to be achieved by 2030. Education for sustainable development is seen as a key instrument
in achieving all SDGs and a range of learning objectives have been defined. Both the Global Action
Programme and the Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030)
framework outline the need to prioritise action in five areas: policy, learning environments, building
capacities of educators, youth and local-level action, stressing the relevance of sustainability education in
achieving the SDGs and the social transformation required to address the pressing sustainability concerns.
In order to help countries to tackle the climate crisis by harnessing the critical role of education, UNESCO
has also developed its Greening Education Partnership programme. This global initiative is a collaborative
platform for governments and other stakeholders aiming to support the development of a whole-system
approach to sustainability education. Through its four pillars, ‘greening schools’, ‘greening curriculum’,
‘greening teacher training and education systems’ capacities’ and ‘greening communities’, it ‘aims to
inspire action from countries to empower learners with the skills required for inclusive and sustainable
economic development within the context of the transition towards digital and green economies’.
Adapted from European Commission: European Education and Culture Executive Agency, Learning for
sustainability in Europe – Building competences and supporting teachers and schools – Eurydice report,
Publications Office of the European Union, 2024, p. 18-19, https://data.europa.eu/doi/10.2797/81397
The goal of the Greening Education Partnership programme is to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The most recent data (2022) confirm that investment in education seems to be facing a stronger
competition from other public functions after the pandemic and consequently is getting a lower share of
total public expenditure than in the 2010s. In 2022, the EU-average public expenditure on education
reached 4.7% of GDP (Gross Domestic Product) and 9.5% of total public expenditure. Public expenditure
on education seems to have broadly stabilised in the EU, both as a share of GDP and of total public
expenditure. The former spiked in 2020 due to a strong GDP contraction, then it reverted to its pre-
pandemic trend. The latter had declined from 10.1% in 2019 to 9.4% in 2020 during the Covid-induced
recession and remained roughly constant in 2021 and 2022, albeit at historically low levels. Overall,
investment in education experienced one of the largest drops as a share of total public expenditure
between 2019 and 2022 among the various public policy sectors (-0.6 percentage points). Although part of
the social and economic measures taken in 2020-2021 to respond to the Covid-19 pandemic were
discontinued or gradually phased out in 2022, new measures were introduced to face the energy crisis and
support Ukraine in the wake of Russia’s invasion.
The Recovery and Resilience Facility, Cohesion Policy funding and the new EU economic governance
framework offer opportunities for quality investment in education. Member States are using EU funds to
support comprehensive curricular reforms, develop students’ digital competences, reinforce education in
science, technology, engineering and mathematics, enhance educational infrastructure and strengthen
teachers’ professional development. The reform of the EU economic governance framework provides for a
more gradual fiscal adjustment for a Member State in case of specific growth-enhancing reform and
investment commitments. Moreover, the European Commission is supporting Member States through the
Learning Lab on Investing in Quality Education and Training, by providing knowledge and resources to
identify how to make education systems more effective and efficient.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and Culture,
Investing in education 2024, Publications Office of the European Union, 2024, p. 7,
https://data.europa.eu/doi/10.2766/969920
The latest data show that investment in education appears to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The most recent data (2022) confirm that investment in education seems to be facing a stronger
competition from other public functions after the pandemic and consequently is getting a lower share of
total public expenditure than in the 2010s. In 2022, the EU-average public expenditure on education
reached 4.7% of GDP (Gross Domestic Product) and 9.5% of total public expenditure. Public expenditure
on education seems to have broadly stabilised in the EU, both as a share of GDP and of total public
expenditure. The former spiked in 2020 due to a strong GDP contraction, then it reverted to its pre-
pandemic trend. The latter had declined from 10.1% in 2019 to 9.4% in 2020 during the Covid-induced
recession and remained roughly constant in 2021 and 2022, albeit at historically low levels. Overall,
investment in education experienced one of the largest drops as a share of total public expenditure
between 2019 and 2022 among the various public policy sectors (-0.6 percentage points). Although part of
the social and economic measures taken in 2020-2021 to respond to the Covid-19 pandemic were
discontinued or gradually phased out in 2022, new measures were introduced to face the energy crisis and
support Ukraine in the wake of Russia’s invasion.
The Recovery and Resilience Facility, Cohesion Policy funding and the new EU economic governance
framework offer opportunities for quality investment in education. Member States are using EU funds to
support comprehensive curricular reforms, develop students’ digital competences, reinforce education in
science, technology, engineering and mathematics, enhance educational infrastructure and strengthen
teachers’ professional development. The reform of the EU economic governance framework provides for a
more gradual fiscal adjustment for a Member State in case of specific growth-enhancing reform and
investment commitments. Moreover, the European Commission is supporting Member States through the
Learning Lab on Investing in Quality Education and Training, by providing knowledge and resources to
identify how to make education systems more effective and efficient.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and Culture,
Investing in education 2024, Publications Office of the European Union, 2024, p. 7,
https://data.europa.eu/doi/10.2766/969920
It appears that public spending on education in the EU has
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The most recent data (2022) confirm that investment in education seems to be facing a stronger
competition from other public functions after the pandemic and consequently is getting a lower share of
total public expenditure than in the 2010s. In 2022, the EU-average public expenditure on education
reached 4.7% of GDP (Gross Domestic Product) and 9.5% of total public expenditure. Public expenditure
on education seems to have broadly stabilised in the EU, both as a share of GDP and of total public
expenditure. The former spiked in 2020 due to a strong GDP contraction, then it reverted to its pre-
pandemic trend. The latter had declined from 10.1% in 2019 to 9.4% in 2020 during the Covid-induced
recession and remained roughly constant in 2021 and 2022, albeit at historically low levels. Overall,
investment in education experienced one of the largest drops as a share of total public expenditure
between 2019 and 2022 among the various public policy sectors (-0.6 percentage points). Although part of
the social and economic measures taken in 2020-2021 to respond to the Covid-19 pandemic were
discontinued or gradually phased out in 2022, new measures were introduced to face the energy crisis and
support Ukraine in the wake of Russia’s invasion.
