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These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.

Foreign study is examined from different perspectives, especially comparative ones, in 15 articles. Attention is directed to: the significance of foreign study for developing countries, national and regional policies and trends, development strategies, political and institutional dilemmas, a bibliography and a literature review. Titles and authors are as follows: "Introduction: Comparative Perspectives" (Elinor G. Barber, Philip G. Altbach, Robert G. Myers); "The Institutionalization of Overseas Education" (Norman Goodman); "Educational Exchanges and the Transformation of Higher Education in the People's Republic of China" (John N. Hawkins); "Professional Training and Institution Building in the Third World: Two Rockefeller Foundation Experiences" (James S. Coleman); "The Economic and Political Impact of Study Abroad" (Gerald W. Fry); "Britain's Full-Cost Policy for Overseas Students" (Peter Williams); "Overseas Students in Australia: Governmental Policies and Institutional Programs" (Stewart E. Fraser); "Foreign Study in Western Europe: Policy Trends and Issues" (Alan Smith); "Going Overseas for Higher Education: The Asian Experience" (William K. Cummings); "Foreign Training and Development Strategies" (R. Myers); "Overseas Training and National Development Objectives in Sub-Saharan Africa" (Joyce Lewinger Moock); "The Political Dilemmas of Foreign Study" (Hans N. Weiler); "Institutional Culture and Third World Student Needs at American Universities" (David Lansdale); "International Students and Study-Abroad Programs: A Select Bibliography" (Y. G.-M. Lulat); and "English as a Second Language: An Overview of the Literature" (Robert B. Kaplan). (SW)