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This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 10-13, 2022, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

"Current Studies in Educational Disciplines 2021" is published annually from the selected papers invited by the editors. This edition includes 6 sections and 14 papers from the field of Environmental Education, Science Education, Educational Technology, Mathematics Education, Assessment in Education and STEM Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. "Current Studies in Educational Disciplines 2021" is published by ISRES Publishing.

"Research Highlights in Education and Science" is published annually from the selected papers invited by the editors. This edition includes 3 section and 12 papers from the fields of Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. "Research Highlights in Education and Science" is published by ISRES Publishing.

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book consists of an introductory chapter by J. P. Rossouw and 58 papers written by 91 authors that are grouped into 6 parts. Part 1: Comparative Education & History of Education contains the following: (1) The Crisis in World Education and Comparative Education (Charl Wolhuter, Konstantinos Karras & Pella Calogiannakis); (2) Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978 (Teodora Genova); (3) Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities (Marco Aurelio Navarro Leal & Ruth Roux); (4) A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools (Johannes L. van der Walt) (5) Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries (Ferdinand J. Potgieter); (6) Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter (F. J. Nieuwenhuis); (7) A Study on the Type of School during the Dawn of Modern Education in Bhutan (Takehiro Hirayama); (8) Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership (Regan Treewater-Lipes); (9) The Concepts "Benchmarks and Benchmarking" Used in Education Planning: Teacher Education as Example (H. J. Steyn); (10) Understanding Policy Intentions is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector (Ntlantla Sebele); and (11) The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860) (Arijana Kolak Bošnjak). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles, contains the following: (12) Competence-Based Approach in the Education of Pedagogues--Comparative View (Klara Skubic Ermenc & Nataša Vujisic-Živkovic); (13) Educating Teachers for Intercultural Education (Klara Skubic Ermenc); (14) Becoming a Student: The Liminal Experience (Amanda S. Potgieter); (15) Teachers' Perceptions of and Solutions for Student School Failure (Slavica Maksic); (16) Quality through Holistic Simplicity (Johannes A. Slabbert); (17) Has the Change of Educational Paradigm Reached Every School and Every Class? (Sandra Ozola & Inga Riemere); (18) In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation (Nataša Matovic & Vera Spasenovic); (19) Obstacles to Special Education for Students with Intellectual Disabilities in Turkey (Bekir Fatih Meral); (20) Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers (Milintra Kawinkamolroj, Charinee Triwaranyu & Sumlee Thongthew); and (21) Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher (Nadrudee Chitrangsan, Wichai Sawekngam & Sumlee Thongthew). Part 3: Education Policy, Reforms & School Leadership contains: (22) School Led Training: An Examination of the School Direct Recent Policy Initiative in England Making Schools Leaders in the Education of Teachers (Gillian L. S. Hilton & Helen Tyler); (23) School Led Training: An Investigation into the New School Direct Initiative for Teacher Education in England, the Experiences of Trainees and Trainers (Gillian L. S. Hilton & Helen Tyler); (24) Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview (Teodora Genova); (25) The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia (Živka Krnjaja); (26) Evaluation of School Education in Serbia (Emina Hebib, Vera Spasenovic & Zorica Šaljic); (27) Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality (Dragana Pavlovic Breneselovic); (28) Social Justice and Music Education: Toward a Multicultural Concept of Music Education (Snježana Dobrota); (29) Social Justice, Education and School Social Work in Turkey (Ural Nadir & Mehmet Can Aktan); (30) Government Expenditures on Education as the Percentage of GDP in the EU (Fran Galetic); (31) Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments (Tebello Tlali & Lynette Jacobs); (32) The Flexibility of the Curriculum as a Strategy for Exercising Social Justice in Public Universities (Amelia Molina, José Luis Andrade & Christian Ponce); and (33) Education as an Environmental Tool (Claudio-Rafael Vasquez-Martinez, Clara Gonzalez, Fatima Carrillo, Luis Delgado, Miguel Alvarez, Maria Morfin-Otero). Part 4: Higher Education, Lifelong Learning & Social Inclusion contains: (34) Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report (James Ogunleye, Chris Griffiths & Peter Ryan); (35) Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion (Julian Anczewski & Marta Anczewska); (36) Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation "EF Kropka" (Anna Chrostek, Janina Sonik, Joanna Krzyzanowska-Zbucka, Piotr Switaj, Izabela Nowak, Marta Anczewska); (37) Recovery-Oriented Services--the Role of Training in Transformation (Izabela Nowak, Piotr Switaj & Marta Anczewska); (38) A Virtual World Case Study --Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment (Susan Stockton & Terry McNeeley); (39) Challenges and Hurdles. Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups (Maren Gag & Joachim Schroeder); (40) Social Responsibility and Envy: Multicultural Reflections (Alberto G. Canen & Ana Ivenicki); (41) Education of Students with Special Educational Needs and Their Inclusion in the Community (Gordana Stankovska, Slagana Angelkoska & Svetlana Pandiloska Grncaroska); (42) Children Voices in Research (Tijana Borovac); (43) The Interaction between Higher Education and Labour Market in Changing Economic Environment (Aija Gravite); (44) Neoliberal Values and Disability: Critical Approach to Inclusive Education (Ksenija Romstein); (45) Aging Memory is "Not" a Limiting Factor for Lifelong Learning (Dejan Lalovic & Vasilije Gvozdenovic); (46) Students' Plans for Lifelong Learning and Teaching (Marlena Plavšic & Marina Dikovic); (47) Assessment of the Implementation of the ERASMUS Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's (Sibel Burçer); (48) Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context (Bojana M. Dimitrijevic); and (49) Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico (Emma Leticia Canales Rodríguez & Octaviano García Robelo). Part 5: Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education provides the following: (50) What Are the Implications of Tier 4 UK Immigration Rules and Policy for Non-EU Students? The Experiences of Students from Nigeria (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu & Helen Ayinde); (51) The Challenges Faced by Eastern European Students within a 16-19 Education Setting in the United Kingdom (Shade Babalola); (52) Doctoral Students' Understanding of Legal and Ethical Obligations in Conducting Education Research (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, Steve Azaiki, Charles Nna Dikeh); and (53) "A Game for All Shapes and Sizes": Safeguarding Children from Sporting Mismatches (Steve Greenfield). Part 6: Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research provides: (54) Developing Educationists as Globally Competent Education Law Researchers for International Interdisciplinary Research: A South African Perspective (Johan Beckmann & Justus Prinsloo); (55) Understanding the Nature of Structures in Education: Recent Developments (Johannes L. van der Walt); (56) Developing Research Capacity through Professional Training (Lynette Jacobs); (57) Martini Qualitative Research: Shaken, Not Stirred (FJ (Jan) Nieuwenhuis); and (58) Enriching Higher Education Training through Values and Social Engagement (Gustavo Gregorutti). Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 2," see ED568600.]