The Recovery and Resilience Facility, Cohesion Policy funding and the new EU economic governance
framework offer opportunities for quality investment in education. Member States are using EU funds to
support comprehensive curricular reforms, develop students’ digital competences, reinforce education in
science, technology, engineering and mathematics, enhance educational infrastructure and strengthen
teachers’ professional development. The reform of the EU economic governance framework provides for a
more gradual fiscal adjustment for a Member State in case of specific growth-enhancing reform and
investment commitments. Moreover, the European Commission is supporting Member States through the
Learning Lab on Investing in Quality Education and Training, by providing knowledge and resources to
identify how to make education systems more effective and efficient.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and Culture,
Investing in education 2024, Publications Office of the European Union, 2024, p. 7,
https://data.europa.eu/doi/10.2766/969920
The new EU economic governance framework provides opportunities for
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The most recent data (2022) confirm that investment in education seems to be facing a stronger
competition from other public functions after the pandemic and consequently is getting a lower share of
total public expenditure than in the 2010s. In 2022, the EU-average public expenditure on education
reached 4.7% of GDP (Gross Domestic Product) and 9.5% of total public expenditure. Public expenditure
on education seems to have broadly stabilised in the EU, both as a share of GDP and of total public
expenditure. The former spiked in 2020 due to a strong GDP contraction, then it reverted to its pre-
pandemic trend. The latter had declined from 10.1% in 2019 to 9.4% in 2020 during the Covid-induced
recession and remained roughly constant in 2021 and 2022, albeit at historically low levels. Overall,
investment in education experienced one of the largest drops as a share of total public expenditure
between 2019 and 2022 among the various public policy sectors (-0.6 percentage points). Although part of
the social and economic measures taken in 2020-2021 to respond to the Covid-19 pandemic were
discontinued or gradually phased out in 2022, new measures were introduced to face the energy crisis and
support Ukraine in the wake of Russia’s invasion.
The Recovery and Resilience Facility, Cohesion Policy funding and the new EU economic governance
framework offer opportunities for quality investment in education. Member States are using EU funds to
support comprehensive curricular reforms, develop students’ digital competences, reinforce education in
science, technology, engineering and mathematics, enhance educational infrastructure and strengthen
teachers’ professional development. The reform of the EU economic governance framework provides for a
more gradual fiscal adjustment for a Member State in case of specific growth-enhancing reform and
investment commitments. Moreover, the European Commission is supporting Member States through the
Learning Lab on Investing in Quality Education and Training, by providing knowledge and resources to
identify how to make education systems more effective and efficient.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and Culture,
Investing in education 2024, Publications Office of the European Union, 2024, p. 7,
https://data.europa.eu/doi/10.2766/969920
Member States are using EU funds to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The most recent data (2022) confirm that investment in education seems to be facing a stronger
competition from other public functions after the pandemic and consequently is getting a lower share of
total public expenditure than in the 2010s. In 2022, the EU-average public expenditure on education
reached 4.7% of GDP (Gross Domestic Product) and 9.5% of total public expenditure. Public expenditure
on education seems to have broadly stabilised in the EU, both as a share of GDP and of total public
expenditure. The former spiked in 2020 due to a strong GDP contraction, then it reverted to its pre-
pandemic trend. The latter had declined from 10.1% in 2019 to 9.4% in 2020 during the Covid-induced
recession and remained roughly constant in 2021 and 2022, albeit at historically low levels. Overall,
investment in education experienced one of the largest drops as a share of total public expenditure
between 2019 and 2022 among the various public policy sectors (-0.6 percentage points). Although part of
the social and economic measures taken in 2020-2021 to respond to the Covid-19 pandemic were
discontinued or gradually phased out in 2022, new measures were introduced to face the energy crisis and
support Ukraine in the wake of Russia’s invasion.
The Recovery and Resilience Facility, Cohesion Policy funding and the new EU economic governance
framework offer opportunities for quality investment in education. Member States are using EU funds to
support comprehensive curricular reforms, develop students’ digital competences, reinforce education in
science, technology, engineering and mathematics, enhance educational infrastructure and strengthen
teachers’ professional development. The reform of the EU economic governance framework provides for a
more gradual fiscal adjustment for a Member State in case of specific growth-enhancing reform and
investment commitments. Moreover, the European Commission is supporting Member States through the
Learning Lab on Investing in Quality Education and Training, by providing knowledge and resources to
identify how to make education systems more effective and efficient.
Adapted from European Commission: Directorate-General for Education, Youth, Sport and Culture,
Investing in education 2024, Publications Office of the European Union, 2024, p. 7,
https://data.europa.eu/doi/10.2766/969920
The European Commission is helping Member States by offering information and resources to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Despite growing emphasis on the importance of citizenship education, a significant gap persists between
policy objectives and their actual implementation. Too often, citizenship education is not paid sufficient
attention in education policy and schools. The implementation gap may be further widened by the
unfamiliarity with (un) successful approaches drawn from past experiences and practices in other
countries. It is useful for policy makers to, through research and evaluation, gain insight into the
effectiveness and impact of different types of citizenship education.
In the context of the EU, issues related to respecting diversity and embracing multiple levels of identities
and belongings (local, regional, national, European, and global), are an important part of citizenship
education discussions.
Traditionally, citizenship education documents refer to citizens, but it may be beneficial to expand to a
more comprehensive understanding and include non-citizens as well, such as refugees.
Education authorities should issue guidelines more systematically for teachers on how to assess students
in citizenship education.
Several EU-funded initiatives and programmes support citizenship education. For example, promoting
democratic participation, common values and civic engagement is one of the four horizontal priorities of
the Erasmus+ programme. Broadened Erasmus+ Jean Monnet Actions which now include schools and
vocational education and training institutions, empower teachers to talk about the EU and to enhance
participation of pupils in the democratic process. New actions also support teacher training and school
networking. These are complemented by other actions such as Erasmus+ Teacher Academies and e-
Twinning activities. The Citizens, Equality, Rights and Values (CERV) programme, Horizon Europe, the
New European Bauhaus also support different efforts relating to citizenship education.
European Commission: Directorate-General for Education, Youth, Sport and Culture, Policy brief on
citizenship education, Publications Office of the European Union, 2024, p. 2,
https://data.europa.eu/doi/10.2766/576903
Citizenship education is
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Despite growing emphasis on the importance of citizenship education, a significant gap persists between
policy objectives and their actual implementation. Too often, citizenship education is not paid sufficient
attention in education policy and schools. The implementation gap may be further widened by the
unfamiliarity with (un) successful approaches drawn from past experiences and practices in other
countries. It is useful for policy makers to, through research and evaluation, gain insight into the
effectiveness and impact of different types of citizenship education.
In the context of the EU, issues related to respecting diversity and embracing multiple levels of identities
and belongings (local, regional, national, European, and global), are an important part of citizenship
education discussions.
Traditionally, citizenship education documents refer to citizens, but it may be beneficial to expand to a
more comprehensive understanding and include non-citizens as well, such as refugees.
