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This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)

The following 14 papers are provided: (1) "Perfil del profesional de la informacion en Venezuela" with a synopsis in English: "Profile of the Information Professional in Venezuela" (A. D. Anton and M. S. de Arenas); (2) "The Modern Information Professional in the Caribbean Setting" (D. Douglas); (3) "Development of Information Professionals and Paraprofessionals in the Organization of Eastern Caribbean States, with Special Reference to the Commonwealth of Dominica" (S. Evan-Wong); (4) "To Experience a Connection; In Search of a New Information Professional for Latin America" (I. Paez-Urdaneta); (5) "Information Intrapreneuring and Entrepreneuring" (A. S. Warner); (6) "The Information Professional in Denmark" (J. Christensen); (7) "The Great Variety of Roles and Careers for Modern Information Professionals in Finland: A Review of the Current Situation and Signs of Change" (M. Karivalo and R. Launo); (8) "Information Policy in New Circumstances in the Region of Central and Eastern Europe, with Special Regard to Hungary" (G. Rozsa); (9) "Education and Training as a Key to Professional Success" (E. Simon); (10) "Darwinism Extremis: Evolution for Survival: A New Breed of Information Professionals for the 21st Century" (L. R. Baker); (11) "Information Professionals in Malaysia: Roles, Careers, and Development" (R. A. Yaacob and L. bin Hashim); (12) "Information Professional: Agent of Cultural Preservation and Promotion in Africa" (M. N. Lelo); (13) "Roles, Careers and Prospects for Tomorrow's Information Professional in French Speaking Sub-Saharan Africa" synopsis of"Roles, Carrieres et Perspectives du Professionnel de l'Information de Demain en Afrique Subsaharienne Francophone" (O. Sagna); and (14) "The Changing Information Society: Changing the Information Professional" (M. Hill). Author biographical sketches are included. (Contains 153 references.) (SLD)

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.)

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.]

This volume contains selected papers submitted to the 18th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held virtually in June 2020. The 18th BCES Conference theme is "Educational Reforms Worldwide." This year's book includes 38 papers written by 73 authors from 19 countries. The volume starts with an introductory piece on school reforms in Bulgaria from the 9th to the 21st century written by the keynote speakers Nikolay Popov and Marina Pironkova. The authors present the cornerstones of school reforms during the First, Second, and Third Bulgarian State. They also discuss various cultural, social and political factors determining school development in Bulgaria. The other 37 papers are divided into six parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (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 collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

This packet contains three papers from a symposium on cross-cultural issues in human resource development (HRD). The first paper, "The Perceptions of Physical Therapy Students Regarding the Provision of Transcultural Care" (Theresa J. Kraemer), examines the perceptions of 12 entry-level master's degree program physical therapy (PT) students on providing cross-cultural care. Data were collected via a qualitative, emergent case study design using interviews, observations, and document review. The results revealed the following five domains: (1) personal preparation; (2) prior medical care preparation; (3) academic preparation; (4) clinical preparation; and (5) the provision of culturally congruent care. The second paper, "An Intercultural Training/Consulting Process and Its Implications on Meaning Making and Organizational Change: The Case of a Hungarian Organization" (Maria Cseh, Darren Short), presents an in-depth look at an intercultural training and consulting process between an HRD team from the United Kingdom and a large public service Hungarian organization, using the case study method. The last paper, "Theory of Intercultural Adjustment and Implication for HRD" (Soomi Ha), examines theories of adjustment process and presents an integrated model through synthesizing previous literature. The papers contain reference sections. (KC)

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 book contains a collection of papers from the Organisation for Economic Co-Operation and Development's Schooling for Tomorrow project. The first part contains papers on networks and governance in schooling as follows: "Networking in Society, Organisations and Education" (Hans F. van Aalst); "Schooling for Tomorrow: Networks of Learning" (Judith Chapman); "Networking for Educational Innovation: A Comparative Analysis" (Anne Silwka); and "Governance, Management and Leadership" (Ron Glatter, Bill Mulford, and Dale Shuttleworth). The second part contains the following papers on specific cases: "Strategies to Promote Good Practices and Innovation in Schools: The Portuguese Case" (Maria de Ceu Roldao); "Public Management Reform and the Regulation of Education Systems: The Hungarian Case" (Gabor Halasz); "Deliverable Goals and Strategic Challenges: A View from England on Reconceptualizing Public Education" (Michael Barber); and "Schools and Governance in the Netherlands: Recent Change and Forward-Looking Policy Thinking" (The Netherlands Ministry of Education, Culture and Science). The third part of the book contains articles highlighting the main conclusions to emerge from a series of conferences held in 2000 and 2001; they are as follows: "Schooling for Tomorrow: Principles and Directions for Policy" (Ylva Johansson); "Understanding Networks for Innovation in Policy and Practice" (David Hopkins); and "The Management of Learning, Schools and Systems" (Donald Hirsch). (WFA)