This paper summarizes the systematic approach followed by The Scientific and Technical Research Council of Turkey (TUBITAK) for the evaluation and selection of research project proposals grouped into three categories: (1) curiosity driven academic research, and (2) customer driven applied research, both in universities and research institutions, and (3) technological and innovation driven research conducted by private industry. The details of the phrase-anchored rating scale that has been established are explained. [ABSTRACT FROM AUTHOR]

The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World--Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment: Nexus of Global Peace (Terrence Barber); (4) Building Alliances for a Culture of Peace through Dialogue and Action, Alice Miel Lecture (Dalisay G. Brawner); (5) Plurilingualism and Pluriculturalism in Foreign Language Teaching: The Contributions of the CEFR (Bengu Aksu Atac); (6) Peace in Society during the "Turkish Enlightenment" Age: The Experience of Village Institutes (Mualla Bilgin Aksu); (7) Whole-School Learning Effective Strategies Learned From the Border Patrol Police Schools of Thailand Reform (Pimpan Dachakupt); (8) Integrating Peace Education into Language Teaching Methodology (Lknur Pekkanli Egel); (9) Strategies and Challenges for Global Education Curriculum (Noorjehan N. Ganihar); (10) Global Leadership Strategies and Executive Coaching as Contingency Approaches to Create and Build a Culture of Peace within Organizations (Jim Goodrich and Jay Finkelman); (11) Mobile 2.0: Shifting Educational Paradigms through mLearning (Michael Higgins and Shudong Wang); (12) Dealing with Cybermbullying in Schools in the United States: A New Challenge for Educators (A. Zaidy Mohdzain); (13) Urgent Responses to the HIV/AIDS Pandemic by a School and a Community-Home-Based Organization (Remedios Nalundasan-Abijan); (14) Blind Spots in Pre-Primary Education (Grace Chibiko Oforma, Julie Ibiam, Patricia Nkechi Uzoegwu and Uche Igbokwe); (15) The Impact of Asian-American Female Educational Leaders on Student Achievement As It Relates To Global Concerns on Gender Equality and Social Justice (Dina C. Pacis); (16) Highly Integrated Educational Environment as a Precondition for Multidisciplinary Education (Yulia Stukalina); (17) Global Warming and Climate Change: Awareness and Actions of Indian Higher Secondary Students (Geetha Janet Vitus); (18) Preparing Ethical Leaders for a Caring School Community (Roger Wiemers and Tammy Shutt); and (19) A Peace Education Model: Cellular Peace (Alev Yemenici). Individual papers contain references, figures, appendices, and tables.

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a Differentiated Approach" (John Bennett); (3) "Interaction of Context with Development: Theoretical Constructs for the Design of Early Childhood Education Programs" (Robert Serpell); (4) "Orientations on Culture: Some Comments on Intervention Programs" (Ype Poortinga); (5) "Interaction between Development Processes and Social-Cultural Context" (T. S. Saraswathi); (6) "Modification of Cognitive Components: Consequences for Early Intervention" (Fons van de Vijver); (7) "Many Kinds of Deprivation: Young Children and Their Families in South Africa" (Linda Richter); (8) "The Developmental Niche: Implications for Children's Literacy Development" (Sara Harkness and Charles Super); (9) "Linguistic Development as Related to Literacy" (Catherine Snow); (10) "How Parents Provide Young Children with Access to Literacy" (Paul Leseman); (11) "Literacy Development in a Multilingual Context" (Ludo Verhoeven); (12) "Responding to Children's Needs: Integrated Child Development Services in India" (Rajalakshmi Muralidharan and Venita Kaul); (13) "Empowerment of Parents: 'Proyecto Padres e Hijos' in Chile" (Johanne Filp and Ximena Valdes); (14) "Culture Sensitive Home Intervention: The Dutch HIPPY Experiment" (Lotty Eldering and Paul Vedder); (15) "A Model of Multipurpose Non-Formal Education: The Case of the Turkish Early Enrichment Project" (Cigdem Kagitcibasi); (16) "Success for All: Prevention and Early Intervention in Elementary Schools" (Robert Slavin and Nancy Madden); (17) "Critical Issues in the Evaluation of Preschool Intervention Programs" (Jan Slavenburg); (18) "Cooperative, Community-Based Evaluation of Preschool Programs" (Howard Richards and Loren Pierce); (19) "Researchers, Program Developers, and the Children Out There" (Nico van Oudenhoven); and (20) "Family, School, and Literacy: Recommendations for Intervention Programs." Most papers include a reference list. (MDM)

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This paper discusses and evaluates tourism higher education in Turkey. Turkish universities have been offering associate, bachelor, and postgraduate degree programs in tourism since the early 1990s. However, there have been major problems and challenges in this endeavor, including the lack of qualified academic staff, improperly designed curriculums, limited practical training opportunities for students, and difficulties in keeping qualified graduates in the industry. So far, it is hard to claim that Turkey has developed contemporary tourism higher education policies and plans. If Turkey is to gain more from tourism in the long term, it is essential for the country to improve the standards of tourism higher education. However, to achieve this, some radical cultural and structural reforms are needed, not only in tourism higher education, but also in the country's overall higher education system. [ABSTRACT FROM AUTHOR]