Education authorities should issue guidelines more systematically for teachers on how to assess students
in citizenship education.
Several EU-funded initiatives and programmes support citizenship education. For example, promoting
democratic participation, common values and civic engagement is one of the four horizontal priorities of
the Erasmus+ programme. Broadened Erasmus+ Jean Monnet Actions which now include schools and
vocational education and training institutions, empower teachers to talk about the EU and to enhance
participation of pupils in the democratic process. New actions also support teacher training and school
networking. These are complemented by other actions such as Erasmus+ Teacher Academies and e-
Twinning activities. The Citizens, Equality, Rights and Values (CERV) programme, Horizon Europe, the
New European Bauhaus also support different efforts relating to citizenship education.
European Commission: Directorate-General for Education, Youth, Sport and Culture, Policy brief on
citizenship education, Publications Office of the European Union, 2024, p. 2,
https://data.europa.eu/doi/10.2766/576903
In the EU, discussions about citizenship education often focus on the importance of
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Despite growing emphasis on the importance of citizenship education, a significant gap persists between
policy objectives and their actual implementation. Too often, citizenship education is not paid sufficient
attention in education policy and schools. The implementation gap may be further widened by the
unfamiliarity with (un) successful approaches drawn from past experiences and practices in other
countries. It is useful for policy makers to, through research and evaluation, gain insight into the
effectiveness and impact of different types of citizenship education.
In the context of the EU, issues related to respecting diversity and embracing multiple levels of identities
and belongings (local, regional, national, European, and global), are an important part of citizenship
education discussions.
Traditionally, citizenship education documents refer to citizens, but it may be beneficial to expand to a
more comprehensive understanding and include non-citizens as well, such as refugees.
Education authorities should issue guidelines more systematically for teachers on how to assess students
in citizenship education.
Several EU-funded initiatives and programmes support citizenship education. For example, promoting
democratic participation, common values and civic engagement is one of the four horizontal priorities of
the Erasmus+ programme. Broadened Erasmus+ Jean Monnet Actions which now include schools and
vocational education and training institutions, empower teachers to talk about the EU and to enhance
participation of pupils in the democratic process. New actions also support teacher training and school
networking. These are complemented by other actions such as Erasmus+ Teacher Academies and e-
Twinning activities. The Citizens, Equality, Rights and Values (CERV) programme, Horizon Europe, the
New European Bauhaus also support different efforts relating to citizenship education.
European Commission: Directorate-General for Education, Youth, Sport and Culture, Policy brief on
citizenship education, Publications Office of the European Union, 2024, p. 2,
https://data.europa.eu/doi/10.2766/576903
Education authorities should provide teachers with guidelines for
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Despite growing emphasis on the importance of citizenship education, a significant gap persists between
policy objectives and their actual implementation. Too often, citizenship education is not paid sufficient
attention in education policy and schools. The implementation gap may be further widened by the
unfamiliarity with (un) successful approaches drawn from past experiences and practices in other
countries. It is useful for policy makers to, through research and evaluation, gain insight into the
effectiveness and impact of different types of citizenship education.
In the context of the EU, issues related to respecting diversity and embracing multiple levels of identities
and belongings (local, regional, national, European, and global), are an important part of citizenship
education discussions.
Traditionally, citizenship education documents refer to citizens, but it may be beneficial to expand to a
more comprehensive understanding and include non-citizens as well, such as refugees.
Education authorities should issue guidelines more systematically for teachers on how to assess students
in citizenship education.
Several EU-funded initiatives and programmes support citizenship education. For example, promoting
democratic participation, common values and civic engagement is one of the four horizontal priorities of
the Erasmus+ programme. Broadened Erasmus+ Jean Monnet Actions which now include schools and
vocational education and training institutions, empower teachers to talk about the EU and to enhance
participation of pupils in the democratic process. New actions also support teacher training and school
networking. These are complemented by other actions such as Erasmus+ Teacher Academies and e-
Twinning activities. The Citizens, Equality, Rights and Values (CERV) programme, Horizon Europe, the
New European Bauhaus also support different efforts relating to citizenship education.
European Commission: Directorate-General for Education, Youth, Sport and Culture, Policy brief on
citizenship education, Publications Office of the European Union, 2024, p. 2,
https://data.europa.eu/doi/10.2766/576903
One of the four horizontal priorities of the Erasmus+ programme is
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Despite growing emphasis on the importance of citizenship education, a significant gap persists between
policy objectives and their actual implementation. Too often, citizenship education is not paid sufficient
attention in education policy and schools. The implementation gap may be further widened by the
unfamiliarity with (un) successful approaches drawn from past experiences and practices in other
countries. It is useful for policy makers to, through research and evaluation, gain insight into the
effectiveness and impact of different types of citizenship education.
In the context of the EU, issues related to respecting diversity and embracing multiple levels of identities
and belongings (local, regional, national, European, and global), are an important part of citizenship
education discussions.
Traditionally, citizenship education documents refer to citizens, but it may be beneficial to expand to a
more comprehensive understanding and include non-citizens as well, such as refugees.
Education authorities should issue guidelines more systematically for teachers on how to assess students
in citizenship education.
Several EU-funded initiatives and programmes support citizenship education. For example, promoting
democratic participation, common values and civic engagement is one of the four horizontal priorities of
the Erasmus+ programme. Broadened Erasmus+ Jean Monnet Actions which now include schools and
vocational education and training institutions, empower teachers to talk about the EU and to enhance
participation of pupils in the democratic process. New actions also support teacher training and school
networking. These are complemented by other actions such as Erasmus+ Teacher Academies and e-
Twinning activities. The Citizens, Equality, Rights and Values (CERV) programme, Horizon Europe, the
New European Bauhaus also support different efforts relating to citizenship education.
European Commission: Directorate-General for Education, Youth, Sport and Culture, Policy brief on
citizenship education, Publications Office of the European Union, 2024, p. 2,
https://data.europa.eu/doi/10.2766/576903
Erasmus+ Jean Monnet Actions enable
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling
statistics on education internationally. It covers two cross-classification variables: levels and fields of
education with the complementary dimensions of general/vocational/pre-vocational orientation and
education-labour market destination. The last version, ISCED 2011, distinguishes eight levels of education.
Empirically, ISCED assumes that several criteria exist which can help allocate education programmes to
levels of education. Depending on the level and type of education concerned, there is a need to establish a
hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum
entrance requirement, minimum age, staff qualification, etc.).
