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These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)

This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)

Distance higher education for adults, media selection, and country profiles are considered in conference papers. Titles and authors are as follows: "Distance Education, Trends Worldwide" (Lord Perry of Walton); "Adults in Higher Education: Lowering the Barriers by Teaching and Learning at a Distance" (Hans G. Schutze); "Distance Education for Adults: Old and New Barriers for Participation" (Kjell Rubenson); "Distance Education for Adult Students: From Old to New Barriers for Participation?" (Ger van Enckevort); "Distance Education in OECD Member Countries"; "The Open University of the Netherlands"; "Background and Objectives" (Pierre Morin); "Basic Concepts" (Henk de Wolf); "The First Students" (G. van Enckevort); "The Open University of the United Kingdom" (Keith Harry); "The German Distance University: Its Main Features and Functions" (Jorn Bartels, Otto Peters); "The Instituto Portugues de Ensino a Distancia, Portugal" (Armando Rocha Trindade); "The Universidad Nacional de Educacion a Distancia, Spain" (Doina Popa-Lisseanu); "Distance Education in Yugoslavia" (Ana Kranjc); "Towards a Contextual Rationale in Distance Higher Education: The Small Scale Cases of Australia and Sweden" (Urban Dahllof); "Adult Learning and the Consequences for the Selection of Media: The Japanese Approach" (Yoshiya Abe); "Technology-Based Distance Education for Adults in the United States of America" (Marilyn Kressel); "Distance Education, a Critical View from Canada" (Ian Morrison); "The Impact on Higher Education of New Information and Telecommunication Technologies" (Pamela Christoffel); "Selection of Media at the Dutch Open University" (G. van Enckevort, Freek Gastkemper)"; "Development of Computer-Based Learning Materials" (Jef Moonen); and "Computer Communication: A New Tool for Distance Education" (Norman D. Kurland). (SW)

These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

While an extended stay abroad is generally assumed to be a valuable experience, some students are reluctant to take up the opportunity. To understand this phenomenon better, this study looks at students' concerns before they embark on their time abroad (to undertake a study placement, work placement, or a language assistantship) and looks at returning students' perceptions, to see the extent to which their initial concerns materialised. The research is based on two questionnaires distributed to over 800 participants at two universities (one in the UK, one in Germany). Besides quantitative data, qualitative responses give additional insights into the students' perceptions. The results show marked differences between the two cohorts and also produce evidence of a considerable shift in students' perceptions after their return: a high percentage of students noted that their anticipated concerns were not realised. The results of this study are useful in shedding some light on students' concerns and can inform student support and Year Abroad (YA) preparation. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]

This paper reports on an exploratory case study of learner participation within the context of online language learning in virtual world platforms. Data for this investigation was collected through a case study of a Business English course within a qualitative Case-Study Research framework. This study examines learner activity in virtual worlds in relation to three main features of the platform: avatars, artefacts and spaces. The study makes use of "Reflexivity" and "Exploratory Practice" as its core methodological approach to the building of the case. The virtual world data is analysed from a multimodal perspective and makes use of "visualization" as the primary analytical tool. In an attempt to broach the Eurocall 2015 conference topic of Critical Computer-Assisted Language Learning (CALL), this paper will present and discuss three findings: a broadening of our understanding of learner participation in virtual worlds, the critical role played by course designers and teachers in the shaping of learner participation in virtual worlds, and the potential of virtual worlds as a tool for reflective practice and practitioner research. [For full proceedings, see ED564162.]

High achievers with low self-efficacy in science lack interest in choosing science studies and careers. Wide-ranging knowledge of specific working life skills in science-related careers can help students identify their own strengths in science. This improves their self-efficacy beliefs in science and further promotes interest in pursuing science studies and careers. The purpose of this paper is to examine lower secondary school students' knowledge of specific working life skills. The participants in this study were 215 British, 144 Finnish and 154 German students, aged 12-14 years. Using open-ended questions and content analysis, we examined students' perceptions of working life skills needed in science-related careers. The results reveal that the students have a great deal of knowledge about working life skills, but it is often stereotypical. Students frequently mentioned sector-specific knowledge and personal attributes, but skills related to career development, organization, time and society skills were often omitted. Some variation exists between the countries. The British students linked careers in science with a great deal of thinking skills, whereas the Finnish students emphasized sector-specific knowledge. The German students described the careers more with personal attributes than in the other two countries. We conclude that the students need learning experiences including presentation of working life skills such as interacting with professionals and their real work-life problems, open-ended inquiries and balanced team working. These experiences increase students' awareness and perceived relevance of careers and working life skills, help identifying and promoting own strengths and self-efficacy and encourage choosing science-related careers. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.]

This paper provides insights in the development of a skill matching test which addresses soft skills integrated videos as media to provide information about situations to be rated. The design of the skill testing and matching tool is situated in the educational ERASMUS+ project SMART which is presented as well. With a specific view on team work and the necessary skills, traits and interests this article provides insights into the representation of these aspects in the test and offers impression of the video and media design. These topics are combined with a presentation of the results of a qualitative study concerning this testing tool, which was conducted by expert interviews and analysed by using content analysis. These results highlight the advantages and challenges in the use of the testing tool. [For the complete proceedings, see ED579395.]

