Eurydice Focus 2

Transcription

Eurydice Focus 2

EURYDICE
EUR
YDICE
EURYDICE
EURYDICE
EURYDICE, the information network
on education in Europe
The EURYDICE Network produces reliable, readily comparable information on national education systems and policies.
EURYDICE also acts as an observatory, highlighting both the diversity of systems and their common features.
Working on behalf of policy-makers and the world of education, EURYDICE prepares and publishes:
• regularly updated descriptive analyses of the organization of education systems;
• comparative studies on specific topics of European interest;
• indicators on the various levels of education from nursery to higher education.
EURYDICE also has its own database, EURYBASE, which constitutes a further highly detailed reference source on education
systems in Europe.
By circulating the results of its work, EURYDICE promotes better mutual understanding of these systems and the common issues
that run through them.
Established in 1980, EURYDICE has been an integral part of Socrates, the Community action programme in education, since 1995.
The Network comprises National Units and a European Unit. National Units set up by the corresponding education ministries now
exist in 29 countries, namely the 15 EU Member States, the three EFTA/EEA countries, ten central and eastern European countries
and Cyprus. These Units provide and check the basic information needed to sustain network activity. The Brussels-based European
Unit set up by the European Commission is responsible for management of the network, coordination of its activities, preparation
of the comparative analyses, and database creation and administration.
EURYDICE on the Internet: http://www.eurydice.org
EURYDICE FOCUS
The position of foreign languages
in European education systems
(1999/2000)
EURYDICE
EUR
YDICE
EURYDICE FOCUS
The position of foreign languages
in European education systems
(1999/2000)
EURYDICE
THE INFORMATION NETWORK
ON
EDUCATION
IN
EUROPE
This document is published by the Eurydice European Unit with the financial support of the European Commission (Directorate-General for Education and Culture).
Original language: French
Published in French as: La place des langues étrangères dans les systèmes éducatifs européens (1999/2000).
D/2000/4008/11
ISBN 2-87116-302-2
This document is also available on the Internet (http://www.eurydice.org).
Text completed in July 2000.
© Eurydice, 2000.
The contents of this publication may be reproduced in part, except for commercial purposes, provided that the extract is preceded by a complete reference
to ‘Eurydice, the information network on education in Europe’, followed by the date of publication of the document.
Requests for permission to reproduce the entire document must be made to the European Unit.
EURYDICE
European Unit
Avenue Louise 240
B-1050 Brussels
Tel. (32-02) 600 53 53
Fax (32-02) 600 53 63
E-mail: info@eurydice.org
Internet: http://www.eurydice.org
Printed in Belgium
EURYDICE
EUR
YDICE
TABLE OF CONTENTS
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Guide to reading the diagrams . . . . . . . . . . . . . . . . . . . .
8
Legend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Diagrams by country . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
)25(:25'
)RUHLJQ ODQJXDJH WHDFKLQJ KDV DOZD\V EHHQ D FHQWUDO FRQFHUQ RI WKH (XURSHDQ 8QLRQ DV
HYLGHQFHGE\QXPHURXVDFWLRQVLPSOHPHQWHGLQWKHILHOGZLWKLQLWVHGXFDWLRQDQGYRFDWLRQDO
WUDLQLQJSURJUDPPHV$WWKHLQLWLDWLYHRIWKH(XURSHDQ&RPPLVVLRQWKH\HDUKDVEHHQ
GHVLJQDWHG WKH (XURSHDQ <HDU RI /DQJXDJHV ,W LV D FOHDUO\ VWDWHG (8 REMHFWLYH WKDW DOO
(XURSHDQFLWL]HQVVKRXOGKDYHDFTXLUHGDFRPPDQGRIDWOHDVWWZR&RPPXQLW\ODQJXDJHVE\
WKHHQGRIWKHLUVFKRROLQJVRWKDWWKH\FDQWDNHIXOODGYDQWDJHRIWKHLUULJKWWRIUHHPRYHPHQW
DQGSOD\DQDFWLYHSDUWLQIXUWKHULQJPXWXDOXQGHUVWDQGLQJEHWZHHQWKHSHRSOHVRI(XURSH
+DYLQJ FRQGXFWHG VHYHUDO DQDO\VHV RQ IRUHLJQ ODQJXDJH WHDFKLQJ LQ WKH SDVW (XU\GLFH ZLOO
QRZSXEOLVKDQH[WHQVLYHVWXG\RQWKHVXEMHFWWRZDUGVWKHHQGRIWKH\HDU7KHVWXG\
FRYHUV WKH HGXFDWLRQ V\VWHPV RI HYHU\ (XURSHDQ FRXQWU\ WDNLQJ SDUW LQ WKH 6RFUDWHV
SURJUDPPH7KHLVVXHVH[DPLQHGLQFOXGHDQDQDO\VLVRIWKHRUJDQLVDWLRQDQGVWDWXVRIIRUHLJQ
ODQJXDJHWHDFKLQJZLWKLQVFKRROV\VWHPV:LWKDYLHZWRLOOXVWUDWLQJWKHVLWXDWLRQLQHDFKRI
WKH FRXQWULHV FRQFHUQHG (XU\GLFH KDV SUHSDUHG GLDJUDPV VKRZLQJ KRZ WHDFKLQJ LV
RUJDQL]HGWKURXJKRXWWKHVXFFHVVLYHVWDJHVRIWKHLUVFKRROV\VWHPV
7KHGLDJUDPVDUHLQNHHSLQJZLWKWKH(XU\GLFH)RFXVFROOHFWLRQWKHPDLQSXUSRVHRIZKLFKLV
WR KLJKOLJKW D VSHFLILF DVSHFW RI (XURSHDQ HGXFDWLRQ V\VWHPV 7KH\ WKXV SURYLGH EDVLF
LQIRUPDWLRQ RQ WKH DUUDQJHPHQWV DGRSWHG LQ HDFK FRXQWU\ IRU WKH WHDFKLQJ RI IRUHLJQ
ODQJXDJHV $PRQJVW RWKHU WKLQJV WKH\ VKRZ WKH DJH DW ZKLFK IRUHLJQ ODQJXDJH WHDFKLQJ
EHJLQV DQG VSHFLI\ IRU HDFK VWDJH RI HGXFDWLRQ ZKHWKHU LW LV FRPSXOVRU\ RU QRW )RU HDFK
VWDJHWKHQXPEHURIODQJXDJHVWREHVWXGLHGLVDOVRVSHFLILHG,QDGGLWLRQWKHVWXG\SURYLGHV
LQIRUPDWLRQRQSLORWSURMHFWVLPSOHPHQWHGE\SXEOLFDXWKRULWLHVDQGVSHFLDOL]HGVFKRROV
$QLQWURGXFWRU\JXLGHDVVLVWVWKHUHDGHULQFRUUHFWO\LQWHUSUHWLQJNH\VWRWKHGLDJUDPV$IODS
FRQYHQLHQWO\ORFDWHGDWWKHHQGRIWKHSXEOLFDWLRQSURYLGHVWKHLQIRUPDWLRQ UHTXLUHG WR UHDG
HDFKGLDJUDPHDVLO\
)LQDOO\ ZLWKRXW FODLPLQJ WR RIIHU DQ LQGHSWK DQDO\VLV D EULHI LQWURGXFWLRQ VXPPDULVHV WKH
PDLQ WUHQGV HYLGHQW IURP D FRPSDULVRQ EHWZHHQ WKH GLDJUDPV 7KH EDVLF LQIRUPDWLRQ LQ LW
LQFOXGHV DQ DFFRXQW RI HIIRUWV E\ HGXFDWLRQDO SROLF\PDNHUV DW QDWLRQDO OHYHO WR HQVXUH WKDW
DFFHVV WR ZKDW KDV QRZ EHFRPH DQ HVVHQWLDO DUHD RI VWXG\ RFFXUV DW DQ LQFUHDVLQJO\ HDUO\
VWDJH
'HYHORSHGE\WKH(XU\GLFH(XURSHDQ8QLWWKHVHGLDJUDPVDUHEDVHGRQUHOLDEOHDQGKLJKO\
GHWDLOHGLQIRUPDWLRQVXSSOLHGE\WKH(XU\GLFH1HWZRUN1DWLRQDO8QLWVDQGWKHH[SHUWVZKR
DVVLVWHG WKHP LQ ILQDOL]LQJ WKH VWXG\ 3ULRU WR WKHLU SXEOLFDWLRQ WKLV GDWD ZDV VXEPLWWHG IRU
YDOLGDWLRQWRDOOSDUWQHUVLQYROYHG
%\PDNLQJWKLVLQIRUPDWLRQDYDLODEOHWKH(XU\GLFHQHWZRUNHQGHDYRXUVWRSURYLGHDOOWKRVH
ZKR DUH DFWLYH LQ IRUHLJQ ODQJXDJH WHDFKLQJ ZLWK D FRQYHQLHQW UHVRXUFH WR VXSSRUW UHOHYDQW
FURVVFRXQWU\FRPSDULVRQVRIWKHSRVLWLRQRIIRUHLJQODQJXDJHWHDFKLQJLQ(XURSHDQHGXFDWLRQ
V\VWHPVDQGWKHH[FKDQJHVRIJRRGSUDFWLFHOLNHO\WRRFFXUDVDUHVXOW
/XFH3pSLQ
+HDGRIWKH(85<',&(
(XURSHDQ8QLW
6HSWHPEHU
EURYDICE
EUR
YDICE
INTRODUCTION
The scope of the diagrams
T
hese diagrams describe the position occupied by
foreign language teaching in education systems at
pre-primary, primary and general (lower and upper)
secondary levels. They provide no information regarding vocational secondary education or tertiary education. In addition, they cover only state schools and
grant-aided private schools.
The information in the diagrams relates to official recommendations regarding foreign language teaching,
as formulated by central and/or local education