ISCED 0: Early childhood education
Programmes at this level are typically designed with a holistic approach to support children's early
cognitive, physical, social and emotional development and introduce young children to organised
instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an
intentional education component.
ISCED 1: Primary education
Programmes at this level are typically designed to provide students with fundamental skills in reading,
writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and
understanding core areas of knowledge, personal and social development, in preparation for lower
secondary education. Age is typically the only entry requirement at this level. The customary or legal age
of entry is usually not below 5 years old or above 7 years old. This level typically lasts six years, although
its duration can range between four and seven years.
ISCED 2: Lower secondary education
Programmes at this level are typically designed to build on the learning outcomes from ISCED level 1.
Students enter ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).
ISCED 3: Upper secondary education
Programmes at this level are typically designed to complete secondary education in preparation for tertiary
education or provide skills relevant to employment, or both. Students enter this level typically between
ages 14 and 16.
From European Commission: European Education and Culture Executive Agency, The structure of the
European education systems 2023/2024 – Schematic diagrams, Publications Office of the European
Union, 2023, p. 11, https://data.europa.eu/doi/10.2797/212303
In the International Standard Classification of Education, version 2011, there are
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling
statistics on education internationally. It covers two cross-classification variables: levels and fields of
education with the complementary dimensions of general/vocational/pre-vocational orientation and
education-labour market destination. The last version, ISCED 2011, distinguishes eight levels of education.
Empirically, ISCED assumes that several criteria exist which can help allocate education programmes to
levels of education. Depending on the level and type of education concerned, there is a need to establish a
hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum
entrance requirement, minimum age, staff qualification, etc.).
ISCED 0: Early childhood education
Programmes at this level are typically designed with a holistic approach to support children's early
cognitive, physical, social and emotional development and introduce young children to organised
instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an
intentional education component.
ISCED 1: Primary education
Programmes at this level are typically designed to provide students with fundamental skills in reading,
writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and
understanding core areas of knowledge, personal and social development, in preparation for lower
secondary education. Age is typically the only entry requirement at this level. The customary or legal age
of entry is usually not below 5 years old or above 7 years old. This level typically lasts six years, although
its duration can range between four and seven years.
ISCED 2: Lower secondary education
Programmes at this level are typically designed to build on the learning outcomes from ISCED level 1.
Students enter ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).
ISCED 3: Upper secondary education
Programmes at this level are typically designed to complete secondary education in preparation for tertiary
education or provide skills relevant to employment, or both. Students enter this level typically between
ages 14 and 16.
From European Commission: European Education and Culture Executive Agency, The structure of the
European education systems 2023/2024 – Schematic diagrams, Publications Office of the European
Union, 2023, p. 11, https://data.europa.eu/doi/10.2797/212303
Early childhood education refers to programmes that include
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling
statistics on education internationally. It covers two cross-classification variables: levels and fields of
education with the complementary dimensions of general/vocational/pre-vocational orientation and
education-labour market destination. The last version, ISCED 2011, distinguishes eight levels of education.
Empirically, ISCED assumes that several criteria exist which can help allocate education programmes to
levels of education. Depending on the level and type of education concerned, there is a need to establish a
hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum
entrance requirement, minimum age, staff qualification, etc.).
ISCED 0: Early childhood education
Programmes at this level are typically designed with a holistic approach to support children's early
cognitive, physical, social and emotional development and introduce young children to organised
instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an
intentional education component.
ISCED 1: Primary education
Programmes at this level are typically designed to provide students with fundamental skills in reading,
writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and
understanding core areas of knowledge, personal and social development, in preparation for lower
secondary education. Age is typically the only entry requirement at this level. The customary or legal age
of entry is usually not below 5 years old or above 7 years old. This level typically lasts six years, although
its duration can range between four and seven years.
ISCED 2: Lower secondary education
Programmes at this level are typically designed to build on the learning outcomes from ISCED level 1.
Students enter ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).
ISCED 3: Upper secondary education
Programmes at this level are typically designed to complete secondary education in preparation for tertiary
education or provide skills relevant to employment, or both. Students enter this level typically between
ages 14 and 16.
From European Commission: European Education and Culture Executive Agency, The structure of the
European education systems 2023/2024 – Schematic diagrams, Publications Office of the European
Union, 2023, p. 11, https://data.europa.eu/doi/10.2797/212303
The basic skills in three key areas (reading, writing and mathematics) are to be achieved in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling
statistics on education internationally. It covers two cross-classification variables: levels and fields of
education with the complementary dimensions of general/vocational/pre-vocational orientation and
education-labour market destination. The last version, ISCED 2011, distinguishes eight levels of education.
Empirically, ISCED assumes that several criteria exist which can help allocate education programmes to
levels of education. Depending on the level and type of education concerned, there is a need to establish a
hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum
entrance requirement, minimum age, staff qualification, etc.).
ISCED 0: Early childhood education
Programmes at this level are typically designed with a holistic approach to support children's early
cognitive, physical, social and emotional development and introduce young children to organised
instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an
intentional education component.
ISCED 1: Primary education
Programmes at this level are typically designed to provide students with fundamental skills in reading,
writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and
understanding core areas of knowledge, personal and social development, in preparation for lower
secondary education. Age is typically the only entry requirement at this level. The customary or legal age
of entry is usually not below 5 years old or above 7 years old. This level typically lasts six years, although
its duration can range between four and seven years.
ISCED 2: Lower secondary education
Programmes at this level are typically designed to build on the learning outcomes from ISCED level 1.
Students enter ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).
ISCED 3: Upper secondary education
Programmes at this level are typically designed to complete secondary education in preparation for tertiary
education or provide skills relevant to employment, or both. Students enter this level typically between
ages 14 and 16.
From European Commission: European Education and Culture Executive Agency, The structure of the
European education systems 2023/2024 – Schematic diagrams, Publications Office of the European
Union, 2023, p. 11, https://data.europa.eu/doi/10.2797/212303
Primary education typically starts when children are
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling
statistics on education internationally. It covers two cross-classification variables: levels and fields of
education with the complementary dimensions of general/vocational/pre-vocational orientation and
education-labour market destination. The last version, ISCED 2011, distinguishes eight levels of education.
Empirically, ISCED assumes that several criteria exist which can help allocate education programmes to
levels of education. Depending on the level and type of education concerned, there is a need to establish a
hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum
entrance requirement, minimum age, staff qualification, etc.).