The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]

Motivational factors play an important role in (language) learning processes and research indicates that this is also true for telecollaboration exchanges (Jauregi, de Graaff, van den Bergh, & Kriz, 2012; Melchor-Couto, 2017; in press). This short paper will introduce a study into how motivational factors play a role in telecollaboration exchanges by teenagers depending on the interaction constellation, the tools being used, and the telecollaborative experience. A total of 202 foreign language learners from different European countries took part in telecollaboration activities. All participants carried out an average of four telecollaborative sessions either by written chat or by video communication. Data from a survey measuring motivational factors, including self-efficacy beliefs, motivation, and anxiety, was gathered after every session. A small number of pupils were also interviewed on aspects related to motivation and anxiety. The results show: (1) a significant decrease in anxiety across conditions as sessions progress, especially for those communicating in Lingua Franca (LF) constellations using chat; (2) that pupils interacting with Native Speakers (NSs) seem to be the most confident concerning their perception of competence; and (3) that those communicating with NSs were significantly more positive about the learning potential of communicating with NSs. [For the complete volume, see ED578177.]

Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]

This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully. [For the complete volume, see ED571330.]

Historically, older and lower-skilled adults in the U.S. have participated in Adult Education and Training (AET) at lower rates than other groups, possibly because of perceived lack of return on investment due to the time required to recover training costs. Global, knowledge based economies have increased the importance of lifelong learning for all age groups. This paper reports results of a study that used data from the Program for the International Assessment of Adult Competencies (PIAAC) to examine the relationship in the U.S. between participation in AET programs and employment, labor force participation, and income, for adults aged 45 to 65. In addition, comparisons were made for outcomes of AET participation in the U.S. with those in Germany, Japan, Sweden, and the U.K. Consistent with U.S. outcomes, comparison countries had lower AET participation rates by the unemployed compared to the employed and there were wide variations in AET participation between the lowest income quintile and the highest income quintile. For all countries, there was a significant relationship between AET participation and income. There was also a significant relationship between AET participation and labor force participation. [For the full proceedings, see ED581791.]

The paper attempts to investigate the influence of textbooks on the results of international assessments such as TIMSS [Trends in International Mathematics and Science Study] and PIRLS [Progress in International Reading Literacy Study]. It tries to consider the role and impact of school textbooks on PIRLS and TIMSS performance across countries. As the research finds, the predominance of analytical, opinion-expressing, inferencing and evaluative categories in the school textbooks significantly favor the scores in PIRLS across the countries observed. In the case of maths, probability, data analysis and algebra problems are most predominant items schoolbooks of high performing countries in TIMSS. Advanced level analysis, integrating and comparing data, as well as reasoning and analysis could potentially be significant contributors to TIMSS science results.

Since 1998, one of the most remarkable developments in European integration has taken place in the defense field. On paper, all member-states but Denmark now support the idea of a common European security and defense policy (ESDP). Political-military structures have been created and new initiatives are launched almost every month, but the nature of the beast remains unclear. Should it become the independent defense arm of the European Union or a subsidiary of NATO? Should it remain an intergovernmental political forum or move towards the multinational integration of armed forces? And what should it do? Rational-choice theorists usually explain the difficult emergence of a European defense identity by focusing on supposedly conflicting state interests. On the contrary, I argue in this paper that the ?objective? (i.e. material and geopolitical) interests of European states dictate that a strong version of the European security and defense policy be put in place. However, ?subjective? (i.e. organizational and ideal) interests slow down the process of military integration because the most important member-states, for organizational and historical reasons, differ substantially in their perceptions of what the ?military? should be. [ABSTRACT FROM AUTHOR]

According to a recent research carried out by Aruba Networks (2014) in the US, the UK, France, Spain, Germany, Sweden, South Africa, Saudi Arabia and UAE, 86% of all respondents have two or more devices that can connect to the internet, and nearly two thirds (64%) already own three or more mobile devices with this feature; another 39% own four or more (p. 4). We live on the move, and this includes mobility, as well as working anytime, anywhere and lifelong learning. Thus, research on language teaching and/or learning should focus on the ways to get adapted to the specific new needs of our modern society (e.g. mobility). Accordingly, for instance, mobile-assisted language learning (MALL) activities should be app-based; "this is not a trend language educators can ignore" (Godwin-Jones, 2011, p. 8). In this paper, we present some preliminary results and conclusions after the design and implementation of some MALL apps carried out by the ATLAS research group. They have been developed in the context of the SO-CALL-ME project, in order to enable the members of ATLAS to explore the way in which students can improve their oral language skills "on the move". [For full proceedings, see ED565087.]

Telecollaboration for Intercultural Language Acquisition (TILA), is an EU-funded project within the Lifelong Learning Programme that will run between January 2013 and June 2015. TILA's overall objectives are: (1) to innovate, enrich and make foreign language teaching programmes more attractive and effective by encouraging the implementation of telecollaboration activities in secondary schools across Europe; (2) to assist teachers and teacher training programmes in developing information and communications technology (ICT) literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices; and (3) to study the added value that telecollaboration may bring to language learning in terms of intercultural understanding and motivation amongst younger learners. Our aim in this (albeit short) paper is to introduce the project, its background and outline the specific teaching needs of our participants with regards to languages and technology. [For full proceedings, see ED565044.]