authorities. Where local authorities provide for all or
some foreign language teaching, the diagrams refer
solely to those situations in which they require that a
foreign language be taught, or that pupils choose from
among several subjects, one of which is a foreign language.
Only those foreign languages regarded as such by the
curricula of each country are shown in the diagrams.
Regional and/or ancient languages are included if
they are considered by the curricula as alternatives to
foreign languages in the same timetable slot.
The diagrams do not illustrate foreign language teaching in schools that cater for linguistic minorities and
have their own special curriculum.
Foreign languages as compulsory
subjects in the minimum curriculum
I
n the great majority of European countries, pupils
have to start learning a first foreign language
between the ages of 8 and 12. The exceptions are
Italy, Luxembourg, Austria and Norway, where they
have to do so at the age of 6 or 7. In Finland and
Sweden, the central education authorities do no more
than lay down objectives for a given school level.
Schools are thus free to decide the point at which they
will start teaching their pupils a first compulsory foreign language.
In most countries, schools are obliged to include a foreign language in the group of subjects from which
pupils select their compulsory curriculum options. In
the pre-accession countries, except Slovenia, a foreign
language is only offered in this way on completion of
compulsory schooling whereas, in the EU and
EFTA/EEA countries, it may be selected by pupils at
lower as well as upper secondary levels.
Flexibility of schools
in organizing curricula
A
In Scotland, the Curriculum Guidelines do not require
schools to teach a foreign language. Even so, schools
are strongly encouraged to offer a foreign language
to all pupils aged 10 to 16. In Ireland, there is no compulsory teaching of foreign languages, but English
and Irish are taught to all pupils.
lmost half of all European countries leave their
schools free to decide the range of subjects from
which pupils will select their compulsory curriculum
options. This situation is found in particular at secondary level, where compulsory curriculum options
are often part of the minimum curriculum. However, in
a few countries, the same also applies to primary
level.
In the great majority of pre-accession countries, pupils
have to learn two foreign languages in the course of
compulsory education. Pupils now also have to be
taught a second foreign language during compulsory
education in ten EU and EFTA/EEA countries. In the
remaining countries, a second foreign language is not
mandatory, or only becomes so at upper secondary
level.
In some countries, one aspect of the autonomy which
central education authorities grant schools is that the
latter are free to require that their pupils – as an addition to their minimum curriculum – either learn a foreign language or, alternatively, that they choose one
or more subjects from among a group which includes
a foreign language. This kind of autonomy is more
widespread in countries within the EU, and is espe-
6
6
EURYDICE
EUR
YDICE
cially noticeable at primary and pre-primary levels. At
these levels, schools use it essentially to introduce the
teaching of a particular foreign language as a compulsory subject, or as a compulsory curriculum option,
before the age at which this is a requirement for all
pupils under the terms of the minimum curriculum. In
the United Kingdom, this autonomy leaves schools free
to offer foreign languages at any time during compulsory education. In Poland, it applies to pupils in secondary education.
Foreign languages within an area
of study and/or specialization
I
n the majority of EU countries, pupils wishing to
improve their knowledge of foreign languages, or
even to specialize in this area, may do so by following
a particular area of study at upper secondary level,
where greater emphasis is placed on foreign language study. Areas such as ‘classics’, ‘humanities’ and
‘economic and social sciences’ offer more foreign language teaching.
In Germany, the Netherlands, Austria and
Liechtenstein, foreign language teaching varies from
lower secondary education onwards, depending on
the type of education provided. Pupils enrolled in the
most academic type of education are those that study
the greatest number of foreign languages.
Furthermore, several pre-accession countries also provide different kinds of education, of which the gymnasia offer more foreign languages.
Schools specializing in foreign languages at secondary level exist in all Central and Eastern European
countries. These schools, however, are not open to
everyone, as pupils have to pass an entrance examination, except in Latvia and Slovenia. In some of these
countries, classes specializing in foreign language
teaching are also offered at primary level.
Some EU countries also have schools specializing in
foreign languages. This is the case in Belgium (French
Community), Germany, Spain, France, the
Netherlands, Finland and the United Kingdom
(England). In Italy, there are classes that specialize in
the teaching of foreign languages at secondary level.
All such specialized schools/classes, except in Spain,
teach the full minimum curriculum and, at the same
time, offer specialized instruction in foreign languages. In Spain, these schools belong to a system
running in parallel to the ordinary school system. They
do not teach the minimum curriculum, but just a larger or smaller number of foreign languages, leading to
the award of a qualification.
Foreign language teaching
in pilot projects
A
t present, pilot projects are organized and
financed by the educational authorities of eight
countries. Most of these projects are aimed mainly at
introducing foreign language teaching at those levels
where it is not yet compulsory (the primary and preprimary levels). However, the long-term aim of a pro7
7
ject in Spain is to enable pupils to simultaneously
obtain the Spanish and British qualifications at the end
of their compulsory education. The experimental programme that has been introduced in Slovenia seeks to
provide teaching of a second compulsory foreign language to pupils aged 11 to 15.
EURYDICE
EUR
YDICE
GUIDE TO READING THE DIAGRAMS
Foreign languages may be part
of the minimum curriculum
T
he minimum curriculum is a compulsory programme of studies drawn up by the central education authorities. It is invariably a common-core curriculum comprising a group of subjects that must be
taught to all pupils. However, it may also be a flexible
programme in which pupils select the subjects they will
