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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 working papers contained in this volume include the following: "Creating Successful Learning Contexts for Biliteracy" (Nancy H. Hornberger), which focuses on characteristics of linguistic minority students in two classrooms situated in contrasting communities, programs, and language contexts; "Narrative Skills and Literacy Learning" (Deborah Hicks), an examination of storytelling by four first-grade children of differing ethnic and socioeconomic backgrounds; "Language Learning through Interaction: What Role Does Gender Play?" (Teresa Pica, Dom Berducci, Lloyd Holliday, Nora Lewis, Jeanne Newman), an analysis of differences in interactions of native-speaker and non-native-speaker in same- and cross-gender dyads; and "The 'Other Language': Language Planning in Belgium" (Michele Valasek), an examination of the ways status planning activities and legislation influence the use of Netherlandic and French in the northern provinces. (MSE)

This volume presents a collection of 14 selected papers on the theme of how to use media technology to enhance language learning and teaching. Papers explore innovative ways to use existing technologies in broadband networks, the telemedia, and multimedia, while others focus on the use of the Internet. It is hoped that exploring the use of these emerging technologies will allow for the development of more flexible learning and add multidimensionality and authenticity to foreign language teaching. In order to be effective, the teacher and student must be able to successfully integrate old and new media or "omnimedia." In the first section, "The Overall Picture," the chapters are: "Effective Language Learning and the Media: A Study of Current Theories for the Exploration of Media Technology (Marie-Madeleine Kenning); "Computers as Cognitive Tools in the Language Classroom" (Dieter Wolff); "Will the Real Ed Tech Please Stand Up?" (Udo O.H. Jung). In the second section, "At the Creating End," the chapters are: "TELOS Language Learning: User Needs and Telemedia Answers" (Kurt Kohn and Angelika Rieder); "Learner Interaction and Broadband Network" (Edith Esch and R.-Liisa Cleary); "The Engima of Kaspar Hauser: A Multimedia Approach" (Gabriele Wittig-Davis and Robert Davis); "Language Comprehension and Staged Increase of Audio-Visual Support" (Joseph Boyle); and "Integrating the Internet: A Report of Work Always in Progress" (Norman Davies). In the third section, "At the User End," the chapters are: "Specialist Foreign Language Learning with Multimedia: New Learning and Teaching Dynamics" (Gabrielle Hogan-Brun and Ruth Whittle); "The WWW and Its Contribution to Foreign Language Learning" (Alison Piper and Vicky Wright); "Authority and the ESP Teacher in a Technological Age" (Peter Roe); and "Who Is in the Learning Zone: Evaluating the Impact of Italia 2000" (Robert Vanderplank and Peter Dyson). In the fourth section, "Food for Thought," the chapters are: "New Technologies: The Quest for Appropriateness" (Evelyne Namenwirth); and "Language Lab--Multimedia Lab--Future Lab" (Jurgen Froehlich). The fifth section contains as an appendix, "An International Bibliography of Computer-Assisted Language Learning: Fourth Installment" (Udo O.H. Jung). (KFT)

The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)

Information on the Latin Monetary Union is presented. In 1865, to achieve monetary union without political union, France, Belgium, Italy and Switzerland decided to use the French franc as their common unit of account, while nominally retaining their own national metal currencies of gold and silver coins. The system faced pressure when Italy printed paper money. The Union collapsed 20 years after its inception when Germany centralized control of paper money.

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.

Chapter 2 of the second part of the book "Without Prejudice" is presented. It narrates the author's impression of a wonderful paper-making machine at the art exhibition in Antwerp, Belgium. It explores the success of the exhibition which shows the panorama of camels and dancing girls with the barbarous music and incantations of the Orient.

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 explores what small and medium-sized enterprise (SME) policy is about, how it is pursued in Europe, and the differences between the European countries. According to the author, the overall objectives of SME policy are to create employment, foster economic growth, improve competitiveness, and regional/structural development. The SME-related policy pursued in most European countries involves a collection of various objectives and fields of economic policy rather than a conceptual framework. The author discusses the various approaches of SME policy that take place in the following European countries: Germany, Spain, Portugal, Italy, the Netherlands, the United Kingdom, Denmark, France, and Belgium. The author also discusses the variation of instruments used in the following fields of SME policy: start-ups, finance, exports and internationalization, information, research and development, labor, and red tape.