ISCED 0: Early childhood education
Programmes at this level are typically designed with a holistic approach to support children's early
cognitive, physical, social and emotional development and introduce young children to organised
instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an
intentional education component.
ISCED 1: Primary education
Programmes at this level are typically designed to provide students with fundamental skills in reading,
writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and
understanding core areas of knowledge, personal and social development, in preparation for lower
secondary education. Age is typically the only entry requirement at this level. The customary or legal age
of entry is usually not below 5 years old or above 7 years old. This level typically lasts six years, although
its duration can range between four and seven years.
ISCED 2: Lower secondary education
Programmes at this level are typically designed to build on the learning outcomes from ISCED level 1.
Students enter ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).
ISCED 3: Upper secondary education
Programmes at this level are typically designed to complete secondary education in preparation for tertiary
education or provide skills relevant to employment, or both. Students enter this level typically between
ages 14 and 16.
From European Commission: European Education and Culture Executive Agency, The structure of the
European education systems 2023/2024 – Schematic diagrams, Publications Office of the European
Union, 2023, p. 11, https://data.europa.eu/doi/10.2797/212303
Upper secondary education usually aims to complete secondary education and prepare students
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Linguistic diversity is part of Europe’s DNA. The mosaic of European languages includes not only
countries’ official state languages but also the regional or minority languages spoken for centuries on
European territory, not to mention the languages brought by migrants. Against this background, learning
languages is a necessity for many people; what is more, it is an opportunity for all, leading to new work or
opportunities to study. In addition, as part of culture, languages contribute to building personal and
collective identities. In fact, each language offers a specific vision of life. Therefore, language diversity is
valued and cherished in democratic societies.
Language learning has an essential role to play in making the European project come true, particularly in
the achievement of the European Education Area, a genuine common space for high-quality education
and lifelong learning for all, across borders. In this context, multilingualism is acknowledged as one of the
eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability,
active citizenship and social inclusion, as outlined in the Council recommendation on key competences for
lifelong learning.
The 2019 Council recommendation on a comprehensive approach to the teaching and learning of
languages is aimed at enhancing the overall language competences of students. Improving specifically
foreign language learning in schools is also a major objective. In view of this objective, the
recommendation invites Member States to ‘help all young people to acquire before the end of upper
secondary education and training – in addition to the languages of schooling – where possible, a
competence level in at least one other European language which allows them to use the language
effectively for social, learning and professional purposes, and to encourage the acquisition of an additional
(third) language to a level which allows them to interact with a degree of fluency’.
Adapted from European Commission: European Education and Culture Executive Agency, Birch, P.,
Baïdak, N., De Coster, I. and Kocanova, D., Key data on teaching languages at school in Europe – 2023
edition, Birch, P.(editor), Publications Office of the European Union, 2023, p. 19,
https://data.europa.eu/doi/10.2797/529032
When we talk about European languages, we mean
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Linguistic diversity is part of Europe’s DNA. The mosaic of European languages includes not only
countries’ official state languages but also the regional or minority languages spoken for centuries on
European territory, not to mention the languages brought by migrants. Against this background, learning
languages is a necessity for many people; what is more, it is an opportunity for all, leading to new work or
opportunities to study. In addition, as part of culture, languages contribute to building personal and
collective identities. In fact, each language offers a specific vision of life. Therefore, language diversity is
valued and cherished in democratic societies.
Language learning has an essential role to play in making the European project come true, particularly in
the achievement of the European Education Area, a genuine common space for high-quality education
and lifelong learning for all, across borders. In this context, multilingualism is acknowledged as one of the
eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability,
active citizenship and social inclusion, as outlined in the Council recommendation on key competences for
lifelong learning.
The 2019 Council recommendation on a comprehensive approach to the teaching and learning of
languages is aimed at enhancing the overall language competences of students. Improving specifically
foreign language learning in schools is also a major objective. In view of this objective, the
recommendation invites Member States to ‘help all young people to acquire before the end of upper
secondary education and training – in addition to the languages of schooling – where possible, a
competence level in at least one other European language which allows them to use the language
effectively for social, learning and professional purposes, and to encourage the acquisition of an additional
(third) language to a level which allows them to interact with a degree of fluency’.
Adapted from European Commission: European Education and Culture Executive Agency, Birch, P.,
Baïdak, N., De Coster, I. and Kocanova, D., Key data on teaching languages at school in Europe – 2023
edition, Birch, P.(editor), Publications Office of the European Union, 2023, p. 19,
https://data.europa.eu/doi/10.2797/529032
Learning languages is
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Linguistic diversity is part of Europe’s DNA. The mosaic of European languages includes not only
countries’ official state languages but also the regional or minority languages spoken for centuries on
European territory, not to mention the languages brought by migrants. Against this background, learning
languages is a necessity for many people; what is more, it is an opportunity for all, leading to new work or
opportunities to study. In addition, as part of culture, languages contribute to building personal and
collective identities. In fact, each language offers a specific vision of life. Therefore, language diversity is
valued and cherished in democratic societies.
Language learning has an essential role to play in making the European project come true, particularly in
the achievement of the European Education Area, a genuine common space for high-quality education
and lifelong learning for all, across borders. In this context, multilingualism is acknowledged as one of the
eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability,
active citizenship and social inclusion, as outlined in the Council recommendation on key competences for
lifelong learning.
The 2019 Council recommendation on a comprehensive approach to the teaching and learning of
languages is aimed at enhancing the overall language competences of students. Improving specifically
foreign language learning in schools is also a major objective. In view of this objective, the
recommendation invites Member States to ‘help all young people to acquire before the end of upper
secondary education and training – in addition to the languages of schooling – where possible, a
competence level in at least one other European language which allows them to use the language
effectively for social, learning and professional purposes, and to encourage the acquisition of an additional
(third) language to a level which allows them to interact with a degree of fluency’.
Adapted from European Commission: European Education and Culture Executive Agency, Birch, P.,
Baïdak, N., De Coster, I. and Kocanova, D., Key data on teaching languages at school in Europe – 2023
edition, Birch, P.(editor), Publications Office of the European Union, 2023, p. 19,
https://data.europa.eu/doi/10.2797/529032
Language learning
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Linguistic diversity is part of Europe’s DNA. The mosaic of European languages includes not only
countries’ official state languages but also the regional or minority languages spoken for centuries on
European territory, not to mention the languages brought by migrants. Against this background, learning
languages is a necessity for many people; what is more, it is an opportunity for all, leading to new work or
opportunities to study. In addition, as part of culture, languages contribute to building personal and
collective identities. In fact, each language offers a specific vision of life. Therefore, language diversity is
valued and cherished in democratic societies.