study for final examinations. Where foreign languages are part of the minimum curriculum, the diagrams distinguish between several different possibilities:
• Orange: a foreign language as a compulsory subject
Foreign languages are among the compulsory subjects in the centrally determined minimum curriculum,
and all pupils have to study them.
• Blue: a foreign language as one of the compulsory
curriculum options
In the centrally devised minimum curriculum, pupils
have to choose a certain number of subjects from
among a selection offered by their school. As regards
foreign languages, this may mean one of two things:
1) the school is obliged to offer at least one foreign
language in the range of subjects offered as compulsory curriculum options (dark blue);
2) the school is free, if it so wishes, to include a foreign language in the range of subjects offered as
compulsory curriculum options (light blue).
Compulsory curriculum options should be clearly distinguished from optional elective subjects, which are
not represented in these diagrams. An optional elective subject is one that is offered in addition to the minimum curriculum and that the pupil is not obliged to
study.
• Yellow: the position of foreign languages depends
on the type of education and/or the area of study
The expression type of education indicates the different types of course, which are based on different curricula and all belong to general, non-specialized education. For example, the Austrian Hauptschule and
Allgemeinbildende Höhere Schule are two different
types of education within general secondary education. In several pre-accession countries, the expression
also designates the two possible paths open to pupils
aged 10, 12 or even 14: continuing within the single
structure for compulsory basic education or enrolling in
a gymnasium before the end of compulsory education.
By areas of study, what is meant are the sections/
series chosen by pupils from the possible general
8
8
directions of studies and, where the curriculum is flexible, the programmes they build up in preparation for
their final examinations. This concept describes what
is current practice in a certain number of countries at
general upper secondary level. Thus in Portugal, general upper secondary education (CSPOPE) is divided
into four sections or Agrupamentos: ‘science and environment’, ‘artistic’, ‘economics and social sciences’,
and ‘humanities’ areas of study.
Depending on their chosen area of study, or the type
of general education they receive, pupils may or may
not have to study foreign languages. The minimum
curriculum of these different study areas or types of
education may (or may not) contain foreign languages
as compulsory subjects, compulsory curriculum
options, or subjects chosen by pupils to build up their
courses as they wish (flexible programme model).
The yellow band indicates that the teaching of foreign
languages varies, depending on the chosen area of
study and/or the type of education concerned. Where
the provision of foreign language teaching is the same
for all types of education or areas of study, it is represented by one or more bands shown above the yellow
band.
The various possibilities regarding the teaching of foreign languages in the different areas of study and/or
types of general education are broken down and set
out in a more detailed close-up. The close-up highlights
the distinctive features of each area of study and/or
EURYDICE
EUR
YDICE
type of education and those it has in common with others. It focuses specifically on a particular point in
schooling, and must be read separately from the rest of
the diagram, as it represents all possible situations
with regard to foreign language teaching at that point.
Where foreign languages are not
included in the minimum curriculum,
two possibilities are represented
• Green: a foreign language taught within a pilot project
The foreign language concerned is taught as part of
an experimental project of a limited duration, which is
set up and financed at least in part by the government
(or the public authorities responsible for education).
The authorities organizing the project decide how
many and which schools will take part, and the age of
the pupils involved. These experiments are subject to
systematic evaluation.
• Mauve: the teaching of the foreign language is
determined by the school in accordance with its
autonomy in matters related to the curriculum
This may occur where schools have some room for
manoeuvre in drawing up their curricula. In addition
to the subjects included in the minimum curriculum,
schools are free to require either that all their pupils
learn a foreign language, or that they must choose
from among several subjects, one of which is a foreign
language.
Special conventions
• Box drawn as a dotted line: schools/classes
specializing in foreign languages
These schools/classes offer specialized teaching in
foreign languages. They are managed and financed
by the country’s ministry of education, which formally
recognizes their specialization. Particular characteristics enable two categories to be distinguished:
1) Schools/classes that provide the complete minimum curriculum and at the same time offer specialized instruction in a foreign language by teaching certain subjects in the target foreign language
(bilingual schools/classes) and/or requiring additional languages and/or by devoting a relatively
greater number of lesson hours to them than in
non-specialized schools/classes.
2) Schools that belong to a system running in parallel
to the ordinary school system which do not have a
minimum curriculum, and simply offer the teaching
of a greater or lesser number of foreign languages
leading to the award of a qualification.
Where selection procedures exist for entrance to these
establishments, this is indicated by a vertical red line.
• Hatched: a foreign language is being phased in
(either as a compulsory subject, or a compulsory
curriculum option)
In some countries, the obligation to teach foreign languages at a given level is the result of recent legisla9
9
tion. As a new legal provision regarding the teaching
of a foreign language cannot be immediately implemented in all schools, there is a transition period in
which they are allowed some time to adapt to the fresh
requirements. As a result, the teaching of the foreign
language concerned is gradually being extended to all
schools.
• Numbers:
0-1-2-3
The numbers shown in some bands refer either to the
number of foreign languages included as compulsory
subjects in the minimum curriculum (an orange band),
or the minimum number of languages that have to be
included among the compulsory curriculum options (a