This book presents international perspectives on access and participation of adults in higher education in selected European countries. The book begins with an introduction by Pat Davies and includes papers detailing and providing examples of practices and policies of higher educational institutions regarding adult students in the following countries: Australia (Postle); Austria (Benn); Belgium (Bourgeois, Guyot); Denmark (Cooke); England, Wales and Northern Ireland (Parry); France (Davies); Germany (Davies, Reisinger); Italy (Parker); The Netherlands (Spackman, Owen); Scotland (Osborne, Gallacher); and Spain (Osborne). The final paper, "Themes and Trends" (Davies), synthesizes the information presented in the reports on individual countries regarding the following aspects of access to and participation of adults in higher education: expansion of programs and recruitment efforts, cost effectiveness and program efficiency, horizontal diversity, vertical diversity, autonomy and admissions, alternative entry, and different definitions of the term "adult student." A total of 55 tables/figures, a subject index, and author profiles are included. (MN)

This volume presents the results of a seminar on apprenticeship in Europe entitled "Apprenticeship, Alternance and Dual Systems: Dead-Ends or Highways to the Future" (Marseilles, France, April 1994). It deals with ways in which alternating learning at school and work can provide young people with relevant work skills and facilitate their integration in the world of work, and it addresses how apprenticeship may contribute to relate practical theoretical learning. In addition, the publication examines historical features of apprenticeship and recent developments that stand in the way of enterprise-based training and that discourage young people from choosing this route. The first part of the volume contains the four papers discussed at the seminar and a synthesis of the debate. The second part presents a selection of national contributions to the seminar. The following papers are included in part I: "The Issues" (Durand-Drouhin, Romani); "The Difficult Rediscovery of 'Professionalism'" (Lutz); "Pedagogical Objectives and Organisation of Alternating Training" (Merle); and "Issues, Problems and Perspectives: Lessons from an International Debate" (Bertrand, Durand-Drouhin, Romani). The seven country studies included in part II are the following: "Belgium (the French Community): From the Socioeconomic Context to the Needs of School-based Training"; "Finland: Open Skills, Open Knowledge" (Volanen, Kyro); "France: Alternance in Initial Vocational Education and Training" (Pair); "Germany: Pedagogical Objectives and the Organization of Alternating Learning at School and at Work" (Koch); "Spain: Constructing an Institutional Framework for the Social Regulation of Alternance" (Planas); "Switzerland: Apprenticeship--The Features of the Swiss Dual System" (Kubler et al.); and "The Netherlands: The Links between School and Firm-based Vocational and Technical Education: Highways to the Labour Market and Pathways to Higher Education" (van den Dool, Weijs). (KC)

The document presents eight conference papers which discuss the impact and functions of European national research institutions. The main aim of the conference was to provide an opportunity for directors of research institutions to exchange ideas and information with peers in other countries. Educational research is discussed from three points of view: national, institutional, and project level. The first two papers examine national level topics--the structure and coordination of educational research in Hungary and Sweden. The third and fourth papers concentrate on institutional aspects of research--interdisciplinary research in Poland and the impact of educational research on educational practice in England. The final three papers present project-level examples--educational development in the Soviet Union; continuity between preschool and primary education in Belgium; and innovation in France's secondary schools as a result of educational research. A summary section discusses the need for better dissemination of research findings and characterizes the various institutional approaches to educational research and practice as pragmatic (the English-speaking institutes) and controlled and directed by national educational policies (Eastern European institutes). (Author/DB)

This book, in French and English, addresses how the school library of the future will be designed and what role it will play as a school facility within the educational system and in society as a whole. The following papers are included: (1) "Issues" (John Mayfield); (2) "Designing Schools for the Information Society: Libraries and Resource Centres"; (3) "Information and Communications Technologies (ICT) and the Quality of Learning: An International OECD/CERI Study" (Edwyn O. James); (4) "Documentation and Information Centres (CDI) and New Technologies in France" (Guy Pouzard); (5) "Regional Policy for the Development of Information and Communications Technologies in Upper Secondary Education in Ile-de-France" (Jacques Foucher); (6) "The School Library--An Endangered Species or the Heart of the Community?" (Tim Sandercock); (7) "The Learning, Information and Communication Centre in Austrian Secondary Schools" (Manfred Hinum and Johanna Hladej); (8) "The Alford Information and Technology Centre at Aberdeenshire in Scotland" (Clive Marsden); (9) "The Multimedia Centre in the Institut Notre-Dame des Champs, Brussels" (Jean-Marie Moonen); (10) "Resource Centres in the Tuscany Region" (Paolo Benesperi); and (11) "Five Examples of School Resource Centres in Portugal: The School 2001 Project in Pendao, Portugal" (Isabel Mendinhos). (Contains 401 references.) (MES)

