The High Level Group Report of Experts on Literacy
In this 2012 report, a group of European experts on literacy mapped out the key literacy issues of the 21st century and pointed out that 1 in 5 Europeans struggles with reading and writing, a troublesome fact. Highlighting that literacy is truly about participation in society and about the individual quality of life, the High Level Group proposed solutions to this hidden literacy crisis. ELINET being an outcome of this report, it can be regarded as its founding document.
Teaching reading in Europe. Contexts, policies and practices (2012)
This European study offers a comprehensive picture of reading literacy and identifies some of the key factors impacting on the acquisition of reading skills for 3-15 year olds. It addresses four key topics: teaching approaches, tackling reading difficulties, teacher education and the promotion of reading outside school. It investigates each key topic in the light of the results of academic research, the latest results of international surveys and an in-depth review of national policies, programmes and best practices.
Key Data for Education in Europe 2012
TALIS 2013 Results. An International Perspective on Teaching and Learning
The OECD Teaching and Learning International Study (TALIS) lays its focus on teachers and as such on one of the factors with the most powerful impact on student learning. Investigating aspects that influence effective teaching, this survey asks teachers about topics such as initial teacher training, professional development, feedback, school climate, and how satisfied teachers are with their work. The study covers 17 ELINET countries.
Reports according to age groups – Children
Key Data on Early Childhood Education and Care in Europe (2014)
The Eurydice Key Data on Early Childhood Education and Care in Europe 2014 report, published jointly with Eurostat, contributes to informing policy efforts on early childhood education and care by combining statistical data and qualitative information to describe the structure, organisation and funding of early childhood education and care systems. It analyses issues which are important for the development of quality services identified through European policy co-operation, such as access, governance, quality assurance, affordability, professionalisation of staff, leadership, parental involvement and measures to support disadvantaged children.
Progress in International Reading Literacy Study (2016)
The Progress in International Reading Literacy Study (PIRLS) assesses reading achievement of fourth graders on an international scale. PIRLS assesses different purposes for reading and different reading processes. PIRLS 2016 also examined the national policies, curricula and practices related to literacy, and included a set of questionnaires for students, parents/caregivers, teachers, and school principals to investigate the experiences that young children have at home and at school while learning to read, in particular in regards to their attitudes and motivation toward reading.
PIRLS 2016 Encyclopedia
The PIRLS 2016 Encyclopedia: Education Policy and Curriculum in Reading is a comprehensive guide to reading instruction around the world. Each PIRLS 2016 country and benchmarking participant authored a chapter and completed the PIRLS 2016 Curriculum Questionnaire. The chapters describe the structure of each education system, the reading curricula in the primary grades, and overall policies related to reading instruction.
Reports according to age groups – Adolescents
Programme for International Student Assessment (PISA)
PISA is the OECD’s Programme for International Student Assessment. Every three years it tests 15-year-old students from all over the world in reading, mathematics and science. The tests are designed to gauge how well the students master key subjects in order to be prepared for real-life situations in the adult world. Why choose 15-year-olds? Because in most countries, at the age of 15, students can decide whether or not they want to continue their education. They therefore need to be equipped for adult life. PISA publishes the results of the test a year after the students are tested to help governments shape their education policy.
Reports according to age groups – Adults
- Education and Training in Europe 2020. Responses from the EU member states (2013)
Comparing national responses to the Europe 2020 priorities concerning education and training, this survey gives insight into recent and forthcoming reforms in four areas: early school leaving, higher education, youth employment and vocational education as well as adult participation in lifelong learning.
- Adult Education and Training in Europe: Widening Access to Learning Opportunities (2015)
While adult education and training has long been side-lined in policy-making, it is center-stage in this Eurydice report. Taking an integrated approach to lifelong learning, the report investigates policy commitments to provide access to educational resources for all adults who struggle to meet demands of society and of the current labour market. This study draws both on qualitative information as well as statistical data from international surveys to highlight the key issues and actions taken to promote lifelong learning on a policy level.
- Programme for the International Assessment of Adult Competencies (PIAAC)
PIAAC is a programme of assessment and analysis of adult skills. The major survey conducted as part of PIAAC is the Survey of Adult Skills. The Survey measures adults’ proficiency in key information-processing skills – literacy, numeracy and problem solving – and gathers information and data on how adults use their skills at home, at work and in the wider community.
This international survey is conducted in over 40 countries/economies and measures the key cognitive and workplace skills needed for individuals to participate in society and for economies to prosper.