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.

This document contains the agenda and papers presented at the Agora IX meeting in Thessaloniki, Greece in June 2000 on alternative education and training processes. The papers are "Integration of Migrant Pupils in the Danish Education System" (Bang); "Support Services for Inclusive Education" (De Vroey); "Single Sex Schooling or Coeducation?" (Schrodt); "Serving the Needs of Gifted Individuals: The Optimal Match Model" (Monks); "The Common Culture Needed for the Democratic Transformation of Schools" (Rochex); "Danish Production Schools" (Ljung); "A Review of the Training Workshops and Craft Centres in Extremadura" (Lucas); "Combating Social and Economic Exclusion" (Brodigan); "The Irish Leaving Certificate Applied: Trojan Horse or Contrived Equilibrium?" (Gleeson); "Contribution of Mr. Manfred Schneider from the BBJ-Unternehmensgruppe" (Manfred Schneider); "Strategies to Combat Failure at School: A Comparison of Italian and European Experiences" (Montedoro); "Nightriders Tailoring Training to Young People's Lifestyles" (Lavelle); "Comprehensive Education or Removal of Pupils: The Dilemma Facing Education Systems in Responding to School Failure" (Casal); "The New Skills Approach The Roles of those Involved' (Rue); "The Relationship Between Centralised and Decentralised Learning in Vocational Training" (Vogel); "Company Role and Responsibility in Education and Training" (Suomalainen); and "The Role of Local Authorities in the Integration of Disadvantaged Young People in Germany" (Schlegel). The document contains a list of event participants. (SLR/CL)

This paper examines the debate about the future of public service broadcasting in the UK and Germany. Under the impact of new media technologies and political de-regulation, a 'paradigm shift' has occurred towards a 'market model' of broadcasting regulation. Yet, public-service broadcasting in these countries enjoys a strong legitimacy and an institutional entrenchment underpinned by path dependency of public policy, and in Germany's case a constitutional-legal commitment to public-service broadcasting. In both countries, though more so in the case of the BBC, public broadcasters have met the challenge of the new media by developing a range of new services. Despite coming under the close scrutiny of the European Commission competition authorities, the expansion strategies of the public service broadcasters have so far not been impeded from that quarter, though they have been compelled to define their remits more clearly and make their funding arrangements transparent. The paper argues that the BBC has benefited from special advantages. It is viewed not simply as a public service broadcaster, but both as a key driver of new digital media and also as the UK's 'national champion' in the global media marketplace. To this extent, it has enjoyed a greater licence than have the German public broadcasters to expand the range of its new media activities. Hitherto, German policy makers appear to have been more traditional in their thinking about the nature of the public serrvice remit and more swayed by the commercial communications lobby, though this may change in light of recent developments. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Data from the French Ministry of Justice, the German Statistical Office, and the British Home Office are used to investigate the impact of the securitization of immigration policy on criminal justice net-widening in Germany, France and Britain. These three societies demonstrate the primary variations in welfare management and union strength that Sutton (2004) found to be important in explaining national incarceration rates. The paper clarifies the interrelations among immigration policy change, the national immigrant integration model and criminal justice net-widening. It explains the influence of executive, court and NGO-sponsored initiatives on criminal justice scrutiny of foreign workers and minority group members. The findings reflect the influence of policy shifts at both the national and European levels on the criminal justice supervision of the "outsiders" constituting each nation's post-World War II foreign work force. The results also suggest that the impact on incarceration rates of corporatist and neoliberal economic and political regimes is not the same for "insiders" and "outsiders". ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Although health care spending represents one of the largest expenditure categories in all Western societies, most research on the welfare state has neglected issues related to health and health care. In this paper, we use the ISSP to evaluate the public attitudes towards health care in the United States, Australia, Germany, Great Britain, and Italy at three points in time. We find that public attitude do not cluster according to the most widely used schemes to classify welfare states which is not surprising given that these nations have often been clustered together without paying attention to health care. The results also indicate that the cleavages that are most influential in dividing individual health outcomes are an important predictor of people's attitudes towards government involvement in health care. In general, groups who have been shown to experience worse health in modern society are more supportive of government involvement in health care whereas groups experiencing better health are generally less supportive. [ABSTRACT FROM AUTHOR]

This paper describes the development and dissemination of microteaching methods in Europe and some African countries, with emphasis on the United Kingdom and Germany. A tool for teacher preparation, microteaching trains teaching behaviors and skills in small group settings aided by video-recordings. Consistent with education reform efforts, the European microteaching movement grew out of a dissatisfaction with three features of the prevailing model of traditional teacher education programs: (1) that student teachers could become reflective and skilled practitioners by separating academic studies from practical experience; (2) professional education courses; and (3) inadequate and unsystemmatic field observations and experiences. Attempts to reform and democratize universities and colleges, development of other laboratory-based teacher training methods, the revival of empirical analytical research, and introduction of video into educational settings are presented. Also presented are: adaptations, developments, and uses of microteaching in Europe; a comparison of the United States and European approaches; and a discussion of research on microteaching in Europe. An extensive list of 174 references is included. (LL)

