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This is a report of the "European Educational Research Journal" (EERJ) Roundtable that sought to describe what national educational research programmes are doing, how they are working together, and how they might contribute to the developing European Educational Research Space. The Roundtable was an opportunity for one large consortium of national programmes to explain their intentions and create an opportunity for dialogue. Researchers from six national research programmes (United Kingdom, Finland, Sweden, Netherlands, Norway and France) have been working closely to develop a cooperative decision-making system; web-based knowledge-sharing; cooperative analyses of best practice; joint examination of common policy problems and opportunities; and pilot implementation of new approaches to research training and dissemination. The discussion, chaired by Martin Lawn ("EERJ" Editor), was introduced by short contributions from Andrew Pollard (University of Cambridge), Kirsti Klette (University of Oslo) and Hannele Niemi (University of Helsinki). A response was given by Filip Dochy (University of Leuven), President of the European Association for Research on Learning and Instruction (EARLI). There appeared to be almost universal agreement that the educational research community needs to pay greater attention to internationalisation of research processes. To this end, the collaboration of national research programmes did offer one way of achieving this through progressive interaction between partners and their associated research communities.

This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies--specifically two main bodies in each country, the ministries of foreign affairs and education--and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools.

As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we compare what content is selected and how that content is presented in series of high school textbooks from China, France, Germany, Japan, Russia, the United Kingdom, and the United States according to four core domains: algebra, geometry, statistics and probability, and calculus. We then discuss the implications of the analysis for the reform of the high school mathematics curriculum in China, particularly as it applies to the development of textbooks within that process of reform. The comparative results provide us with the opportunity to recognise the distinguishing features of the content and presentation of the Chinese mathematics curriculum and lead to some suggestions for future curriculum development.

Research provides evidence that gender, immigrant background and socio-economic characteristics present multiple disadvantaging characteristics that change their relative importance and configurations over time. When evaluating inequalities researchers tend to focus on one particular aspect and often use composite measures when evaluating socio-economic characteristics. Neither can fully represent the complexity of students' various disadvantaging characteristics, which have autonomous associations with attainment and with each other. This paper investigates how the relative importance and configurations of different disadvantaging factors have changed over time to form educational inequalities and how these changes differ across countries. Data from five PISA cycles (2000-2012) for France, Germany, Sweden and the United Kingdom are used and configurations of gender, immigration background, parents' occupational and educational levels, and the number of books at home evaluated. Results enable us to relate changes (or lack thereof) in configurations of disadvantaging factors to recent reforms targeted at reducing educational inequality after the first PISA results.

Research has found differences in students' abilities, attitudes, and family and community background to be the largest source of variation in student learning, but these are difficult for policymakers to influence, at least in the short run. However, the single most significant school variable affecting student achievement is "teacher quality", and this is potentially open to policy influence. After giving an overview of teacher qualification requirements in the UK, the USA, France, New Zealand and a few other countries, this paper addresses the rationale of licensing examinations. It then considers the possible consequences of implementing them in a country such as Israel, which has recently been contemplating teacher training and licensing as part of a wider educational reform.

This paper proposes a critical reflection on the use of quantitative sources for the historian of education. It identifies and discusses key promises and challenges related to the construction and interpretation of historical statistics in education, drawing on a number of British and some French historiographical examples. Ultimately, the article encourages, where possible and appropriate, a combination of quantitative and qualitative methods in order to identify trends and patterns in education and facilitate their contextualisation in terms of processes and meanings. (Contains 104 footnotes.)

This article presents seven reports on the interviews about reception and use of international indicators among respondents from Belgium, Denmark, France, Italy, The Netherlands, Spain and United Kingdom. The first report is based on interviews with 5 respondents occupied with different aspects of the macro level of the Flemish educational system. It focuses on the content of the interviews and is structured upon seven headlines referring to the BEQUAD interview schedule. The second report is based on six interviews with respondents placed at different levels of the Danish educational system. This report is written on the basis of the interviews and the structure of the report is built upon seven headlines referring to the guideline of interview headings including a summary and a conclusion. The third is based on six interviews conducted during the months of May and June, 2002, with a union representative with the SNES (secondary education teachers) (A), the Director of School Education (B), a Counsellor at the "Cour des Comptes" and Chairman of the Higher Council for School Assessment (C), a counsellor and Director of Programming and Development (D), a Senator (E) and a Deputy Director of Higher Education (F). Most of the interviewees expressed their views on the best-known publications by the OECD and French education system. All interviews give emphasis on the use of indicators to serve specific ends. The fourth is based on interviews with 6 people engaged in key positions in the Italian Educational system. The fifth is based on interviews with six people occupying different key positions in the Dutch educational system. The report summarises the content of the interviews and is based on the seven headings of the BEQUAD interview schedule. Next is a report based on interviews with 6 people occupying key positions in the Spanish educational scene. The interviews aimed at getting relevant information about their perceptions on the possible influences of international indicators to decision-making processes and public information. The last report is based on interviews with three groups of respondents in the UK. The report summarises the content of the interviews and the Department of Education and Skills (DFES) written response and is structured using the seven section headings of the BEQUAD interview schedule. (Contains 2 footnotes.)

Examining the ways in which Western European countries have presented and justified educational reform, Neave explores the shift in values and social ethics that occupy the center of the educational stage. States that education is less a part of social policy, but is increasingly viewed as a sub-sector of economic policy. (GEA)

Changes in engineering education due to the unification of the European Community are discussed from three perspectives: legal, academic, and industrial-technological. The problem is examined in the context of long-term Community objectives. Specific recommendations are made. The situations of the United Kingdom, France, Germany, and Spain are outlined. (MSE)

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the definition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning? [ABSTRACT FROM AUTHOR]

Since 1999, European education ministers have discussed and further implemented the 'Bologna process', a wide-ranging framework for the reform of higher education. Lifelong learning was added as a goal of the process in 2001. This article evaluates the extent to which the development of lifelong learning has progressed and examines whether the Bologna process has facilitated lifelong learning opportunities in a sample of countries. The evaluation of legislative instruments and policy positions of different stakeholders in Germany, France, Italy and the UK shows that countries link quite different strategies to lifelong learning in higher education. Specific national approaches exist which facilitate or restrict its development. Thus far, the impact of the Bologna process on this issue has been modest. The process has mainly had an impact on the discussion regarding lifelong learning, not necessarily whether and how such policies and programmes are implemented. [ABSTRACT FROM AUTHOR]

Comments on the reform of the education system in Town and Country Planning in Great Britain from a French point of view. Discipline of spatial planning; Deepening the relations between the Royal Town Planning Institute and the planning schools; Relationship between societal issues, professional skills and competencies and research orientations.