This book contains a collection of papers dealing with various aspects of the careers of women in academic life from an international, comparative perspective. Information detailing the status of academic women in nine countries is included along with analyses of these women's experiences in socio-historical context. The papers are grouped in four sections. The first section contains an introductory essay, "In the Same Boat? Academic Women around the World," written by the editors. The essays in the second session attempt to define the problem; they include: "Women in UK Universities: The Road to Casualization?" by Adrienne Aziz; "Women: The Academic Proletariat in West Germany and The Netherlands," by Anne C. Hawkins and Dagmar Schultz; "Women Connecting with Women: Networks and Mentors in the United States," by Virginia E. O'Leary and Judith M. Mitchell; and "Would More Women Make a Difference? Academic Women in Israel," by Nina Toren. The third section, on barriers to productivity, contains "Life Cycle, Career Patterns and Gender Stratification in Academe: Breaking Myths and Exposing Truths," by Diane E. Davis and Helen S. Astin; "The Juggling Act: Work and Family in Norway," by Suzanne S. Lie; and "Role Priorities and Career Patterns: A Cross-Cultural Study of Turkish and Jordanian University Teachers," by Feride Acar. The fourth section presents four papers that look closely a particular groups: "African-American Women in Academia: Paradoxes and Barriers," by Pamela T. Reid; "Beyond the Boundaries: Lesbians in Academe," by Celia Kitzinger; "In Two Worlds: Women Academics in India," by Veena Gill; and "Women Professors in the USA: Where Are They?" by Jennie Farley. The final section contains three papers that suggest solutions and alternatives: "To Make of Our lives a Study: Feminist Education as Empowerment for Women," by Evelyn T. Beck; "A Feminist University in Norway," by Berit As; and "Strategies for Change," by Virginia E. O'Leary and Suzanne S. Lie. The book includes an index. Each of the papers includes extensive references. (JB)

This volume is a compilation of selected papers that were presented at the annual conference of the International Council of Educational Media (ICEM) in Tallinn, Estonia, on September 5 - 7, 2018. The book reports on recent interdisciplinary research and innovative practices regarding school-wide implementation of digital innovation and connects it with recent developments in the field of educational media. The key concept is "Digital Turn," which is understood as a socio-technical transition towards next-generation digital learning ecosystems in education. Although Digital Turn can also be implemented at the classroom or national levels, most of the contributions in this volume take a whole-school perspective on the policies and practices regarding digital innovation, educational media, e-assessment, digital competences of teachers and students as well as learning design and learning analytics.

"Education Policy and Equal Education Opportunities," published by the Open Society Education Support Program, examines the role of public education in addressing a wide variety of unequal educational opportunities found across the world. The publication brings together analyses from countries in Europe and Asia (Albania, Bulgaria, Czech Republic, Estonia, Hungary, Ireland, Mongolia, Montenegro, Nepal, Turkey, and United Kingdom) that examine the fundamental question of how public education policies are either mediating or reinforcing unequal education opportunities. "Education Policy and Equal Education Opportunities" focuses on key areas that are shaping the debates and issues of contemporary inclusive education policy: educational equity; education politics, policy, and governance; financing educational services; and creating educational opportunities for marginalized groups such as the Roma. By presenting this set of papers, the publication aims to provide fresh insights about educational inclusion and how it can enhance equal education opportunity.