Language learning has an essential role to play in making the European project come true, particularly in
the achievement of the European Education Area, a genuine common space for high-quality education
and lifelong learning for all, across borders. In this context, multilingualism is acknowledged as one of the
eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability,
active citizenship and social inclusion, as outlined in the Council recommendation on key competences for
lifelong learning.
The 2019 Council recommendation on a comprehensive approach to the teaching and learning of
languages is aimed at enhancing the overall language competences of students. Improving specifically
foreign language learning in schools is also a major objective. In view of this objective, the
recommendation invites Member States to ‘help all young people to acquire before the end of upper
secondary education and training – in addition to the languages of schooling – where possible, a
competence level in at least one other European language which allows them to use the language
effectively for social, learning and professional purposes, and to encourage the acquisition of an additional
(third) language to a level which allows them to interact with a degree of fluency’.
Adapted from European Commission: European Education and Culture Executive Agency, Birch, P.,
Baïdak, N., De Coster, I. and Kocanova, D., Key data on teaching languages at school in Europe – 2023
edition, Birch, P.(editor), Publications Office of the European Union, 2023, p. 19,
https://data.europa.eu/doi/10.2797/529032
Multilingualism is
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Linguistic diversity is part of Europe’s DNA. The mosaic of European languages includes not only
countries’ official state languages but also the regional or minority languages spoken for centuries on
European territory, not to mention the languages brought by migrants. Against this background, learning
languages is a necessity for many people; what is more, it is an opportunity for all, leading to new work or
opportunities to study. In addition, as part of culture, languages contribute to building personal and
collective identities. In fact, each language offers a specific vision of life. Therefore, language diversity is
valued and cherished in democratic societies.
Language learning has an essential role to play in making the European project come true, particularly in
the achievement of the European Education Area, a genuine common space for high-quality education
and lifelong learning for all, across borders. In this context, multilingualism is acknowledged as one of the
eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability,
active citizenship and social inclusion, as outlined in the Council recommendation on key competences for
lifelong learning.
The 2019 Council recommendation on a comprehensive approach to the teaching and learning of
languages is aimed at enhancing the overall language competences of students. Improving specifically
foreign language learning in schools is also a major objective. In view of this objective, the
recommendation invites Member States to ‘help all young people to acquire before the end of upper
secondary education and training – in addition to the languages of schooling – where possible, a
competence level in at least one other European language which allows them to use the language
effectively for social, learning and professional purposes, and to encourage the acquisition of an additional
(third) language to a level which allows them to interact with a degree of fluency’.
Adapted from European Commission: European Education and Culture Executive Agency, Birch, P.,
Baïdak, N., De Coster, I. and Kocanova, D., Key data on teaching languages at school in Europe – 2023
edition, Birch, P.(editor), Publications Office of the European Union, 2023, p. 19,
https://data.europa.eu/doi/10.2797/529032
The 2019 Council Recommendation invites Member States to help young people to acquire
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Teachers and educational leaders need meaningful and reliable information to assess how well their
students are prepared for life and work. Many administrators evaluate student learning based upon local or
countrywide expectations. In a global economy, however, the benchmark for educational success is no
longer national standards alone, but those set by the world’s best performing schools and education
systems.
Over the past 20 years, the OECD Programme for International Student Assessment (PISA) has evaluated
the quality, equity and efficiency of school systems in over 80 countries and economies that, together,
comprise nine-tenths of the world economy. Through PISA, schools and countries can learn from each
other. Those education systems that have been able to secure strong and equitable learning outcomes
and mobilise rapid improvements show others what is possible.
Similar to the international PISA assessment, the PISA-based Test for Schools measures 15-year-old
students’ knowledge and competencies in reading, mathematics and science. It also assesses their
attitudes towards learning and school and the learning environments of the schools themselves.
Importantly, these assessments measure not only whether students can reproduce what they have
learned, but also how well students can extrapolate from what they know and apply their knowledge
creatively in novel contexts. The PISA based Test for Schools is a unique tool designed for individual
schools to compare their students’ learning outcomes and benchmark them globally in innovative ways.
This report provides results from the PISA-based Test for Schools for the European Schools. But data is
only the first step to deeper understanding and is only useful if it paves the way to action. You also have
the opportunity to exchange with and learn from the strategies, policies and practices of other participating
schools around the world who share your commitment to peer-learning, critical reflection and school
improvement. The OECD stands ready to support all those involved in delivering “better policies for better
schools and better lives.”
From OECD, How The European Schools Compare Internationally, Pisa for schools 2022, OECD
Publishing, Paris, 2022, p. 3,
https://www.eursc.eu/Documents/Group%20Report_PISA_based_Test_for_European_schools_2022_en.pdf
In today's global economy, the benchmark for educational success refers to
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Teachers and educational leaders need meaningful and reliable information to assess how well their
students are prepared for life and work. Many administrators evaluate student learning based upon local or
countrywide expectations. In a global economy, however, the benchmark for educational success is no
longer national standards alone, but those set by the world’s best performing schools and education
systems.
Over the past 20 years, the OECD Programme for International Student Assessment (PISA) has evaluated
the quality, equity and efficiency of school systems in over 80 countries and economies that, together,
comprise nine-tenths of the world economy. Through PISA, schools and countries can learn from each
other. Those education systems that have been able to secure strong and equitable learning outcomes
and mobilise rapid improvements show others what is possible.
Similar to the international PISA assessment, the PISA-based Test for Schools measures 15-year-old
students’ knowledge and competencies in reading, mathematics and science. It also assesses their
attitudes towards learning and school and the learning environments of the schools themselves.
Importantly, these assessments measure not only whether students can reproduce what they have
learned, but also how well students can extrapolate from what they know and apply their knowledge
creatively in novel contexts. The PISA based Test for Schools is a unique tool designed for individual
schools to compare their students’ learning outcomes and benchmark them globally in innovative ways.
This report provides results from the PISA-based Test for Schools for the European Schools. But data is
only the first step to deeper understanding and is only useful if it paves the way to action. You also have
the opportunity to exchange with and learn from the strategies, policies and practices of other participating
schools around the world who share your commitment to peer-learning, critical reflection and school
improvement. The OECD stands ready to support all those involved in delivering “better policies for better
schools and better lives.”