This publication contains workshop papers which discuss the link between the labor market and vocational training. Part I provides an overview of the workshop--its objectives, issues, and conclusions. Part II consists of seven country papers. "Labour Market Information (LMI) and Vocational Training Decision-Making in Hungary" (Lazar) outlines types of LMI to help vocational education and training (VET) planning and problems concerning LMI and its use for VET decision-making. "Labour Market Needs in Adult Training Programmes in Hungary" (Fodor) discusses the labor market training system and developing company-specific training programs. "Regional Employment and Training Observatory in France" (Guegnard, Perrier-Cornet) focuses on the observatory in Burgundy, an inter-institutional network. "New Methods for Linking VET with the Labour Market in Poland: The Results of a Pilot Application" (Kabaj) focuses on two methods: monitoring of shortage and surplus occupations and tripartite training agreements. "The Future of Skills and Work: Trends and Forecasts in Germany" (Tessaring) concludes that structural change in industry and society is accompanied by a major increase in the qualification requirements of the workforce. "Challenges of Incorporating Labour Market Requirements in the Vocational Training System: Slovenia" (Kramberger) provides a summary of broader processes that influence reform attempts to improve the VET system. "Linking Labour Market Analysis and Vocational Training in the United Kingdom" (Edgell) covers the sort of analysis undertaken at the national level. Part III has four discussion papers. "The Identification of Relevant LMI for VET" (Meijers) elaborates on the need for LMI in an industrial society and describes a new qualification model. "Labour Market Forecasts on Behalf of the VET System" (de Grip) focuses on the kind of LMI required to improve the transparency of the labor market and reestablish coordination between the labor market and VET system in the former centrally planned economies of Central and Eastern Europe. "Qualitative Information for Curriculum Development" (Dybowski) discusses ways to ensure that curricula remain up-to-date. "Linking Labour Market Analysis to Vocational Training Decision-Making: Dynamics and Mechanisms" (Mozdzenska-Mrozek) presents emerging links between VET and the labor market, institutions collecting and shaping information on the labor market situation in Poland, and VET reform in Poland. Contributor notes are appended. (YLB)

This collection of 13 papers offers an international perspective on future directions of staff development at colleges and universities, focusing on academic staff development, higher education teaching networks, and managerial and human resource development. Papers are: (1) "Higher Education Staff Development for the 21st Century: Directions for UNESCO's Co-operative Action" (Mary-Louise Kearney); (2) "The Role of the University in Adult Literacy Staff Development" (Mohamed Maamouri); (3) "Assisting New Academic Programmes in Environmental Management in Developing Countries" (Geoffrey McDonald and Chatchai Ratanachai); (4) "African Religions--A Non-Traditional Approach to Academic Staff Development: A Case Study of the Development of the UNITWIN Network for Southern Africa" (Gerrie ter Haar and Henk J. van Rinsum); (5) "The Contribution of Higher Education to Research and Development Activity in Latin America--The Case of the UNESCO/CRE-COLUMBUS/Instituto Venezolano de Investigaciones Cientificas (IVIV) Chair" (Hebe Vessuri); (6) "Higher Education Teaching Development Networks--The Experience of the European Network on Staff Development in Higher Education (ENSDHE)" (Brigette Berendt); (7) "University Teaching Networks: The Arab Network for Staff Development" (Hassan El Hares); (8) "Teaching Development in New Zealand Higher Education" (John Jones); (9) "University Teaching Networks in Latin America and the Caribbean" (Jose Silvio); (10) "Managerial Staff Development and Human Resource Planning" (Jennifer Barnes); (11) "Higher Education in Hungary--Challenge and Change" (Janos Csirik); (12) "The African University: Towards Innovative Management Strategies for the 21st Century" (Mubanga E. Kashoki); and (13) "Managerial Staff Development and Human Resource Planning--The IGLU Programme" (Pierre Van Der Donckt). Each paper contains references. (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.]