Communication technologies have a manipulative power an effect on the field of education in general. These technologies have been increasingly used in education and training for many years to meet different needs. Distance education has proven particularly useful for training people into remote locations who can not attend to the classes at universities. The first edition of this study (Including conducted studies between the years 1982-1990) was published and distributed five hundred copies. The second edition of this stuffy revised and expanded version includes 1982-1992 period. The first reason for preparing of second edition is to celebrate the 10th Anniversary of The Open Education Faculty. Secondly we found a chance to add new studies which are missed in the former edition. Thirdly, to add new studies which are conducted between 1990-1992. Also this edition was published and distributed five hundred copies. The third revised and expanded edition of this study was published in 1997 for the 15th Anniversary of The Open Education Faculty by including 1982-1997. The fourth edition is revised and published electronically in 2002. This is the fifth edition of The Literature Review Open Education Faculty covers 1982-2007 which is 25th Anniversary of The Open Education Faculty. This study has aimed to inform domestic and foreign researches on the literature subject of OEF. Most of the studies had been abstracted. And also, bibliographic information and indexes about topics and author name are given. This study is consists of books, articles, dissertations, presented papers and reports. This study is consisted of three main chapters. The first chapter is an introduction which tells some of brief history of the Distance Education in the world and Open Education Faculty in Turkey. In addition this chapter contains the aim of this study and some conclusions about the study. The second chapter deals with abstracts of the obtained studies and the last chapter includes subject and author index. We have to indicate here that some of duplicated studies and some which are not available data, not included in this study. So that this study consists of 448 studies here. As being a working group, all of you welcome to obtain original of these studies which are mentioned in this study or at least to establish contact their author/s for carry out your relationships in due course.

Chapter 6 of the book "Islamic Connections: Muslim Societies in South and Southeast Asia" is presented. It examines the role of religion in undermining British rule in South and Southeast Asia during World War I following the proclamation of a holy war by Sultan Mehmed V of the Ottoman Empire. It describes efforts by Great Britain, Russia and France to counter the proclamation of jihad by Mehmed V. It also assesses the occurrence of religious revival during the war.

A chapter from the book "Myths of Europe" is presented. It addresses the issue of western discourses on Turkey in discrete junctures in relation to the perceived legitimacy of state-sponsored violence at various aspects of development in the country. It details the implementation of summary executions and other measures which are aimed at re-establishing peace and order.

An interview with Turkish filmmaker Ali Özgentürk is presented. Özgentürk mentions the relationship between spectators and cinemas in Turkey and other countries. He asserts that "The Horse" which is about father and son relationship is one of his most favorite film. He reveals that in his country, there is very low film production.

Chapter 4 of the book "Remaking Muslim Politics: Pluralism, Contestation, Democratization," edited by Robert W. Hefner is presented. It explores the Kemalist policy advocated by Mustafa Kemal Ataturk, founder of the republic of Turkey, in which religious expression is prohibited in public sphere. It also examines the ability of such personalized Muslimhood model to reflect the characteristics of Turkey.

Chapter LXIII of the book "The History of the Decline & Fall of the Roman Empire," by Edward Gibbon, is presented. The civil wars and the ruin of the Greek Empire is discussed. Information is provided on the reigns of king Andronicus, and the regency, revolt, and reign of king John Palaeologus. The establishment of a Genoese colony at Galata and their war with city of Constantinople is also mentioned.

Chapter 14 of the book "Around the World on a Bicycle: From San Francisco to Teheran," by Thomas Stevens is presented. It explores the author's experience upon arrival in Kizil Irmak River in Turkey. He took an accommodation at an apartment where he has seen carpet-weaving and cracked wheat processing. On his way to Kizil Irmak, he has observed some festive occasions in the village. The hospitality of the villagers working on the unfinished portion of the road which he passed by is discussed.

Chapter 13 of the book "Around the World on a Bicycle: From San Francisco to Teheran," by Thomas Stevens is presented. It explores the author's experience in settling in Charkhan Valley, a region in Angora, Turkey famous for Charkhan musk-melons. It discusses his accommodation at one of the inns in Bey Bazaar causing curiosity of some fellows on his bicycle. His travel around the town along with Mr. Binns, an Englishman at Angora and his visit to the village governor, Sirra Pasha, is presented.

