In Europe, some countries spend more on education than others. Greece and Italy, for example, spend more than their neighbour, Portugal, on public education. However, these countries are far from the norm. Across the EU, public expenditures on education are around five per cent of GDP. Moreover, Spain and Italy are the only countries in Europe to spend more than five per cent of their GDP on education.
Evidence-based decision-making:
There are many challenges in implementing evidence-based decision-making in public education in Europe. The problem is that evidence is still not systematically incorporated into policy-making processes. In Europe, the term “evidence-based” is preferred, but the concept is largely undeveloped. The European Union (EU) does promote the use of evidence-based decision-making, but it is not fully integrated into member states’ practices. While EU official documents encourage the use of evidence, there are no concrete lines of action. While there are several important initiatives in education to collect evidence, some of these appear disconnected and too general.
Accessibility:
The Equality and Human Rights Commission enforces the requirement that websites and mobile applications be accessible to people with a disability. Failure to comply with this requirement may violate the Equality Act 2010 and the Disability Discrimination Act 1995. Offending organisations must make reasonable adjustments for disabled people and the Commission can take legal action. Public educational institutions in the EU must make their websites and mobile apps accessible to all.
Acceptability:
Public opinion on the acceptability of public education in Europe varies greatly, depending on three characteristics of respondents. These factors include age, gender, and engagement with the target behaviour. Despite this diversity, some patterns do emerge. In general, attitudes towards public education are positively associated with social justice. Furthermore, respondents who report experiencing personal harm as a result of the education system are more likely to support it. Therefore, it is important to conduct future studies that can examine the acceptability of public education in Europe from this perspective.
Adaptability:
Central and Eastern European education systems face a number of challenges that are affecting their systems, such as technological changes, demographic changes, climate change, autocratic governance, and old and new inequalities. This article introduces several analytical concepts for assessing the degree of adaptability of these education systems. In particular, it highlights the role of schooling in ensuring the well-being of citizens. In addition, the article discusses the importance of inclusive and non-discriminatory education for all.
Quality:
The European Council adopted a document in 2006 to encourage a culture of evaluation and the systematic use of evidence in education. The document emphasizes the need to improve the quality of public education and to ensure that the resources allocated to it are optimal. It also emphasizes the need for teachers and school principals to receive professional development aimed at improving the development of eight key competencies. Finally, it calls for the economic recognition of teachers.
Author Bio:
Miguel Gabriel is a research-based content writer. He has worked in various industries, including healthcare, technology, and finance. He is currently working as a writer in Research Prospect famous for dissertation writing services and Report writing services. When Miguel is not writing or researching, he enjoys spending time with his family and friends. He also loves travelling and learning about new cultures.