dark blue band). In the case of the latter, pupils are
free to choose whether or not they study the foreign
languages concerned.
This number is indicated only for languages that are
either compulsory or compulsory curriculum options.
However, if the school is free to decide whether or not
foreign languages will be included in the compulsory
curriculum options (a light blue band), the number is
not shown.
In a yellow band, two figures separated by a hyphen
indicate the minimum and maximum number of foreign languages studied (or included among the compulsory curriculum options) in the existing areas of
study and/or types of education, in addition to those
that are studied by everyone. (The latter are represented diagrammatically by bands shown above the yellow band.) For example, the scale 0-3 in a yellow
band indicates that, depending on their area of study
EURYDICE
EUR
YDICE
or the type of education they receive, pupils may study
from nought to three foreign languages in addition to
the foreign languages studied by all pupils at that
level, regardless of the area of study or chosen course.
The situation relating to each area of study/type of
course is described in detail in the close-up.
• [: foreign language (as a compulsory subject or
compulsory curriculum option) for which the starting
age is not specified
This symbol indicates that the education authorities do
not impose a starting age for teaching a language as
a compulsory subject or compulsory curriculum
option, but confine themselves to laying down objectives to be attained for a given level in the school.
Schools are therefore free to decide the stage of education at which teaching of a foreign language should
start.
10
10
•
x
y
: the length of the period of compulsory
schooling (full-time and part-time) is represented by
a horizontal red line covering the range of the ages
concerned.
EURYDICE
EUR
YDICE
LEGEND
Country
1
2
3
4
5
6
7
8
9
10
1
11
12
13
14
1
15
16
2
1
17
18
19
17
18
19
2
Area of study/type of education A
1
1
Area of study/type of education B
1
Area of study/type of education C
12
19
Schools/classes specialized in foreign languages
Pilot project
Compulsory curriculum option:
0-1-2-3
School autonomy in matters related to the curriculum
- All schools have to offer a foreign language
A foreign language is being phased in
- Schools are free to decide whether or not they will offer one
Specialized school/class
The position of foreign languages depends on the type of education (capital letter)
and/or area of study (small letter)
[
x
Number of foreign languages
Source: Eurydice, July 2000.
11
11
Variable starting age
y
21
1
0-1
16
Compulsory subject
20
Compulsory education
Selection for admission
EURYDICE
EUR
YDICE
DIAGRAMS BY COUNTRY
EUROPEAN UNION
Belgium . . . . . . . . .
Denmark . . . . . . . .
Germany . . . . . . . .
Greece . . . . . . . . .
Spain . . . . . . . . . .
France . . . . . . . . . .
Ireland . . . . . . . . . .
Italy . . . . . . . . . . .
Luxembourg . . . . . .
The Netherlands . . .
Austria . . . . . . . . .
Portugal . . . . . . . . .
Finland . . . . . . . . .
Sweden . . . . . . . . .
United Kingdom . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
EFTA/EEA COUNTRIES
Iceland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Liechtenstein . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Norway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
29
30
PRE-ACCESSION COUNTRIES
Bulgaria . . . . . . . . . . . . . . .
Czech Republic . . . . . . . . . .
Estonia . . . . . . . . . . . . . . .
Cyprus . . . . . . . . . . . . . . . .
Latvia . . . . . . . . . . . . . . . .
Lithuania . . . . . . . . . . . . . .
Hungary . . . . . . . . . . . . . .
Poland . . . . . . . . . . . . . . . .
Romania . . . . . . . . . . . . . .
Slovenia . . . . . . . . . . . . . . .
Slovakia . . . . . . . . . . . . . .
31
32
33
34
35
36
37
38
39
40
41
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
12
12
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
EURYDICE
EUR
YDICE
PROVISION
OF FOREIGN LANGUAGE TEACHING AT PRE-PRIMARY,
PRIMARY AND GENERAL SECONDARY LEVELS,
1999/2000
Belgium
B fr
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
16
17
18
19
20
21
17
18
19
20
21
1
5
15
Schools specialized in foreign languages
Brussels
B de 1
2
3
4
5
1
6
7
8
9
10
11
12
13
14
15
1
1
B nl 1
2
3
4
5
6
7
8
9
10
11
12
13
1
Brussels
1
14
2
2
Belgium (B nl): The organizing bodies are free to develop their own curriculum
13
13
2
15
16
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Denmark
DK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1
16
17
18
19
20
21
2
0-1
1
16
3
Sproglig linje
2
Matematisk linje
17
18
19
1
Sproglig linje: ‘Foreign languages’ area of studies
Matematisk linje: ‘Mathematics’ area of studies
All schools have to offer a foreign language as an option to pupils between the ages of 13 and 16. Pupils however do not have to take that option since it is not part of the minimum curriculum.
In practice, 98% of pupils do take a foreign language as an option at the age of 13. Pupils wishing to continue their general education beyond compulsory level have to study a second foreign
language from the age of 13, although it is not part of the minimum curriculum.
The Act on the Folkeskole encourages schools to offer a second foreign language, also as an option, for pupils aged 14-16. Pupils are entirely free to accept or decline this offer.
14
14
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Germany
D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
1
0-1
12
13
0-2
14
2
15
16
2
1
GYMNASIUM
1
1
REALSCHULE
1
HAUPTSCHULE
6
19
Zweisprachige Schulen
Compulsory schooling ends at the age of 18 in 12 Länder (represented by a black spot on the age bar) and at the age of 19 in the four others.
Bilingual schools exist mainly at lower and upper secondary level. There are very few at primary level.
In the near future, all Länder will make teaching of a foreign language compulsory to all pupils aged between 8 and 10.
15
15
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Greece
EL
1
2
3
4
5
6
7
8
9
10
11
1
12
13
2
16
16
14
15
16
1
1
17
18
19
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Spain
E
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1
1
14
Escuelas Oficiales de Idiomas
The pilot project set up by the Spanish Ministry of Education and the British Council was started at pre-primary level in the 1996/97 school year. Its long-term aim is to enable pupils
to simultaneously obtain the Spanish and British qualifications at the end of compulsory education.
17
17
21
3URYLVLRQRIIRUHLJQODQJXDJHWHDFKLQJDWSUHSULPDU\SULPDU\DQGJHQHUDOVHFRQGDU\OHYHOV
)UDQFH
F
1
2
3
4
5
6
7
8
9
10
11
12
13
1
1
yyyyyyyy
@@@@@@@@