Chapter 9 of the book "Around the World on a Bicycle: From San Francisco to Teheran," by Thomas Stevens is presented. The voyage continued its route to Turkey and explored places like Istanbul. It highlights the experiences of the biker of the rich culture of Turkey as well as the geographic characteristics of the country. Muddy roads are also part of the challenges faced by the biker to pass through Turkey.

Chapter 11 of the book "Antwerp to Gallipoli: A Year of the War on Many Fronts and Behind Them" is presented. It discusses how the Turkish soldiers fought well with the English soldiers at the strait of Dardanelles. It highlights the bravery and the unusual ability of the Turkish soldier to endure hardships during the war. It is also stated that the English army proposed armistice and drawn up a written agreement.

Chapter LIV of the book "Autobiography of Andrew Dickson White Volume II" is presented. White writes his experiences during his visit in Egypt, Greece, and Turkey in 1888-1889. These include his stay on the Nile, where he had talks with Brugsch Bey on royal mummies, had excursions in Athens with Walker Fearne and Professor Mahaffy of Trinity College, Dublin, and was impressed with the Church of St. Sophia in Constantinople.

The reform of South Eastern European country vocational education and training (VET) systems has been underway for more than a decade. Initially major efforts focused on reforming the curricula of the vocational schools and training centres to align them better with the rapidly changing needs of the labour market and society. Later the focus moved to changing framework conditions and strengthening national policies in the region. However, education reform is not only about changing policies, regulations, curricula and teaching materials. The pivotal point for implementing reform that impacts on vocational students and trainees is teachers and schools. This is why a high priority is now increasingly given to vocational teacher education and training in EU policies and in education strategy papers for countries in transition. With the EU initiative on Schools for the 21st Century a sharpened focus is being put on the competence development of teachers in a whole school development perspective. The purpose of this collection of examples of good practice in innovative vocational school development in South Eastern Europe is to document how selected vocational schools perceive their own modernisation, and to develop a shared interest in and stimulate developmental thinking for improved vocational schools with an emphasis on the competence development of teachers. Through independent, informal and responsive collaboration within an already well-established network, organised as a community of practice, participating countries have found supporting the dissemination and continuing exchange of ideas and practices worthwhile in order to learn from each other and with each other, to solve common problems and develop new ideas, to build on their own creativity, and possibly to move from talking to action. The school portraits presented in this anthology are written by the schools themselves and relate specifically to how they see vocational school development. All except two are drawn from candidate and potential candidate countries and illustrate approaches to solving the problems of policy, provision and practice that may help school principals and teachers to come to terms with the massive changes around them. Appended are: (1) Links to additional useful sources and contents of previous compendiums; (2) The Learning Organisation; (3) Professional Learning Communities; (4) Community of Practice; and (5) School development for lifelong learning in Central Asia. (Contains 5 figures, 1 table, and 8 footnotes.)