The present study examined an international sample of adults from the Survey of Adult Skills administered by the Program for the International Assessment of Adult Competencies (PIAAC; Organisation for Economic Co-operation and Development, 2009) to assess (1) how specific individual and country-level characteristics predict adult readiness to learn, and (2) how readiness to learn predicts adult skills in literacy, numeracy, and problem-solving in technology-rich environments. Multilevel modeling showed that education and hours worked positively predicted readiness to learn, while age negatively predicted it, and men showed high levels of readiness to learn than women. At the individual level, a positive relationship between readiness to learn and skill proficiency was observed, while at the country level a negative relationship occurred. This "readiness to learn paradox" is discussed in terms of cultural differences in learning environments.

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

In liberalized electricity markets, suppliers are offering several kinds of voluntary green electricity products marketed as environmentally friendly. This paper focuses on the development of these voluntary markets at household level in the UK, Germany and Finland. Since there are already existing renewable energy policies regulating and encouraging the use of renewable energy, it is important to consider whether voluntary products offer real additional benefits above these policies. Problems such as double counting or re-marketing hydropower produced in existing plants are identified. According to our study, the demand varies between countries: in Germany the number of green electricity customers has increased and is also higher than in the UK or Finland. Typically the average additional cost to consumer from buying green electricity product instead of standard electricity product is in the range of 0-5% in all studied countries, although the level of price premium depends on several factors like electricity consumption. Case study of Finland and literature show that the impacts of green energy are not solely environmental. Renewable energy can benefit local public policy. [ABSTRACT FROM AUTHOR]

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Since the beginning of the world economic crisis the level of unemployment across different countries increased significantly and so did social and welfare polarization of people. Under these conditions the emergence of social entrepreneurship could be viewed as an additional opportunity for the disadvantaged people to enhance their welfare and improve their living quality. As all the phenomena of such kind its activity should be coordinated by some special institutions in order to develop successfully, thus enhancing its aggregate performance. According to the rating of the Global Entrepreneurial Monitor (GEM), the United States have the highest rank in the growth rate of social enterprises for a short-time perspective, which can be determined by the effect of such factors as Community Development Financial Institutions (CDFI), which provide some incentives for the business as well as for the communities to take part in the social projects. The paper reviews different kinds of economic systems inherent to certain types of integration between financial and industrial resources. So, the system of industrial development of the USA relies in most part on the stock market, while that of several European countries, such as the United Kingdom and Germany prefer to use credit resources, or the loan capital. In contrast to that, the financial systems of the developing economies, such as the Russian one, present to use both types of the financial systems aforementioned and combine the microcredit institutions with those of fundraising. The paper contains some implications for such countries suggesting them to consider some opportunities of evolving their market-based institutions and bank sector to create a more suitable institutional system to support the development of social entrepreneurship. [ABSTRACT FROM AUTHOR]

Building an energy system compatible with the Paris Agreement requires large-scale investment in renewable energy technologies (RET). Designing effective energy policies, therefore, requires an understanding of the dynamics of RET investment risk. This study draws on RET project data and 40 interviews with investors in Germany, Italy and the United Kingdom. We show that risk premiums and investment risk have declined for solar photovoltaics and onshore wind technologies in all three countries. Increasing technology reliability at a lower cost, data availability, better assessment tools and credible and stable policies were crucial elements of this declining investment risk. We identify the five most relevant risk types (curtailment, policy, price, resource and technology), show their relative importance over time and use network analysis of interview transcripts to identify the drivers behind the observed changes. While technology and policy risks have declined substantially over time, curtailment and price risks are becoming relatively more important. From these insights, we derive recommendations for policymakers aiming to accelerate the transition towards a Paris-compatible energy system. [ABSTRACT FROM AUTHOR]