The volume consists of papers from the 1985 symposium "Identification of the Gifted" at the Sixth World Conference on Gifted and Talented Children in Hamburg (Federal Republic of Germany). Twelve chapters have the following titles and authors: (1) "Introduction" (J. F. Feldhusen and K. A. Heller); (2) "A Conception of Giftedness" (J. F. Feldhusen); (3) "The Identification of Gifted Children in Secondary Education and a Description of Their Situation in Holland" (F. J. Monks et al.); (4) Identification, Development and Analysis of Talented and Gifted Children in West Germany" (K. A. Heller and E. A. Hany); (5) "Identification of Highly Gifted Adolescents--Methods and Experiences" (G. Trost); (6) "Identification by Provision: Limited Field Test of a Radical Alternative for Identifying Gifted Students" (B. M. Shore and A. Tsiamis); (7) "The Identification and Labeling of Gifted Children. What Does Research Tell Us?" (A. Robinson); (8) "Taxonomical Approach to Qualitatively Differential Didactics for the Gifted in a Democracy" (H. G. Jellen and D. L. Gulley); (9) "Competition System for Gifted Children in Hungary" (A. Pek); (10) "Talent Education in the Hungarian School Environment" (Z. Bathory); (11) "The First Information and Counseling Center for the Gifted in West Germany" (B. Feger and T. Prado); (12) "Are Highly Gifted Children and Adolescents Especially Susceptible to Anorexia Nervosa" (M. Detzner and M. H. Schmidt). The Appendix includes a selected bibliography with emphasis on German literature. (JW)

Purpose: The purpose of this scientific monograph is to show new and creative approaches to different school subjects in primary and secondary level. Methodology: Interdisciplinary and international comparative approaches were used. Now according to the 7th Framework Program, the preferred form of Science Education (www.scientix.eu) is preferred inquiry-based learning. Chapters in the monograph bring a lot of different kinds of motivation for teachers in practise. Results: Results indicate that using constructivist and inquiry-based learning methods bring positive results in motivation and development of key competencies by pupils in primary and secondary level. Conclusions: Results show that pupils who are working in groups and led by teachers as managers of theirs own activities have better results than pupils led in transmissive form. Recommendations: Educators need to increase their knowledge of the effects of constructivist teaching to pupils and need international and interdisciplinary exchange of best practices. Additional data: Monograph was supported by Erasmus Intensive Program. [Contents of this monograph are as follows: (1) Some Interactive Elementary Mathematics Lessons (Edith Debrenti); (2) Origami and Mathematics (Asuman Duatepe Paksu); (3) New Inequalities in Higher Education: Pre-Service Teachers in Partium Region (Agnes Reka Dusa and Edina Kovacs); (4) Instructional Software with Focus on Instructional Games in Mathematics and Chemistry Education (Pavla Hanzalova and Katerina Chroustova); (5) On a Method Solving Some Mathematical Problems Using Quantifier Elimination (Lukas Honzik); (6) Importance of Narration in Primary Education (Zuzana Chanasova); (7) Use of Educational Software for Mathematics and Computer Science (Jan Guncaga, Janka Majherova, and Hedviga Palasthy); (8) Education in Smart Cities (Sevinc Gulsecen, Serra Celik, Sebnem Ozdemir, Tuba Ugras, and Mustafa Ozcan); (9) Education of the Pupil for Life in the Complex Society and the Role of the Teacher in this Process (Giuseppi Mari); (10) Curricula and Values in Teacher Training (Silvia Matusova); (11) Introduction to Computer Animation and Its Possible Educational Applications (Sajid Musa, Rushan Ziatdinov, Carol Griffiths); (12) Pedagogical Training from the Pre-Service Teachers' Point of View at the University of Debrecen--A Pilot Research (Zoltan Nagy, Krisztina Banoczki, Eszter Gerjak, Daniel Karai, Jozsef Katona, Edina Malmos, and Eva Fruzsina Racz; (13) Sprachliche Attituden der Slowaken in Sudostungarn--Einfluss zum Schulwesen (Sandor Janos Toth); and (14) Science Education--Formal versus Informal Education (Zuzana Vaclavikova). [Individual papers contain bibliographies.]

"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.