ÀÀÀÀÀÀÀÀ
,,,,,,,,
@@@@@@@@

ÀÀÀÀÀÀÀÀ
,,,,,,,,
yyyyyyyy
14
2
15
16
17
18
19
20
21
1
0-1
14
15
16
17
18
2
Série littéraire / série économique et sociale
1
Enseignement général
Série scientifique
1
Enseignement général
à option technologique
COLLÈGE
LY C É E G É N É R A L / LY C É E T E C H N O L O G I QU E
6
18
Sections internationales
13
18
Sections européennes
Compulsory subject
Pilot project
School autonomy in matters related to the
curriculum
Specialized
Selection for
school/class
admission
The position of foreign languages depends on the type of education
(capital letter) and/or area of study (small letter)
0-1-2-3
15
[
x
y
)URP DOO SXSLOV ZLOO KDYH WR EH WDXJKW D IRUHLJQ ODQJXDJH IURP WKH DJH RI ,Q FHUWDLQ UHJLRQV SXSLOV PD\ RSW IRU D UHJLRQDO ODQJXDJH LQVWHDG RI D VHFRQG IRUHLJQ
ODQJXDJHIURPWKHDJHRI
,Q SUDFWLFH DQG LQ UHVSRQVH WR GHPDQG O\FpHV WKH DJH UDQJH DOZD\V LQFOXGH DW OHDVW WZR IRUHLJQ ODQJXDJHV DPRQJ WKH PDQ\ VXEMHFWV RIIHUHG DV FRPSXOVRU\ FXUULFXOXP
RSWLRQV
)URPWKHVWDUWRIWKHVFKRRO\HDUDOOSXSLOVDJHGLQWKHµVFLHQWLILF¶DUHDRIVWXG\DWO\FpHVZLOODOVRKDYHWROHDUQWZRIRUHLJQODQJXDJHV
(QVHLJQHPHQWJpQpUDO*HQHUDOHGXFDWLRQ
(QVHLJQHPHQWJpQpUDOjRSWLRQWHFKQRORJLTXH*HQHUDOHGXFDWLRQZLWKDQ
RSWLRQLQWKHWHFKQRORJLFDOILHOG
6pULHOLWWpUDLUHµ/LWHUDU\¶DUHDRIVWXG\
6pULHpFRQRPLTXHHWVRFLDOHµ(FRQRPLFDQGVRFLDO¶DUHDRIVWXG\
6pULHVFLHQWLILTXHµ6FLHQWLILF¶DUHDRIVWXG\
Compulsory subject
Pilot project
curriculum
Specialized
Selection for
school/class
admission
0-1-2-3
16
[
x
y
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Ireland
IRL
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
0-3
The teaching of foreign languages is not compulsory. Nonetheless, English and Irish are taught to all pupils.
Pupils aged 15 to 18 are required to study at least five subjects which they choose from the subject groupings (languages/science/business/applied sciences/social sciences). The combinations in
which subject choices are offered vary from school to school. As a rule, all pupils study mathematics, English and Irish, and may select three to five further subjects. They are advised by their career
guidance teachers to include at least one modern continental language, a science subject and a business subject, with a view to keeping their career choices as open as possible. In this way,
depending on their choices, pupils may study two, or (rarely) three, foreign languages or none.
19
19
,WDO\
I
1
2
3
4
5
6
7
8
yyyyy
@@@@@

ÀÀÀÀÀ
,,,,,
1
@@@@@

ÀÀÀÀÀ
,,,,,
yyyyy
9
10
11
12
13
14
1
15
16
17
18
19
20
21
0-1
14
15
16
17
18
19
1
LICEO CLASSICO
1
LICEO SCIENTIFICO
11
19
Classes specialized in foreign languages
6LQFHWKHWHDFKLQJRIDIRUHLJQODQJXDJHDVDFRPSXOVRU\VXEMHFWKDVEHHQJUDGXDOO\LQWURGXFHGIRUDOOSXSLOVDJHG
3XSLOVDWWKHOLFHRDUWLVWLFRGRQRWWDNHDFRPSXOVRU\IRUHLJQODQJXDJHXQOHVVWKH\HQURORQDQH[SHULPHQWDOFRXUVHIRUZKLFKWKHVFKRROPD\FKDQJHWKHRIILFLDOFXUULFXOXPDQG
PDNHWKHWHDFKLQJRIDIRUHLJQODQJXDJHPDQGDWRU\
Compulsory subject
Pilot project
curriculum
Specialized
Selection for
school/class
admission
0-1-2-3
18
[
x
y
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Luxembourg
L
1
2
3
4
5
6
7
1
8
9
10
11
12
13
14
15
16
17
18
19
20
21
3
2
1
15
16
4
Orientation littéraire
3
1
Orientation scientifique
LY C É E
Orientation littéraire: ‘Literary’ area of study
Orientation scientifique: ‘Scientific’ area of study
In the classics section, English is started at the age of 14 instead of 13.
21
21
17
18
19
EURYDICE
EUR
YDICE
PROVISION
1999/2000
The Netherlands
NL
1
2
3
4
5
6
7
8
9
10
11
12
13
14
2
0-1
1
12
13
3
VWO
3
HAVO
2
MAVO / VBO (VMBO)
15
16
1
0-2
14
17
2
0-1
18
20
21
3
16
15
19
17
18
2
1
5
18
Tweetalig onderwijs / Versterkt talenonderwijs
VWO: Voorbereidend Wetenschappelijk Onderwijs
VBO: Voorbereidend Beroepsonderwijs
HAVO: Hoger Algemeen Voortgezet Onderwijs
VMBO: Voorbereidend Middelbaar Beroepsonderwijs (With effect from
1 August 1999, the MAVO and VBO are being replaced by the VMBO)
MAVO: Middelbaar Algemeen Voortgezet Onderwijs
Schools are allowed to distribute a predetermined number of hours of foreign language teaching over the last three years of primary school. In practice, this teaching takes place from the ages of
10 to 12.
22
22
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Austria
A
1
2
3
4
5
6
7
8
1
yyyyyyyy
;;;;;;;;
ÀÀÀÀÀÀÀÀ