Looking at France, Germany and the UK, the paper examines the impact of globalization, new media and deregulatory pressures on national 'cultural policy toolkits' for the television sector, namely public service broadcasting, media ownership rules, subsidies and investment and scheduling quotas. There is evidence of competitiveness motivated deregulation of media ownership rules in all three cases. Other than that though, the countries' cultural policy toolkits appear robust and demonstrate a striking degree of path dependent policy-making. Some aspects of UK television policy are certainly redolent of deregulatory competition and the UK approach has progressively relieved the private sector of the kind of regulatory burdens imposed by the French approach. Similarly, when private commercial television was introduced in the mid 1980s the subsequent decade saw fierce regulatory competition between the German Länder to attract media investment, leaving the private sector comparatively free of regulatory obligations. Yet, in the UK and Germany public service broadcasting, the principal element of the cultural policy toolkit, has remained comparatively well resourced. The French case is a paradox. The adaptation of the protectionist French system of programme quotas and subsidies to the digital age could be seen as upward regulation. France exhibits a particularly strong political commitment to a distinctive and elaborate regulatory and interventionist cultural policy toolkit. It has aggressively championed a global struggle to defend national cultural identities in the face of the domination of American production. Yet, public service television and national television production are weak in comparison with its more 'liberal' neighbours. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Since the 1970s retirement has become increasingly early and de-standardized across advanced societies. While much research has addressed the trend to earlier retirement, the changing structure of retirement is less understood. This paper compares Germany and Britain to assess how labor market and pension institutions play together in structuring individual retirement experiences. We use sequence analysis and relative distribution method to analyze the structure of retirement processes and associated income inequalities. Results from household panel data support that de-standardization of retirement is driven by high institutional differentiation in pensions, a lack of institutionalized early retirement routes, and employment maintenance policies on the labor market. De-standardization of retirement, however, does not go along with increasing income inequality among retirees. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Transitions from school to work are considered to be very 'vulnerable' transitions within the life course since the later career is heavily influenced by success and failure during the period of job entry. In recent years, Britain and Germany have implemented labour-market programmes for young people who failed to enter the job market. Referring to the current agenda of life course research these programmes, the New Deal for Young People (NDYP) in Britain and the Sofortprogramm gegen Jugendarbeitslosigkeit (Jump) in Germany are analysed from a comparative perspective. The programmes exemplarily show how different types of economies try to combat youth unemployment and foster increasingly fragmented transitions from school to work. Against the background of new institutional theories (Hall and Soskice) the paper illustrates that an erstwhile strength of the German training system - the strong linkages between labour market and training system - has now become a disadvantage, since the stronger regulation makes it more difficult to establish new instruments combating youth unemployment. [ABSTRACT FROM AUTHOR]