This article is taken from the book "Their Crimes" which deals with killing the wounded. There are great numbers of wounded who, on their solemn oath, have related how, when lying on the field of battle, they saw their wounded comrades "finished off" by rifle or revolver shots, or by blows from butt-ends, or by bayonet stabs, or kicked to death by German soldiers, non-commissioned officers, and even by officers.

This article is taken from the book "Their Crimes" which deals with civilian prisoners. After having burnt their villages, and shot the inhabitants by dozens in some places, and by hundreds in others, they frequently deported all or a part of the survivors to Germany. It is impossible to establish the number of those deported, but they were sent off by tens of thousands. These unfortunate people, men, women and children, who had witnessed and survived fires and massacres, who had seen their houses blazing and so many of those dear to them fall under the bullets of the assassin, and who were forced in some places to dig graves for their victims, and in others to hold a light for the executioners while they were finishing off the wounded—these poor wretches are despatched to Germany.

Chapter XVIII of the book "Wives and Daughters" is presented. It explores the secret of Mr. Osborne, the eldest son of Mrs. Hamley. Molly was asked by Mrs. Hamley to know the whereabouts of Osborne through Roger, the brother of Osborne, and knew that Osborne was in Belgium to avoid hi creditors for his father refused to pay his debts.

Chapter IV of the book "Antwerp to Gallipoli: A Year of the War on Many Fronts--and Behind Them," by Arthur Ruhl is presented. It explores the author's experience of the treacherous battle in Antwerp, Belgium, the unceasing struggle of Belgian people, and the impact of the battle which had caused the miserable condition of the villages and towns. It highlights the people's struggle to run out from the war and the end of Belgium's tragedy.

Chapter XIII of the book "The Belfry," by May Sinclair is presented. It talks about the events in the lives of the characters after Jimmy Jevons left for Ostend, Belgium. The reaction of Viola on Jimmy's departure is portrayed. An argument between Walter and Viola along with their travel to Belgium to follow Jimmy is also mentioned in the chapter.

Chapter III of the book "The Belfry," by May Sinclair is presented. It depicts Wally's efforts in search for Viola who went off with Jevons in different places in Belgium such as Bruges, Antwerp and Ghent. It portrays Wally's quest to track both Viola and Jevons in all possible places in Europe, starting from his editors whom Jevons has worked with, and to the hotels that they were in. It eventually ends up in finding Jevons and Viola in a separate room in an hotel in Bruges.

This volume presents 6 papers by 22 labor economists who examine and address worker displacement in 10 industrialized countries (Australia, Belgium, Canada, Denmark, France, Germany, Great Britain, Japan, Netherlands, United States). "Summary and Synthesis" (Peter J. Kuhn) discusses these four categories of lessons learned from panel data analysis: (1) institutions affecting displaced workers; (2) methodological lessons for study of displaced workers and cross-national labor market research; (3) exceptions to and universals about within-country patterns; and (4) patterns across countries. "Displaced Workers in the United States and the Netherlands" (Jaap H. Abbring et al.) discusses relevant institutions and provides an empirical analysis of the incidence of displacement and labor market transitions and earnings changes induced by displacement. "Worker Displacement in Japan and Canada" (Masahiro Abe et al.) describes main modes of labor adjustment, situating worker displacement in the broader context of how firms adjust to declines in product demand; describes legal and social institutions most likely to affect the displacement process and prevalent general labor market conditions; and analyzes frequency of displacement and its consequences. "They Get Knocked Down. Do They Get Up Again?" (Jeff Borland et al.) highlights which groups in Britain and Australia are most likely to experience displacement, which are most likely to get back into work, and earnings changes associated with reentry into work. "Worker Displacement in France and Germany" (Stefan Bender et al.) focuses on workers whose separation results from closure of the employing firm (France) or plant (Germany); considers non-employment durations; and describes earnings changes. "Employment Protection and the Consequences for Displaced Workers" (Karsten Albaek et al.) compares outcomes of workers in Belgium and Denmark displaced from a long-tenure job to identify how they differ and whether they can be attributed to differences in firing provisions (higher firing costs in Belgium). Cited author and subject indexes are provided. (YLB)

