New Comparative Study on School Leadership

A comparative study on Leadership and Governance in Schools was completed by the European Federation
of Education Employers (EFEE). EFEE chose this subject for its first project in the well-founded belief that leadership at school level is of critical importance to the improvement of student results and that there is increasing demand for school leaders and those who hold them into account to rise to new challenges in a rapidly changing environment. While not advocating a common approach to matters best left to national or sub-national level, EFEE wished from the start of the project to acquire a better understanding of the various different approaches and their relative strengths and weaknesses.

Infographic on Finland's Schools

Original picture on 9gag 

Centralised school system educates a homogeneous nation

1.5 million employees, life-long teaching career, unified curriculum prepared by the ministry, large classes, high number of lessons, subject-centered teaching, traditional frontal teaching methods – characteristics of the French school system, the basis of present changes of our education system.

I’m making this interview with Nelly Guet, education expert who was a school principal in France for 22 years as well as directing schools in Switzerland and Germany. She was a board member of ESHA for years so she is familiar with European trends and recommendations. I was asking her about French traditions and the results of their school system.

Taught time at school - new Eurydice report

The Eurydice data collection on taught time targets the recommended compulsory curriculum by
grades/stages for full time compulsory education. The intended curriculum, its goals, structure,
subjects and the notional workload for students can be based on regulations or standards defined by
central (or top-level) education authorities or may be established as a set of recommendations at regional
level. In some countries steering documents only include information of main goals of the national
framework curriculum and delegate the taught time allocation to regional/local authorities or to the
discretion of individual schools. In the present data collection, all these sources of information are used to
complement the time allocation between subjects and/or educational stages.