From OECD, How The European Schools Compare Internationally, Pisa for schools 2022, OECD
Publishing, Paris, 2022, p. 3,
https://www.eursc.eu/Documents/Group%20Report_PISA_based_Test_for_European_schools_2022_en.pdf
PISA has evaluated the quality, equity and efficiency of school systems in
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Teachers and educational leaders need meaningful and reliable information to assess how well their
students are prepared for life and work. Many administrators evaluate student learning based upon local or
countrywide expectations. In a global economy, however, the benchmark for educational success is no
longer national standards alone, but those set by the world’s best performing schools and education
systems.
Over the past 20 years, the OECD Programme for International Student Assessment (PISA) has evaluated
the quality, equity and efficiency of school systems in over 80 countries and economies that, together,
comprise nine-tenths of the world economy. Through PISA, schools and countries can learn from each
other. Those education systems that have been able to secure strong and equitable learning outcomes
and mobilise rapid improvements show others what is possible.
Similar to the international PISA assessment, the PISA-based Test for Schools measures 15-year-old
students’ knowledge and competencies in reading, mathematics and science. It also assesses their
attitudes towards learning and school and the learning environments of the schools themselves.
Importantly, these assessments measure not only whether students can reproduce what they have
learned, but also how well students can extrapolate from what they know and apply their knowledge
creatively in novel contexts. The PISA based Test for Schools is a unique tool designed for individual
schools to compare their students’ learning outcomes and benchmark them globally in innovative ways.
This report provides results from the PISA-based Test for Schools for the European Schools. But data is
only the first step to deeper understanding and is only useful if it paves the way to action. You also have
the opportunity to exchange with and learn from the strategies, policies and practices of other participating
schools around the world who share your commitment to peer-learning, critical reflection and school
improvement. The OECD stands ready to support all those involved in delivering “better policies for better
schools and better lives.”
From OECD, How The European Schools Compare Internationally, Pisa for schools 2022, OECD
Publishing, Paris, 2022, p. 3,
https://www.eursc.eu/Documents/Group%20Report_PISA_based_Test_for_European_schools_2022_en.pdf
Education systems which perform better can show others
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Teachers and educational leaders need meaningful and reliable information to assess how well their
students are prepared for life and work. Many administrators evaluate student learning based upon local or
countrywide expectations. In a global economy, however, the benchmark for educational success is no
longer national standards alone, but those set by the world’s best performing schools and education
systems.
Over the past 20 years, the OECD Programme for International Student Assessment (PISA) has evaluated
the quality, equity and efficiency of school systems in over 80 countries and economies that, together,
comprise nine-tenths of the world economy. Through PISA, schools and countries can learn from each
other. Those education systems that have been able to secure strong and equitable learning outcomes
and mobilise rapid improvements show others what is possible.
Similar to the international PISA assessment, the PISA-based Test for Schools measures 15-year-old
students’ knowledge and competencies in reading, mathematics and science. It also assesses their
attitudes towards learning and school and the learning environments of the schools themselves.
Importantly, these assessments measure not only whether students can reproduce what they have
learned, but also how well students can extrapolate from what they know and apply their knowledge
creatively in novel contexts. The PISA based Test for Schools is a unique tool designed for individual
schools to compare their students’ learning outcomes and benchmark them globally in innovative ways.
This report provides results from the PISA-based Test for Schools for the European Schools. But data is
only the first step to deeper understanding and is only useful if it paves the way to action. You also have
the opportunity to exchange with and learn from the strategies, policies and practices of other participating
schools around the world who share your commitment to peer-learning, critical reflection and school
improvement. The OECD stands ready to support all those involved in delivering “better policies for better
schools and better lives.”
From OECD, How The European Schools Compare Internationally, Pisa for schools 2022, OECD
Publishing, Paris, 2022, p. 3,
https://www.eursc.eu/Documents/Group%20Report_PISA_based_Test_for_European_schools_2022_en.pdf
The PISA-based Test for Schools also evaluates
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
Teachers and educational leaders need meaningful and reliable information to assess how well their
students are prepared for life and work. Many administrators evaluate student learning based upon local or
countrywide expectations. In a global economy, however, the benchmark for educational success is no
longer national standards alone, but those set by the world’s best performing schools and education
systems.
Over the past 20 years, the OECD Programme for International Student Assessment (PISA) has evaluated
the quality, equity and efficiency of school systems in over 80 countries and economies that, together,
comprise nine-tenths of the world economy. Through PISA, schools and countries can learn from each
other. Those education systems that have been able to secure strong and equitable learning outcomes
and mobilise rapid improvements show others what is possible.
Similar to the international PISA assessment, the PISA-based Test for Schools measures 15-year-old
students’ knowledge and competencies in reading, mathematics and science. It also assesses their
attitudes towards learning and school and the learning environments of the schools themselves.
Importantly, these assessments measure not only whether students can reproduce what they have
learned, but also how well students can extrapolate from what they know and apply their knowledge
creatively in novel contexts. The PISA based Test for Schools is a unique tool designed for individual
schools to compare their students’ learning outcomes and benchmark them globally in innovative ways.
This report provides results from the PISA-based Test for Schools for the European Schools. But data is
only the first step to deeper understanding and is only useful if it paves the way to action. You also have
the opportunity to exchange with and learn from the strategies, policies and practices of other participating
schools around the world who share your commitment to peer-learning, critical reflection and school
improvement. The OECD stands ready to support all those involved in delivering “better policies for better
schools and better lives.”
From OECD, How The European Schools Compare Internationally, Pisa for schools 2022, OECD
Publishing, Paris, 2022, p. 3,
https://www.eursc.eu/Documents/Group%20Report_PISA_based_Test_for_European_schools_2022_en.pdf
The PISA-based Test for Schools measures
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The teaching approaches used for learners with disabilities in mainstream settings are similar across the
majority of member countries. These include additional teaching time, small group/individual coaching and
team teaching or co-teaching (pairing a mainstream subject teacher with a teacher who has a SEN
specialism). In Essunga, the teachers interviewed during the project visit found this approach invaluable as
a form of professional development and recognised that "having two teachers in the classroom forces you
to improve and think about what you are doing". An important part of this arrangement is that all learners
have access to teachers with subject expertise and that subject teachers are supported to extend their
repertoire of approaches to meet increasingly diverse needs in the classroom. Similarly, in Flensburg, team
teaching and partner classes are used to good effect with an emphasis on reflection, teamwork and
communication. Staff teams accept that they are responsible for all learners in the class. In some of the
schools visited during the project, structure is used to enhance the use of time and ensure that all learners
understand what is expected of them. Coaching is provided in study methods and learners are supported
to engage in more active learning. Such approaches, along with peer support, have been found to benefit
all learners. For learners who require a higher level of support and differentiated resources and tasks, it
should be kept in mind that differentiation can often be teacher-centred rather than learner-led, attempting
to fit learners into an existing system rather than contributing to the transformation of settings and routines.