Is a labour market without exclusion possible? In recent years, Britain and Germany have implemented labour-market programmes for young people who have failed to enter the job market - the 'New Deal for Young People, NDYP' in Britain and the 'Sofortprogramm gegen Jugendarbeitslosigkei', Jump, (immediate action programme against youth unemployment)' in Germany. Both programmes were central projects of the newly elected social democratic governments and part of the modernized social democratic strategy, in which education and training, as well as active labour-market policy, play a key role. Thus, both programmes are supposed to reflect a new strategy on education and training. In this paper, I argue that both programmes differ greatly with regard to their strategies towards labour markets integration. I show that these differences do not emerge by chance, but are the outcomes of different insti-tutional linkages between educational systems and labour markets in Britain and Germany. Further, I show that both programmes fail to include all young people into the labour market even though to distinct extends: particularly the German labour market programme tends to enforce existing patterns of exclusion. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This book assembles over 50 papers from the 7th Triennial European Research Conference of the European Society for Research on the Education of Adults (ESREA), which was held from the 4th to the 7th of September 2013 at Humboldt-University in Berlin. The title of the conference was "Changing Configurations of Adult Education in Transitional Times". Many authors within this volume refer to this title and the thematic outline within the call for papers. Furthermore, conferences are also a general "seismograph" that show the issues currently dealt with in a research community and also the terms that are employed frequently at one specific point of time. Papers included in the proceedings are: (1) Introduction (Bernd Käpplinger, Nina Lichte, Erik Haberzeth, and Claudia Kulmus); (2) Transitions around and within ESREA (Henning Salling Olesen); (3) Welcome Address at the ESREA Triennial Research Conference 2013 in Berlin (Bernd Käpplinger); (4) Non-traditional adult students in Higher Education: the development of Plurilingual Repertoires (Susana Ambrósio, Maria Helena Araújo e Sá, and Ana Raquel Simões); (5) Voice, interaction and transformation: identifying transformation in the diverse meanings and contexts of the language of biographical learning interviews (Rob Evans); (6) University and lifelong learning. A research on "non traditional stories" and learning identities (Andrea Galimberti); (7) Graduating at older age--what are the expected, surprising and unwanted outcomes? (Ulpukka Isopahkala-Bouret); (8) Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science? (Laure Kloetzer, Daniel Schneider, Charlene Jennett, Ioanna Iacovides, Alexandra Eveleigh, Anna Cox, and Margaret Gold); (9) Unskilled Work and Learner Identity--Understanding unskilled work as a certain condition for perceiving oneself as an educable subject (Sissel Kondrup); (10) Engaging Universities and Adult Education: The Paulo Freire Chair at the University of Seville (Emilio Lucio-Villegas); (11) Testing as Reflecting? Preliminary findings from a study involving personality testing in CVET (Henriette Lundgren); (12) Issues of recognition and participation in changing times: the inclusion of refugees in higher education in the UK (Linda Morrice); (13) Writing & University internship: an educational path (Loredana Perla and Viviana Vinci); (14) Agency and future life trajectories in accounts of Access to Higher Education students in England (Anna Piela, Hugh Busher, Nalita James, and Anna-Marie Palmer); (15) Functional Illiterates and their Confidantes: A new Approach to the Question of Non-Participation in Adult Education (Wibke Riekmann and Klaus Buddeberg); (16) Inclusion and exclusion in continuing education for adults: the case of young people with a low level of education in Spain (Francesca Salvà-Mut, Elena Quintana-Murci, and Danielle Desmarais); (17) Recognition of prior learning: valuing learning through transitions for individual and collective purposes? (Fátima Antunes and Paula Guimarães); (18) Pedagogy versus Medicinea training and narrative care project in medical-healthcare contexts (Micaela Castiglioni); (19) The learning process of health--impacts of the configuration of the workplace health promotion (Sylvana Dietel); (20) The role of intrinsic training motivation for self-perceived work ability and working past retirement age (Paula Thieme, Michael Brusch, and Victoria Büsch); (21) Quality in continuing education: Which aspects matter from the participant's point of view? (Kirsten Aust, Stefanie Hartz, and Bernhard Schmidt-Hertha); (22) Adult Education and Transformative Learning (Elmira Bancheva, Maria Ivanova, and Alexander Pojarliev); (23) Adult Transitions in transitional times: configurations and implications for Adult Education (Chiara Biasin); (24) Blended Counselling: Advising Prospective Students with Vocational Qualifications on Their Way to University (Stefanie Brunner, Stefanie Kretschmer, and Olaf Zawacki-Richter); (25) Knowledge Transfer in Career Guidance--Empirical and Theoretical Research Findings (Clinton Enoch); (26) Successful outcomes in Vocational Education and Training Courses and Mathematics: How Pedagogy and Expectations Influence Achievement (Bronwyn Ewing, Grace Sarra, Tom Cooper, Chris Matthews, and Glen Fairfoot); (27) Profession and context: training teachers in a systemic, co-operative and auto/biographic view (Laura Formenti); (28) How Internet Based Participatory Culture Can Be Co-opted To Develop Teachers' Technological Skills (Filippo Gilardi and James Reid); (29) What are the Factors that Affect the Training of Adult Employees in the Universities of Mid-Egypt on ICT (Mohamed H. Hendy); (30) Workers' training using the e-learning methodology through entrepreneurs confederations in Spain (Rafael M. Hernández-Carrera); (31) New Configurations of Guidance and Counselling--From Support for Individual Decisions to a Governance Tool? (Bernd Käpplinger); (32) Reconstructing Professional Identity in Transition of Working Life (Helena Koskinen); (33) New Challenges for Teaching and Learning in German University Education (Ines Langemeyer and Ines Rohrdantz-Herrmann); (34) Training managers: a case study of a French corporate university (Simon Mallard and Jerome Eneau); (35) A new professional occupation in adult's education: the RVC Professional (Catarina Paulos); (36) Work motivation and employee motivation methods in managerial work (Anna Piirainen); (37) The peer groups bridging the disciplines and social contexts in higher education (Arja Piirainen); (38) From social educators imaginary to social educators training: lessons learned in a Grundtvig partnership project (Flavia Virgilio); (39) To Value Adult Education--Organisational learning, Adult Learning, and the Third Sector (Henning Pätzold); (40) Sociocultural community development as a strategy for adult education: the conceptions and practices of its practitioners (Ana Maria Simões); (41) Changing configurations in the governance of adult education in Europe: discussion of some effects of the Lisbon Strategy in Portugal (Rosanna Barros); (42) Adult education and community development in the city: Critical geography meets critical pedagogy (Christine Durant and Behrang Foroughi); (43) Unveiling of new Development Perspectives on Migration Critical research as an approach for discovering latent future possibilities (Malte Ebner von Eschenbach); (44) Education Decisions of Employed Persons: The Influence of Adult Education Vouchers (Erik Haberzeth and Claudia Kulmus); (45) Emancipation instead of discipline (Anja Heikkinen); (46) We make the road by walking--collective knowledge building and action (Lars Holmstrand and Gunilla Härnsten); (47) Adult Learning through Participation in the Economic (and Political) Environment (Martin Kopecký); (48) Invisible colleges in adult education in Portugal: contribution mapping (Ricardo R. Monginho); (49) The Rise and Fall of Research on the History of Adult Education in Contemporary Hungary: Trends and Issues of Historical Research Work from 1993 to 2013 (Balázs Németh); (50) The Limits and Divisions of Adult and Continuing Education in 20th Century Modern Europe. Historical and Political Dimensions and Patterns (Balázs Németh); (51) Violence Interrogates adult education today. A radical and critical reflection (Maria Grazia Riva); and (52) About the changes and challenges of adult education in Poland in the years 1989-2013 (Hanna Solarczyk-Szwec, Anna Matusiak, and Agata Szwech). An author index is included. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)

This document contains 19 papers and case studies, in English and Korean, from a conference on national strategies for developing human resources through technical and vocational education and training. The following are representative: "The Need to Innovate and Optimize Resources [Keynote]" (Wataru Iwamoto); "School to Work Transition in Australia" (Katrina Ball); "Main Issues for Effective Transition System from Initial Education to Working Life in Korea" (Hojin Hwang); "School to Work Transition of the Graduates in the Trade Technical-Vocational Institutions in the Philippines" (Renato Sorolla); "Vocational and Technical Education and Training in Vietnam and Issues of School-to-Work Transition" (Hoang Ngoc Vinh); "Effective Reskilling for Adults [Germany]" (Gisela Dybowski);"Adult Reskilling in Korea" (Young-Hyun Lee); "The National Qualification System for Linking Schools and Workplace in Indonesia" (Masriam Bukit); "The National Qualification System for Linking Schools and Workplace" (Annie Bouder); "The Current Status of National Qualification System in Korea" (Jeong-yoon, Cho); "The National Skill Qualification System Framework in Malaysia" (Sahar Darusman); and "National Human Resource Planning: Issues and Problems" (Kioh Jeong). Papers include abstracts, and, in some cases, reference lists. Included are the welcoming remarks, conference program, and participant list. (KC)