@@@@@@@@
9
10
11
12
13
14
15
16
17
18
19
20
21
2
1
1
0-1
12
13
1
14
15
16
2
1
REALGYMNASIUM
2
3
1
GYMNASIUM
1
2
WIRTSCHAFTSKUNDLICHES REALGYMNASIUM
All children aged 6 should be taught a foreign language in 2002/2003.
23
23
1
17
18
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Portugal
P
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
1
1
0-1
15
16
17
18
2
Agrupamento 4 (Humanidades)
1
Agrupamento 1 (Científico e Natural) / Agrupamento 2 (Artes) /
Agrupamento 3 (Económico e Social)
C S P O P E
CSPOPE: Cursos Secundários Predominantemente Orientados para o
Prosseguimento de Estudos
Agrupamento 3 (Económico e Social): ‘Economic and social sciences’
area of study
Agrupamento 1 (Científico e Natural): ‘Science and environment’ area
of study
Agrupamento 4 (Humanidades): ‘Humanities’ area of study (languages, literature and philosophy)
Agrupamento 2 (Artes): ‘Artistic’ area of study (the fine, visual and
performing arts, etc.)
Following a regulation of 23 May 2000, which was backdated to apply to pupils who attended the first year of upper secondary education in 1998/99, pupils enrolled in the Agrupamentos 1,
2 and 3 who had not studied a second foreign language as a compulsory curriculum option during the third stage of ensino básico (basic education) no longer had to study it as a compulsory
subject in the extra-curricular timetable between the ages of 15 and 18. Previously, pupils who failed to respect this requirement were unable to obtain their secondary school certificate.
24
24
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Finland
FIN
1
2
3
4
5
6
7
8
9
[
[
[
10
11
1
12
13
14
15
16
17
18
19
20
21
2
[
[
6
19
The curriculum for the peruskoulu/grundskola (compulsory education) strongly encourages schools to offer a foreign language as an optional subject to pupils aged 10 or 11, and then a second
foreign language (also as an option) to those aged 14, in addition to the minimum curriculum. Pupils are entirely free to accept or decline this opportunity.
The national core curriculum for the lukio/gymnasium (upper secondary) does not specify the number of foreign languages schools have to offer, but strongly encourages them to offer pupils the
opportunity to study four different languages.
25
25
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Sweden
S
1
2
3
4
5
6
7
[
1
8
9
10
[
[
[
11
12
[
13
2
14
15
[
16
17
18
19
20
21
2
0-2
16
17
18
19
3
1
Humanistisk gren
2
1
Ekonomisk gren
Samhällsvetenskapsprogrammet
2
N a t u r vetenskapsprogrammet
G Y M N A S I E S KO L A
Samhällsvetenskapsprogrammet: Social sciences programme
Humanistisk gren: Humanities (languages, literature and philosophy)
Naturvetenskapsprogrammet: Natural sciences programme
Ekonomisk gren: Economics
One third of pupils begin to learn their first foreign language at the age of 7, the second third start at the age of 9, while the remainder are evenly spread between the ages of 8 and 10. As regards
the second compulsory foreign language, 80% of pupils start learning it at the age of 12, and the remaining 20% at the age of 13.
26
26
EURYDICE
EUR
YDICE
PROVISION
1999/2000
United Kingdom
UK (E)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
1
11
UK (W)
1
18
Language Colleges
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
12
13
14
15
16
17
18
19
20
21
12
13
14
15
16
17
18
19
20
21
1
UK (NI)
1
2
3
4
5
6
7
8
9
10
11
1
UK (SC)
1
2
3
4
5
6
7
8
9
10
[
11
[
1
United Kingdom: There is no compulsory common-core curriculum laid down by the education authorities for pupils aged between 16 and 18. Pupils are free to choose whichever subjects they
wish to study for their final examinations, from among those offered by their school. Most schools offer one or more foreign languages at this level.
United Kingdom (E): The statutory requirement to study a foreign language can be waived for individual pupils aged 14 to 16, to allow attendance on a work-related learning programme.
United Kingdom (SC): In the Curriculum Guidelines, no subjects are compulsory, except religion, but the local educational authorities are strongly encouraged to require that their schools offer foreign language teaching to all pupils aged 10 to 16.
27
27
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Iceland
IS
1
2
3
4
5
6
7
8
9
10
11
yyyy
@@@@

ÀÀÀÀ
;;;;
1
@@@@

ÀÀÀÀ
;;;;
yyyy
12
1
13
14
15
16
2
17
3
17
18
19
20
2
0-1
0-3
18
19
3
Málabraut / Tungumálabraut
2
Other areas of study
21
20
2-3
MENNTASKÓLI / FJÖLBRAUTASKÓLI
Málabraut/Tungumálabraut: ‘Foreign languages’ area of study
New curriculum guidelines for both primary and secondary education are being gradually implemented with effect from the school year 1999/2000. The part of the diagram showing the teaching of foreign languages in upper secondary education refers to the former curriculum guidelines. It should be noted that in both new and old curriculum guidelines there is considerable flexibility in the number of languages studied and the time devoted to the foreign language programme.
All pupils taking the ‘foreign languages’ area of study are required to study three foreign languages between the ages of 17 and 19. At 19, those who have completed the curriculum in one of
the three languages continue to study two foreign languages only. Those who have not completed the curriculum in any of the three languages are required to go on studying them up to the age
of 20.
28
28
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Liechtenstein
LI
1
2
3
4
5
6
7
8
9
10
11
12
1
13
2
1
0-1
13
1
OBERSCHULE
2
REALSCHULE
2
GYMNASIUM
29
29
14
15
16
2
14
1
15
17
18
19
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Norway
NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
1
15
16
17
2
18
19
20
21
1
1
Only pupils who have selected a foreign language as one of their compulsory curriculum options between the ages of 13 and 16 do not have to study a foreign language as a compulsory subject between the ages of 18 and 19. Around 80% of pupils select a foreign language as an option at the age of 13.
30
30
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Bulgaria
BG
1
2
3
4
5
6
7
8
9
10
11
12
13
14
1
15
16
17
18
19
20
2
1
14
19
Profilirani gymnazii s intensivno izutchavane na tzujd ezik
31
31
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Czech Republic
CZ
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1
16
17
18
19
2
8
15
13
32
32
19
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Estonia
EE
1
2
3
4
5
6
7
8
9
10
11
1
12
13
14
15
16
17
18
19
2
1
8
19
Võõrkeelte süvakoolid
33
33
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Cyprus
CY
1
2
3
4
5
6
7
8
9
10
11
1
12
13
14
15
16
2
0-1
15
17
18
16
17
Syndyasmos 1
3
Syndyasmos 5
2
LY K E I O E P I L O G I S M AT H I M AT O N
E N I A I O
1
2
LY K E I O
∞ÓıÚˆÈÛÙÈÎ¤˜ ™Ô˘‰¤˜: ’Classics’ area of study
•¤ÓÂ˜ °ÏÒÛÛÂ˜ Î·È ∫ÔÈÓˆÓÈÎ¤˜ ™Ô˘‰¤˜: Foreign languages and social sciences’ area of study
Between the ages of 15 and 18, most pupils attend the Lykeio Epilogis Mathimaton, which means that they study at least two compulsory foreign languages.
34
34
20
1
1-2
2
2
19
18
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Latvia
LV
1
2
3
4
5
6
7
8
9
10
11
1
12
13
14
15
16
17
18
19
20
21
2
0-1
16
17
18
19
2
1
Svesvalodas
2
7
19
Svešvalodas: ‘ Foreign languages’ area of study
35
35
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Lithuania
LT
1
2
3
4
5
6
7
8
9
10
11
1
12
13
14
15
16
17
18
19
20
21
1
yyyyyyyyyyyyyyyy
@@@@@@@@@@@@@@@@

ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ
;;;;;;;;;;;;;;;;
@@@@@@@@@

ÀÀÀÀÀÀÀÀÀ
;;;;;;;;;
yyyyyyyyy
@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;
yyyyyyyyyyyyyyyy
0-1
@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;
yyyyyyyyyyyyyyyy
@@@@@@@@@

ÀÀÀÀÀÀÀÀÀ
;;;;;;;;;
yyyyyyyyy
@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;
yyyyyyyyyyyyyyyy
2
14
15
16
17
18
2
.
PAGRINDINÉ MOKYKLA
2
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

ÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀÀ
;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
Humanitarinis profilis
1

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@

;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;
Realinis profilis / Menuê profilis / Technologijuê profilis
GIMNAZIJA
7
.
VIDURINE MOKYKLA / GIMNAZIJA
18
Classes with an intensive language programme
Humanitarinis profilis: ‘Humanities’ area of study (languages, literature
Menų profilis: ‘Arts’ area of study (the fine, visual and performing arts)
and philosophy)
Technologijų profilis: ‘Technology’ area of study
Realinis profilis: ‘Sciences’ area of study
The school year 1999/2000 is a transition period that will result in the introduction of a system of branches both in upper secondary education and the four-year gimnazija (for those aged between
14 and 18), in which the first two years correspond to the last two years of compulsory schooling.
36
36
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Hungary
HU
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
11
17
18
19
20
21
2
1
10
16
12
13
14
15
16
1
ÁLTALÁNOS ISKOLA
1
GIMNÁZIUM
10
19
Kéttannyelû iskola
There are gimnázium providing eight years of schooling (for pupils entering at the age of 10), six years of schooling (for pupils entering at the age of 12) and five years of schooling (for which
the age of admission is 14).
The situation regarding the teaching of foreign languages for pupils aged between 6 and 16 is laid down in the 1998 National Core Curriculum. The situation relating to foreign languages offered
pupils aged between 16 and 18 is governed by a 1985 ministerial decree. A new framework curriculum will be introduced in certain schools from the school year 2000/2001 and in 2001/2002
all schools will have to follow it.
37
37
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Poland
PL
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
yyyyyyyyyyyy
@@@@@@@@@@@@

ÀÀÀÀÀÀÀÀÀÀÀÀ
;;;;;;;;;;;;
1
2
@@@@@@@@@@@@

;;;;;;;;;;;;
yyyyyyyyyyyy
13
16
@@@@@@@@@@@@

;;;;;;;;;;;;
yyyyyyyyyyyy
@@@@@@@@@@@@

;;;;;;;;;;;;
yyyyyyyyyyyy
1
Gimnazjum dwujêzyczne
15
19
Dwujêzyczne licea ogólnokszta³c¹ce
The new structure is being introduced in 1999/2000 (gradually replacing the single structure with primary and lower secondary levels). In 1999/2000, only primary school pupils and those in
the first year of secondary school will be enrolled in this new structure. The arrangements shown for those aged between 14 and 16 are to be gradually introduced in the course of the next few
years. The situation regarding foreign language teaching at upper secondary level corresponds to the one which preceded the reform. The new curricula for this age-group will be published very
soon.
The Gimnazjum dwujęzyczne is introduced at the same time as the new structure. The Dwujęzyczne liceum agólnokształcące which still existed in 1999/2000 is part of the old system.
38
38
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Romania
RO
1
2
3
4
5
6
7
8
9
10
11
1
12
13
14
15
16
17
18
19
2
1
15
Liceu bilingv /
Liceu cu clase cu program bilingv
39
39
19
20
21
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Slovenia
SI
1
2
3
4
5
6
7
8
9
10
11
yyyyyyyy
@@@@@@@@