Adapted from European Agency for Special Needs and Inclusive Education, 2014:14. Organisation of
Provision to Support Inclusive Education – Summary Report. Odense, Denmark: European Agency for
Special Needs and Inclusive Education
....................................... is an approach that is commonly used for learners with disabilities in mainstream
classes
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The teaching approaches used for learners with disabilities in mainstream settings are similar across the
majority of member countries. These include additional teaching time, small group/individual coaching and
team teaching or co-teaching (pairing a mainstream subject teacher with a teacher who has a SEN
specialism). In Essunga, the teachers interviewed during the project visit found this approach invaluable as
a form of professional development and recognised that "having two teachers in the classroom forces you
to improve and think about what you are doing". An important part of this arrangement is that all learners
have access to teachers with subject expertise and that subject teachers are supported to extend their
repertoire of approaches to meet increasingly diverse needs in the classroom. Similarly, in Flensburg, team
teaching and partner classes are used to good effect with an emphasis on reflection, teamwork and
communication. Staff teams accept that they are responsible for all learners in the class. In some of the
schools visited during the project, structure is used to enhance the use of time and ensure that all learners
understand what is expected of them. Coaching is provided in study methods and learners are supported
to engage in more active learning. Such approaches, along with peer support, have been found to benefit
all learners. For learners who require a higher level of support and differentiated resources and tasks, it
should be kept in mind that differentiation can often be teacher-centred rather than learner-led, attempting
to fit learners into an existing system rather than contributing to the transformation of settings and routines.
Adapted from European Agency for Special Needs and Inclusive Education, 2014:14. Organisation of
Provision to Support Inclusive Education – Summary Report. Odense, Denmark: European Agency for
Special Needs and Inclusive Education
What did the teachers interviewed in Essunga think about team teaching?
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The teaching approaches used for learners with disabilities in mainstream settings are similar across the
majority of member countries. These include additional teaching time, small group/individual coaching and
team teaching or co-teaching (pairing a mainstream subject teacher with a teacher who has a SEN
specialism). In Essunga, the teachers interviewed during the project visit found this approach invaluable as
a form of professional development and recognised that "having two teachers in the classroom forces you
to improve and think about what you are doing". An important part of this arrangement is that all learners
have access to teachers with subject expertise and that subject teachers are supported to extend their
repertoire of approaches to meet increasingly diverse needs in the classroom. Similarly, in Flensburg, team
teaching and partner classes are used to good effect with an emphasis on reflection, teamwork and
communication. Staff teams accept that they are responsible for all learners in the class. In some of the
schools visited during the project, structure is used to enhance the use of time and ensure that all learners
understand what is expected of them. Coaching is provided in study methods and learners are supported
to engage in more active learning. Such approaches, along with peer support, have been found to benefit
all learners. For learners who require a higher level of support and differentiated resources and tasks, it
should be kept in mind that differentiation can often be teacher-centred rather than learner-led, attempting
to fit learners into an existing system rather than contributing to the transformation of settings and routines.
Adapted from European Agency for Special Needs and Inclusive Education, 2014:14. Organisation of
Provision to Support Inclusive Education – Summary Report. Odense, Denmark: European Agency for
Special Needs and Inclusive Education
What is an added value of team teaching?
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The teaching approaches used for learners with disabilities in mainstream settings are similar across the
majority of member countries. These include additional teaching time, small group/individual coaching and
team teaching or co-teaching (pairing a mainstream subject teacher with a teacher who has a SEN
specialism). In Essunga, the teachers interviewed during the project visit found this approach invaluable as
a form of professional development and recognised that "having two teachers in the classroom forces you
to improve and think about what you are doing". An important part of this arrangement is that all learners
have access to teachers with subject expertise and that subject teachers are supported to extend their
repertoire of approaches to meet increasingly diverse needs in the classroom. Similarly, in Flensburg, team
teaching and partner classes are used to good effect with an emphasis on reflection, teamwork and
communication. Staff teams accept that they are responsible for all learners in the class. In some of the
schools visited during the project, structure is used to enhance the use of time and ensure that all learners
understand what is expected of them. Coaching is provided in study methods and learners are supported
to engage in more active learning. Such approaches, along with peer support, have been found to benefit
all learners. For learners who require a higher level of support and differentiated resources and tasks, it
should be kept in mind that differentiation can often be teacher-centred rather than learner-led, attempting
to fit learners into an existing system rather than contributing to the transformation of settings and routines.
Adapted from European Agency for Special Needs and Inclusive Education, 2014:14. Organisation of
Provision to Support Inclusive Education – Summary Report. Odense, Denmark: European Agency for
Special Needs and Inclusive Education
In Flensburg ........................... is being used successfully
Mostra brano e domanda
Read the following text. Then, for each question, choose the answer that fits best according to the text
The teaching approaches used for learners with disabilities in mainstream settings are similar across the
majority of member countries. These include additional teaching time, small group/individual coaching and
team teaching or co-teaching (pairing a mainstream subject teacher with a teacher who has a SEN
specialism). In Essunga, the teachers interviewed during the project visit found this approach invaluable as
a form of professional development and recognised that "having two teachers in the classroom forces you
to improve and think about what you are doing". An important part of this arrangement is that all learners
have access to teachers with subject expertise and that subject teachers are supported to extend their
repertoire of approaches to meet increasingly diverse needs in the classroom. Similarly, in Flensburg, team
teaching and partner classes are used to good effect with an emphasis on reflection, teamwork and
communication. Staff teams accept that they are responsible for all learners in the class. In some of the
schools visited during the project, structure is used to enhance the use of time and ensure that all learners
understand what is expected of them. Coaching is provided in study methods and learners are supported
to engage in more active learning. Such approaches, along with peer support, have been found to benefit
all learners. For learners who require a higher level of support and differentiated resources and tasks, it
should be kept in mind that differentiation can often be teacher-centred rather than learner-led, attempting
to fit learners into an existing system rather than contributing to the transformation of settings and routines.
Adapted from European Agency for Special Needs and Inclusive Education, 2014:14. Organisation of
Provision to Support Inclusive Education – Summary Report. Odense, Denmark: European Agency for
Special Needs and Inclusive Education
Peer support can be ................................ for all learners