This document contains the following seven papers, all in both English and Korean, from a conference on human resources development and school-to-work transitions in the knowledge-based society: "The U.S. Experience as a Knowledge-based Economy in Transition and Its Impact on Industrial and Employment Structures" (Eric Im); "Changes in the Industrial Structure and Employment Patterns in a Knowledge-Based Society in Japan" (Shigemi Yahata); "Human Resource Development Strategies for the Knowledge Economy" (Nigel Haworth); "Strategies and Direction of Human Resources Development in Knowledge-based Economic System: Experience in the UK" (Peter Upton); "Methods of Strengthening Effective Transition from School to Labour Market" (Bent Paulsen); and "Methods of Strengthening Effective Transition from School to the Labour Market in Australia" (Chris Robinson). Each of the papers includes an abstract; some contain lists of references. (KC)

Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of the dual model; the Netherlands and France provide the schooling model; provision in the United Kingdom (UK) is the mixed model. Although the dual system will continue to dominate the secondary vocational-technical education and training in Germany, German full-time vocational schools may be gradually incorporated into general education. More and more university students in Germany seek two-fold qualification--university studies and practical vocational training--to enhance their job prospects. In the Netherlands, some measures, such as encouraging more employers' organizations, trade unions, and industry involvement, have been taken to reform the senior secondary vocational school system. No significant recent reform efforts are found in France. The former polytechnics in the UK recently changed their name to universities to expand their capacities for student recruitment and program offerings. The implication for secondary and postsecondary vocational-technical education in Taiwan is that it is too school-based to adapt to the labor market and that there is a need for stronger links with the labor market. (Contains 15 references.) (YLB)

The results of a conducted study which focus on the aspects of the "Opportunity Recognition" (OR) in the medical biotechnology (MBT) are presented in this paper. It aims to determine parameters which are important for the recognition of business opportunities and find out to what degree start-ups in the MBT field differ from start-ups in other sectors. Furthermore, it analyzes the differences concerning the OR between Germany and two other leading regions in the MBT-field (UK and Benelux) which have mostly the same legal situation and financing possibilities. [ABSTRACT FROM AUTHOR]

The third paper discusses the concept of mediatization on the level of political organizations. The concept is concretized as a reaction of political organizations to their perception of an increased importance of the media and of "best practice" models in communication. Mediatization implies changes in organizational structure (rules and resources for communication) and behavior (amount and form of communication). This definition of mediatization on an organizational level allows the development of indicators for empirical research and seems to be more appropriate than concepts of a simple adaptation of political actors to the needs of the mass media. The paper summarizes case studies on structural changes within traditional and large party organizations in Austria, Germany, Switzerland and the UK. The studies have focused on the national party central offices out of election campaigns, analyzed party documents and interviewed party representatives from October 2006 to January 2007. The main conclusion is that mediatization on the level of party organizations take place, but not to the expected extent when reviewing the academic literature. Processes of mediatization are slowed down by loosely-coupled forms of party organizations (especially internal federalism), which degree is dependent on the country specific context. Therefore, from the organizations point of view, mediatization leads to conflicts between the requirements of a "professional" media communication (for instance on speed) and internal factions (for instance on participation or at least consultation). ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Great Britain and Germany are close trade partners, both members of the European Union and belong to the NATO. However, the relationship between these two nations is still difficult and the British media sometimes portray Germany as the old enemy of the Second World War. In 2005 Dresden commemorated the 60th anniversary of the bombing of the city on February 13, 1945. Now the questions arise: How do the British media report about this special date? And in comparison to that, how do the German media deal with this topic? Is the question: "Who is to blame for the destruction of Dresden?" after 60 years still discussed? A content analysis of the leading German and British newspapers will answer these questions. The authors of this paper identified certain news values that are especially relevant for the international news coverage. They tested them by analyzing the coverage about February 13, 1945 and 60 years later. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article investigates the effects of British and German national economic policies. The British model is described as emphasizing free market forces, while the German approach is said to involve more government coordination. The question of whether these policies cause the business strategies of firms to be more or less driven by market forces is addressed. An analysis of commercialization strategies, using examples drawn biotechnology firms in both countries, is presented. Differences between various possible types of technology commercialization are discussed.