ÀÀÀÀÀÀÀÀ
;;;;;;;;
1
@@@@@@@@

ÀÀÀÀÀÀÀÀ
;;;;;;;;
yyyyyyyy
12
1
13
14
15
yyyyyyyyyyyy
@@@@@@@@@@@@

;;;;;;;;;;;;
1
@@@@@@@@@@@@

;;;;;;;;;;;;
yyyyyyyyyyyy
15
16
16
17
18
19
20
21
2
0-1
17
18
19
3
2
GIMNAZIJA
3
19
International schools
Klasična smer: ‘Languages (ancient and modern)’ area of study
From 1999/2000 to 2003/2004 the new 9-year single structure (Osnovna šola) will be gradually implemented. The curricula have been amended and contain many improvements, including the
following:
• The introduction of one compulsory foreign language for all pupils aged 9.
• All pupils from the age of 12 will be able to choose a foreign language as a compulsory option.
• Increased opportunities for pupils to learn a foreign language as a compulsory option from the age of 6. The aim is enable as many schools as possible to include a foreign language among
the optional subjects from which pupils have to choose from the age of 6.
40
40
EURYDICE
EUR
YDICE
PROVISION
1999/2000
Slovakia
SK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
2
1
0-1
12
13
14
1
2
8
15
Classes with an intensive language programme
14
41
41
19
20
21
EURYDICE
EUR
YDICE
ACKNOWLEDGEMENTS
EURYDICE EUROPEAN UNIT
Persons responsible for the preparation of the study:
Coordinators: Nathalie Baïdak, Maria Luisa García Mínguez
Graphic design: Patrice Brel - Internet files: Brigitte Gendebien
Editing of the document
Eurydice European Unit
Avenue Louise 240
B-1050 Brussels
Tel. (32-02) 600 53 53
Fax (32-02) 600 53 63
E-mail: info@eurydice.org
Internet: http://www.eurydice.org
National Eurydice Units
EUROPEAN UNION
BELGIQUE/BELGIË
Unité francophone d’Eurydice
Ministère de la Communauté française
Direction générale des Relations internationales
Bureau 6A/002
Boulevard Leopold II, 44
1080 Bruxelles
Vlaamse Eurydice-Eenheid
Ministerie van de Vlaamse Gemeenschap
Departement Onderwijs
Afdeling Beleidscoördinatie
Hendrik Consciencegebouw 5C13
Koning Albert II – laan 15
1210 Brussel
Ministerium der deutschsprachigen Gemeinschaft
Agentur Eurydice / Agentur für Europäische Programme
Quartum Centre
Hütte 79 / Bk 28
4700 Eupen
DANMARK
Eurydice’s Informationskontor i Danmark
Institutionsstyrelsen
Undervisningsministeriet
Frederiksholms Kanal 25D
1220 København K
BUNDESREPUBLIK DEUTSCHLAND
Eurydice – Informationsstelle beim
Bundesministerium für Bildung und Technologie
Heinemannstrasse 2
53175 Bonn
Eurydice – Informationsstelle der Länder
im Sekretariat der Kultusministerkonferenz
Lennéstrasse 6
53113 Bonn
42
42
ELLADA
Ministry of National Education
and Religious Affairs
Direction CEE – Section C
Eurydice Unit
Mitropoleos 15
10185 Athens
ESPAÑA
Ministerio de Educación y Cultura
CIDE – Centro de Investigación
y Documentación Educativa
Unidad de Eurydice
c/General Oráa 55
28006 Madrid
EURYDICE
EUR
YDICE
FRANCE
ÖSTERREICH
Unité d’Eurydice
Bundesministerium für Unterricht und
Ministère de l’Éducation nationale
kulturelle Angelegenheiten – Abt. I/6b
Délégation aux Relations internationales et à la Coopération
Eurydice – Informationsstelle
Sous-Direction des Relations multilatérales
Minoritenplatz 5
Bureau des Affaires européennes
1014 Wien
Rue de Grenelle 110
75357 Paris
IRELAND
Eurydice Unit
International Section
Department of Education and Science
Marlborough Street
Dublin 1
EFTA/EEA COUNTRIES
Eurydice Unit
Sölvhólsgata 4
150 Reykjavik
PORTUGAL
Unidade de Eurydice
Ministério da Educação
LIECHTENSTEIN
Departamento de Avaliação,
National Unit of Eurydice
Prospectiva e Planeamento (DAPP)
Schulamt
Av. 24 de Julho 134
Herrengasse 2
1350 Lisboa
9490 Vaduz
SUOMI/FINLAND
ITALIA
National Board of Education
Ministero della Pubblica Istruzione
P.O. Box 380
Biblioteca di Documentazione Pedagogica
00531 Helsinki
Via Buonarroti 10
50122 Firenze
Ministry of Education, Science and Culture
Division of Evaluation and Supervision
NORGE
Eurydice Finland
Unità di Eurydice
ISLAND
Royal Norwegian Ministry of Education,
Research and Church Affairs
Eurydice Unit
P.O. Box 8119 Dep.
0032 Oslo
SVERIGE
Eurydice Unit
Ministry of Education and Science
LUXEMBOURG
Drottninggatan 16
PRE-ACCESSION COUNTRIES
Unité d’Eurydice
10333 Stockholm
BALGARIA
Ministère de la Culture, de l’Enseignement supérieur
et de la Recherche (CEDIES)
Route de Longwy 280
1940 Luxembourg
NEDERLAND
International Relations Department
UNITED KINGDOM
Eurydice Unit for England, Wales and Northern Ireland
National Foundation for Educational Research
The Mere, Upton Park
Eurydice Unit
2A, Knjaz Dondukov Bld
1000 Sofia
Slough, Berkshire SL1 2DQ
Eurydice Eenheid Nederland
Eurydice Unit Scotland
ČESKÁ REPUBLIKA
Afd. Informatiediensten D073
International Relations Branch
Institute for Information on Education – ÚIV/IIE
Ministerie van Onderwijs, Cultuur en Wetenschappen
Scottish Office Education and Industry Department
Eurydice Unit
Postbus 25000 – Europaweg 4
Floor 2 Area B Victoria Quay
Senovázné nám. 26
2700 LZ Zoetermeer
Edinburgh EH6 6QQ
Praha 1, 111 21
43
43
EURYDICE
EUR
YDICE
EESTI
Estonian Ministry of Education
Eurydice Unit
9/11 Tonismägi St.
0100 Tallinn
KYPROS
Ministry of Education and Culture
Pedagogical Institute
Eurydice Unit
Latsia
P.O. Box 12720
2252 Nicosia
LATVIJA
Department of Education Strategy
Eurydice Unit
Valnu 2
1050 Riga
LIETUVA
ROMÂNIA
Socrates National Agency
Eurydice Unit
Eurydice Unit
A. Volano 2/7
1 Schitu Mãgureanu – 2nd Floor
2691 Vilnius
70626 Bucharest
MAGYARURSÁG
SLOVENIJA
Ministry of Education and Culture
Ministry of Education and Sport
Eurydice Unit
Eurydice Unit
Szalay u. 10–14
Zupanciceva 6
1054 Budapest
1000 Ljubljana
POLSKA
SLOVENSKÁ REPUBLIKA
Foundation for the Development of the Education System
Slovenská akademická asociácia pre medzinárodnú spoluprácu
Socrates Agency
Slovak Academic Association for International Cooperation
Eurydice Unit
Eurydice Unit
Al. Szucha 25
Staré grunty 52
00-918 Warszawa
842 44 Bratislava
Production
Layout and printing: Les Éditions européennes, Brussels, Belgium
44
44
EURYDICE
EURYDICE, the information network
on education in Europe
The EURYDICE Network produces reliable, readily comparable information on national education systems and policies. EURYDICE also
acts as an observatory, highlighting both the diversity of systems and their common features.
Working on behalf of policy-makers and the world of education, EURYDICE prepares and publishes:
• regularly updated descriptive analyses of the organization of education systems;
• comparative studies on specific topics of European interest;
• indicators on the various levels of education from nursery to higher education.
EURYDICE also has its own database, EURYBASE, which constitutes a further highly detailed reference source on education systems in Europe.
By circulating the results of its work, EURYDICE promotes better mutual understanding of these systems and the common issues that
run through them.
Established in 1980, EURYDICE has been an integral part of Socrates, the Community action programme in education, since 1995.
The Network comprises National Units and a European Unit. National Units set up by the corresponding education ministries now
exist in 29 countries, namely the 15 EU Member States, the three EFTA/EEA countries, ten central and eastern European countries
and Cyprus. These Units provide and check the basic information needed to sustain network activity. The Brussels-based European
Unit set up by the European Commission is responsible for management of the network, coordination of its activities, preparation
of the comparative analyses, and database creation and administration.
EURYDICE on the Internet – http://www.eurydice.org

Eurydice Focus 2

Transcription

Similar documents

organisation des fremdsprachenunterrichts im elementarbereich

organisation de l`enseignement des langues étrangères

User`s Manual User`s Manual