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1. Tackling Different Forms of Discrimination in and through Education and Training. Issue Paper. Working Group on Equality and Values in Education and Training (2021-2025). European Education Area Strategic Framework

Author

European Commission (Belgium), Directorate-General for Education, Youth, Sport and Culture, Donlevy, Vicki, van Driel, Barry, Komers, Selina, and Melstveit Roseme, Maria

Abstract

This Issue Paper on 'Tackling different forms of discrimination in and through education and training' has been produced within the framework of the European Commission's Working Group on Equality and Values in Education and Training. The Working Group (WG) operates within the context of the Commission's Communication of 30 September 2020 on Achieving the European Education Area by 2025 and the Council Resolution of 26 February 2021 on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030). Participants of the WG comprise of representatives from Member States and Candidate countries, as well as from relevant EU agencies, stakeholder associations, social partners and international organisations. The WG is coordinated by DG EAC of the European Commission, supported by consultants from Ecorys1. The Issue Paper is a key output related to two WG meetings held on 9 June (online) and 22-23 September (in-person) 2022, and one Peer Learning Activity (PLA) held in Paris on 12-13 December 2022. The WG meetings focused on the EU non-discrimination policy instruments, tackling prejudice and discrimination in education and training relating to religion and beliefs, ethnic and racial origin, disability, sexual orientation, as well as addressing multiple discrimination and intersectionality. The PLA hosted by the French Ministry of National Education in Paris focused on social and territorial inequalities in and through education. This Paper presents some of the major insights, findings, discussions, and inspirational practices that arose from the two WG meetings and the PLA. As an outcome of those discussions, the main aim of this Paper is to frame and give depth to the various presentations and discussions that took place during these events. The Paper addresses six main themes relating to tackling different forms of discrimination and disadvantage in and through education: (1) Tackling discrimination based on ethnic or racial origin, including discrimination against Roma; (2) Tackling discrimination relating to religion and beliefs; (3) Tackling discrimination based on disability; (4) Tackling discrimination relating to sexual orientation, gender identity or expression and sex characteristics; (5) Tackling social and territorial inequalities; and (6) Tackling multiple discrimination: an intersectional approach.

Published
2023
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2. Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper

Author

World Bank, Crawford, Michael, and Marin, Sergio Venegas

Abstract

The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]

Published
2021

3. Forming a Supranational Boundary-Spanning Policy Regime -- European Intersectoral Coordination in Education and Employment

Author

Marcelo Marques, Lukas Graf, and Judith Rohde-Liebenau

Abstract

While European governance of individual policy sectors has received considerable academic scrutiny, less attention has been paid to the development of intersectoral coordination. This paper charts the emergence of a supranational boundary-spanning policy regime (BSPR) in education and employment in Europe. By looking at issues, ideas, interests and institutions, we gain a deeper understanding of the conditions for the emergence and further institutionalisation of European intersectoral coordination in education and employment from the 1990s onwards. The study relies on semi-structured interviews with European policy-makers in education and employment and EU policy documents. We analyse how endogenous and exogenous factors frame (policy) issues that contribute to the emergence and further strengthening of intersectoral coordination, the extent to which "ideas" for European education and employment stress intersectoral policy designs, how "interests" support or hinder intersectoral work, and which "institutions" are developed with an intersectoral reasoning. We find that endogenous forces (rather than exogenous ones) played a significant role in the emergence of a European BSPR in education and employment. Structural aspects and policy instruments ("institutions"), alongside "ideas" and "interests," then contribute to the institutionalisation of the European BSPR in education and employment.

Published
2023
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4. Indirect Coercive Transfer and Educational Copying under Dictatorship: The Case of Tunisia

Author

Jules, Tavis D. and Bouhlila, Donia Smaali

Abstract

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia's former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali's government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people's integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia's higher education policy discourse. Theoretically, we seek to advance the literature of indirect coercive transfer by concluding as to the different factors that should be considered in North-South policy borrowing and transfer.

Published
2018

5. Transition, Reconstruction and Stability in South-Eastern Europe. The Role of Vocational Education and Training. Working Document. [European Training Foundation and Kulturkontakt Austria Joint Workshop on 'Civil Society and Vocational Education Training. The Role of Democratic Citizenship and Diversity Education' (Mavrovo, Former Yugoslav Republic of Macedonia, September 9-11, 1999)].

Author

European Training Foundation, Turin (Italy).

Abstract

This document includes the following papers: "The European Training Foundation's Experience in Supporting Human Resource Development in South-Eastern Europe" (Peter de Rooij); "Transition, Reconstruction and Stability in South-Eastern Europe; The Role of Vocational Education and Training" (Cesar Birzea, Peter Grootings, Tzako Panteelev, Carsten Schmidt, Marija Taseva); "Local Curriculum and Cross-curricular Themes" (Madlen Serban); "Curriculum for Democratic Society" (Simka Delevska); "Vocational Education and Training against Social Exclusion: The General Picture and Some Experiences from Slovenia" (Martina Trbanc); "Creating Islands of Integrity...SMEs [Small and Medium Enterprises] as Agents of Community Building in Central Europe" (Allan D. Bussard); "'Corporate Responsibility' and 'Business Ethics': A Case Study of the Experience of the United Kingdom and Its Relevance to South-Eastern Europe (vocational education and training)" (Rosamund Thomas); "Transforming Vocational Education and Training Institutions into Community Resource Centres" (Edmond Hoxha); "The Reconstruction of Democratic Societies through Vocational Education and Training; Civic Education within the EU Phare Vocational Education and Training Programme in Bosnia and Herzegovina" (Hajrudin Cirkic, Ilija Rajlic, Mustafa Sahinovic); and "Development of Democratic Schools in Bulgaria" (Krasimira Kraus). Appended are the workshop agenda, workshop proposals for an action framework, and a list of workshop participants. (MN)

Published
1999

6. Visions of Educational Development in the Post-Socialist Era.

Author

Kotasek, Jiri

Abstract

Characterizes the social, political, and economic climate underlying educational dilemmas and visions in Czechoslovakia and other Eastern European countries after the fall of communism. Discusses the debate between state control of education and liberal educational approaches facing the area and stresses the importance of teachers in the shaping the education system. (MAB)

Published
1993

7. Current Issues: Critical Issues Confronting the Nation and the World. 1989 Edition.

Author

Close Up Foundation, Arlington, VA., Sass, Charles R., Sass, Charles R., and Close Up Foundation, Arlington, VA.

Abstract

This book investigates a variety of contemporary issues, both domestic U.S. concerns and those of an international focus that involve the United States. The introduction develops the context of the book by discussing the Reagan legacy, the 101st Congress, the Supreme Court, and the making of the U.S. federal budget. The domestic policy issues of the economy, education, civil rights, social programs, health care, immigration, energy, environment, agriculture, and crime are reviewed. The foreign policy issue areas covered include the Soviet Union, defense, Central America, the Middle East, international trade, Western Europe, nuclear proliferation, world poverty and U.S. foreign aid, South Africa, and China. The discussion of each of these domestic and foreign policy issues is developed in depth through the identification of the key questions in each topic area, an extensive background summary, a listing of the current critical issues for each topic area, pro and con debates on key points, and a short outlook projection for the topic area. The book is illustrated with photographs, maps, graphs and charts, and editorial cartoons on the subject matter. (PPB)

Published
1988