This collection of 22 papers offers a detailed record of the development of the field and its modern extension. Part 1, "The Dutch Contribution: 'Little Arrows'," includes: (1) "Informant Classification of Dialects" (W.G. Rensink); (2) "Dialects" (Jo C. Daan); and (3) "The Netherlands-German National Border as a Subjective Dialect Boundary" (Ludger Kremer). Part 2, "The Japanese Controversy: 'Subjective' and 'Objective'," includes: (4) "Consciousness of Dialect Boundaries" (Takesi Sibata); (5) "Consciousness of Linguistic Boundaries and Actual Linguistic Boundaries" (Kikuo Nomoto); (6) "Dialect Consciousness and Dialect Divisions: Examples in the Nagano-Gifu Boundary Region" (Yoshio Mase); (7) "On Dialect Consciousness: Dialect Characteristics Given by Speakers" (Yoshio Mase); (8) "The Discussion Surrounding the Subjective Boundaries of Dialects" (Willem A. Grootaers); (9) "On the Value of Subjective Dialect Boundaries" (Antonius A. Weijnen); and (10) "Dialects and the Subjective Judgments of Speakers: Remarks on Controversial Methods" (A.C.M. Goeman). Part 3, "Images, Perceptions and Attitudes," includes: (11) "Classification of Dialects by Image: English and Japanese" (Fumio Inoue); (12) "Subjective Dialect Division in Great Britain" (Fumio Inoue); (13) "Geographical Perceptions of Japanese Dialect Regions" (Daniel Long); (14) "Mapping Nonlinguists' Evaluations of Japanese Language Variation" (Daniel Long); (15) "The Perception of Post-Unification German Regional Speech" (Jennifer Dailey-O-Cain); (16) "Variation and the Norm: Parisian Perceptions of Regional French" (Lawrence Kuiper); (17) "The Perception of Turkish Dialects" (Mahide Demirci and Brian Kleiner); (18) "Regional Variation in Subjective Dialect Divisions in the United States" (Donald M. Lance); (19) "A View from the West: Perceptions of U.S. Dialects by Oregon Residents" (Laura C. Hartley); (20) "'Welshness' and 'Englishness' as Attitudinal Dimensions of English Language Varieties in Wales" (Nikolas Coupland, Angie Williams, and Peter Garrett); (21) "Dialect Recognition" (Angie Williams, Peter Garrett, and Nikolas Coupland); and (22) "A Language Attitude Approach to the Perception of Regional Variety" (Dennis R. Preston). (Contains approximately 350 references.) (SM)

Large increases in population, combined with a growing awareness of the benefits of education and the increasing costs of conventional educational methods, are causing governments to explore alternative educational means to provide education on a large scale. Education and government planners in developing countries are attempting to provide equitable access to education, enrichment of the content of formal education to include more applied and employment-related courses, and an upgrading of skills and improvements in quality of life and human resources though continuing education. Distance education methods, utilizing communications technology, loosen the confines of traditional teaching requirements and allow larger sections of the population to benefit from education. This work is a compilation of country case studies on distance education presented at a four-month course entitled "Distance Education for Development--1991," held at the International Extension College & Department of International and Comparative Education, Institute of Education, University of London (England). The following papers are included: (1) "Colombia: University of Cartagena" (Carlos Ospina); (2) "Ghana A: Country Case Study" (Mercy Yaroh); (3) "Ghana B: The Ghana Institute of Linguistics" (Michael Awimbilla); (4) "India A: Indira Ghandi National Open University" (Dervish Gopal); (5) "India B: Technical Teacher Training Institutions" (B. G. Barki); (6) "Indonesia: The Open Junior Secondary School (STM Terbuka)" (Machdum Almunwar, Sunarti Arifin, Serfina R. Soedarmanto, and Djufri Thalip); (7) "Jamaica: UWIDITE, EBS, ISTET, JAMAL" (Cordella Lewis); (8) "The Maldives: Distance Education in the Maldives" (Mujthaba Hameed); (9) "Mauritius: Mauritius College of the Air" (Roshun Dhurbarrylall); (10) "Pakistan: Allama Iqbal Open University" (Muhammed Rashid, M. A. Zaidi, and Zahida Qazi); (11) "Sri Lanka: Open University of Sri Lanka" (Vinitha Wickramarante and Kule Kularante); (12) "Sudan: Sudan Open Learning Unit" (Adam Homidan Arbab); (13) "Tanzania: South African Extension Unit" (Margaret Kotta and Bernard Gololo); and (14) "Turkey: The Open Education Faculty" (Ugur Demiray and Marina McIsaac). (SWC)

A letter is presented from Lord Byron to Mrs. Byron concerning his travel in Turkey.

A biography of French poet André Chénier is presented. He was born at Constantinople in Turkey, on October 30, 1762, where his father then held the office of Consul-General. He married a young Greek girl, a Mademoiselle Santi-l'Homaka, whose family came originally from the island of Cyprus. At the age of 16, he carried off a first prize in rhetoric, and from that time began his apprenticeship to the trade of the Muses by writing translations of Greek and Latin verse.