This paper presents the results of an online collaborative activity from an on-going project, Collaboration Across Borders. Intercultural aspects of the work have arisen from the original conception of peer-evaluation of multimedia presentations between five educational institutions from UK, Spain, Netherlands, Germany and Australia. Analysis of discussions' transcripts highlighted some intercultural differences in students' collaborative behaviour and language performance, emotional level of postings and attitude to the projects they evaluated. The results of post-collaborative questionnaire were used to investigate students' attitude to the intercultural collaborative experience, as well as to understand problems and difficulties they experienced during the collaboration. Some conclusions are drawn relating to the benefits and drawbacks of international collaborative projects, followed by suggestions for improvements of such activities. [ABSTRACT FROM AUTHOR]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "EdMedia + Innovate Learning: World Conference on Educational Media and Technology" took place in Amsterdam, The Netherlands, June 25-29, 2018. These proceedings contain 308 papers, including 14 award papers. The award papers cover topics such as Open Education Resources (OER) certification for higher education; a cooperative approach to the challenges of implementing e-assessments; developing an e-learning system for English conversation practice using speech recognition and artificial intelligence; the Learning Experience Technology Usability Design Framework; developing strategies for digital transformation in higher education; pre-service teachers' readiness to use Information and Communication Technology (ICT) in education; teacher development through technology in a short-term study abroad program; Austria's higher education e-learning landscape; a digitised educational application focused on the water cycle in nature carried out in a secondary school in Ireland; evaluative research on virtual and augmented reality for children; how children use computational thinking skills when they solve a problem using the Ozobot; a strategy to connect curricula with the digital world; the learning portfolio in higher education; and adult playfulness in simulation-based healthcare education. [For the 2017 proceedings, see ED605571.]

This monograph presents 26 papers addressed to workshop sessions representing thought and innovation in employment counseling and vocational guidance. Two papers are written in German, one in French, and 23 in English. Abstracts preceding each paper appear in the two languages other than that used for the paper itself. Topics covered include training of counseling services personnel (Germany); counseling for midlife career change; policies for career information, guidance, and counseling in school-work transition; PLACE, an individualized learning package to assess employability; measuring employment counselor effectiveness; career decison making and computers; counseling for mid-career change; computerized job-person matching (Sweden); conceptual approach to career education; career development in industry; employment counseling of college students (United Kingdom); "focusing" in adult career counseling; life skills training; brokering and employment counseling; STEP, self-exploration programs for career selection (Germany); competency-based inservice program for counselors; impact of a computerized guidance information system; vocational counseling as an instructional process; evaluation of employment counseling; and computer-aided vocational counseling in mid-career change. (YLB)

Significant attention has been devoted to the threat posed by Muslims to European security and culture. Examination of structural barriers to minority achievement in European societies is often missing in these discussions. Institutional impediments to the full engagement of minorities in economic, political and civic arenas are ignored. Agencies of criminal justice (particularly police and the courts) have a key role to play in creating a comfortable and productive environment for European Muslims. But until recently, that role has received insufficient attention. In this paper we focus on the implications for criminal justice policymaking of data on the situation of Muslim Europeans in Great Britain and Germany. Data from the British Crime Survey, the German Social Survey and the European Social Survey are utilized. The results indicate that Muslims are more integrated into their European homes than popularly recognized. Rather than distrusting the police and other institutions of justice, Muslims are at least, if not more willing than other Europeans to work with agencies of justice and rely on them for protection. The data also indicate that even while Muslims have low rates of criminal victimization, they are more worried than other Europeans about crime and anti-social behavior in their local communities. These findings suggest that with community support Muslims could help in the development of the networks of public, private and parochial relationships that foster neighborhood collective efficacy and reduce crime. [ABSTRACT FROM AUTHOR]

Materials from Agora 12 demonstrate that the disabled are merely another side of ourselves and training for them is a means of developing and acquiring independence and of becoming absorbed into society. A Foreword outlines the subjects of the three sessions: social solidarity and mental disability; training of the mentally psychologically disabled and the transition from institution to integration; and training of trainers and other professionals providing support for the mentally disabled and assisting their integration into economic life. A 36-item bibliography and agenda follow. The 15 presentations are "Mental Health: Medical Fact or Social Construct" (Gaye Hutchison); "Disability and Independence: Improving the Quality of Life of Disabled People" (Carmen Duarte);"Professional Training of the Mentally Disabled in Enterprises in the Open Labor Market" (Helmut Heinen); "Job Creation for the Mentally Disabled: New Approaches in Germany Through Integration Enterprises and Employment Companies" (Rainer Dolle); "The Effects of Globalization on the Mentally Disabled" (Alberto Alberani); "Economic Costs and Benefits of Integrating Disabled People into the Labor Market: An (sic) European Look" (Juan Carlos Collado); "Permitting the Mentally Disabled a Genuine and Appropriate Exercise of Their Rights" (Annet De Vroey); "The Initial and Continuing Training of the Mentally Disabled in Lifelong Education and Training" (Christian Robert); "Education and Training Proposed to Persons with Learning Disabilities in the Different European Countries" (Victoria Soriano); "Occupational and/or Personal IndependenceThe Role and Significance of Sheltered Employment in the Emancipation Process" (Gerard Zribi); "The Normal Environment as a Training Ground and Indicator of Personal Potential for Disabled Workers and Their Trainers" (Yvonne Schaeffer); "How Does a Trainer Working with the Mentally Disabled Differ from Any Other Teacher or Trainer?" (Hans-Juergen Pitsch): "Training of Trainers in Learning Disability ServicesIs Learning or Disability the Issue?" (Paul Twynam); "Training of Trainers of the Mentally Disabled in Europe" (Angelika Buehler); and "How Useful Are Networks of Trainers and of Trainers of Trainers in Preparing Them for Their Very Special Role?" (Raymond Ceccotto). A summary of discussions (Victoria Koukouma) is provided. Several presentations include bibliographies. (YLB)