A collection of papers discusses preservice teacher education in Belgium, Germany, Spain, the United Kingdom, Greece, Italy, Ireland, Netherlands, Finland, and the United States, focusing on teacher professionalization and noting the politics of education in each country. (SM)

Essays address the relationship between second language education and intercultural communication in several countries. Following an introduction are the following papers: "Second Language Learning in Belgium" (Ludo Beheydt); "Foreign Language Education in Bulgaria: Present-Day Situation and Future Tendencies" (Madeleine Danova, L. Krusteva-Bossakova, Ognian Stoitsov); "Portrait of a Nation as a Language Learner" (I. Vitanova, J. Kristeva, Madeleine Danova, M. Ruski); "Language Learning in England and Wales: Policies and Attitudes in Flux" (Sue Wright); "Second National Language Learning in Finland" (Eero Laine); "Identity, Community and Language Policies in Contemporary France" (Dennis Ager); "Multilingualism in the German School" (Ingrid Gogolin); "The Language Situation in Hungary, 1990-1991" (Szofia Radnai); "Languages in the Netherlands: A Study of Supply and Demand" (Maria Oud-de-Glas, Erna van Hest, Fons Peels, Rob Diephuis, Theo van Els); "From USSR to CIS and Beyond: Visceral Politics vis-a-vis Ethno-linguistic Realities" (Frances Knowles); "Multilingual Education as a Factor of Interethnic Relations: The Case of the Ukraine" (Oleg Shamshur, Tatiana I. Izhevskaya); "The Language Situation and Language Education in Yugoslavia" (Ranko Bugarski); "Language Education for Intercultural Communication in Slovenia" (Albina Necak Luk); "New Trends in Educational Policy in the Republic of Serbia, 1990 to the Present" (Svenka Savic, Zlata Jukic); and a conclusion (Ager, Muskens, Wright). (MSE)

This article is taken from the book "Their Crimes" which deals with human shields. The cowards chiefly used civilians as shields.

Essays focusing on issues concerning youth education and unemployment problems are presented in this document. It is divided into three general areas. The first, Youth Unemployment in Western Industrial Countries, reviews general dimensions of the problem, the cyclical hypothesis, the demand hypothesis, the supply hypothesis, disaggregating American data, conclusions on causes, policies to combat youth unemployment, and educational policies. The second, Comparative National Experiences, focuses on youth education and unemployment problems in Great Britain, West Germany, Belgium, Sweden, Denmark, Poland, Japan, Mexico, and South Asia. And finally, an essay by Martin Trow, Reflections on Youth Problems and Policies in the U.S., emphasizes aspects of the youth unemployment problem that are relevant particularly to the U.S. He discusses the secondary labor market, the hidden economy, cultural unemployment, types of youth and policies for youth, and types of secondary labor market jobs. (CT)

A biography of Jean Froissart, the French artist of chivalry, is presented. He was born in a French town called Valenciennes in Hainault, Belgium in 1337 and went to England in 1361 and in various parts of the world between his thirtieth and thirty-fourth year. He was encouraged by Queen Philippa of England to pursue his studies and writings on chronicles reflecting knighthood and noble adventures. Literary accounts reflect his fondness of pleasure, dances, poems, gallantry, and romance.

This publication discusses curriculum development in Belgium, Canada, Denmark, England, Germany, the Netherlands, Israel, Scotland, Sweden, and the United States. The book's purpose is to make available to those interested in the process of curriculum development information on how it is handled in other countries, enabling them to see to what extent it is possible to make generalizations about curriculum development and to what extent it is an historically and culturally embedded process. Chapter 1 discusses the bases for comparing approaches to curriculum development. Chapters 2-11 discuss curriculum development in each of the 10 countries, focusing on the following: (1) the meaning given to curriculum in each country, (2) the process of curriculum development and who participates in this process, (3) kinds of decisions entailed in the process, (4) the way decisions are implemented, (5) forces which initiate and inhibit the process of curriculum development and influence its results, and (6) the future of curriculum development in each country. The last chapter provides an overview of curriculum development. (Author/RM)