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The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was "New trends in language teaching and learning at university." The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [The University of Liverpool's School of Histories, Languages, and Cultures (HLC) and the Centre for Teaching Excellence in Language Learning (CTELL) financially contributed to the publication of this volume. Additional sponsors include Sanako, Hueber, and European Schoolbooks.]

This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The paper examines interpretations of educational development in western Europe since the 1960s and suggests that equality of opportunity has been the most pervasive theme underlying educational policy and development. Most often used to describe educational development are (1) demographic and economic data, (2) analyses of structural changes in the educational system, and (3) evaluation of the changing role of education vis-a-vis the social system generally. None of the descriptions has the historical perspective to convey the extent or the true nature of educational change which has resulted from the substitution of public education for the church as the principal transmitter of values and beliefs. A better measure of educational development is the value change reflected in public policy. A major result of the policy shift toward public education rather than religious education has been an increase in equality of opportunity. Three interpretations of equality of opportunity presently prevail in European nations: (1) predestinative (division of secondary schools into vocational and college preparatory); (2) redemptive (equal life chances for all students, regardless of academic ability); and (3) dissenting (alternative schools, lifelong education, and individual curriculum). The conclusion is that educational development must be understood as a combination of past and present values and that educational systems must cease to be, or to be considered, purveyors of a particular orthodoxy. (Author/DB)

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.

This volume examines many of the complex issues regarding the language skills and professional competencies acquired by students studying Modern Foreign Languages (MFL) at universities in the United Kingdom and across Europe. It also outlines the innovative pedagogical strategies, methods, and resources employed by language academics to help graduates transition from university into the world of work through their MFL studies. These issues were discussed at the Professional Competencies in Language Learning and Teaching conference that took place on 12th-13th July 2018 at the University of Nottingham. The conference that was organised as a collaboration between the Department of Modern Languages and Cultures and the Confucius Institute of the University of Nottingham brought together researchers, practitioners, employers, and experts working on 21st century professional competencies and language education.

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 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 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. (JB)

This collection of 12 essays is drawn from a May 1990 panel meeting in Paris, France in conjunction with a joint United Nations University/United Nations Educational, Scientific, and Cultural Organization project on "The Changing Role of the Universities." Papers are grouped into those on: the general role of the university, regional conceptions of the university, the economics of higher education, and strategies of learning. Essays include: (1) "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); (2) "Evolution of Universities" (Yash Pal); (3) "Universities in the Post-Industrial Society" (Edward W. Ploman); (4) "The Role of the University in Asia in the 21st Century" (Ungku A. Aziz); (5) "Higher Education in Africa" (T. L. Maliyamkono); (6)"Education for All in Latin America in the 21st Century and the Challenges of External Indebtedness" (Fernando Reimers); (7) "The State Socialist Model of Higher Education: An Assessment" (Pal Tamas); (8) "Higher Education in Western Europe" (Wolfgang Mitter); (9) "Economics of Higher Education" (Mark Blaug); (10) "Global Learning" (Edward W. Ploman); (11) "Distance Education" (Jean-Marc Pottiez); and (12) "Using the Media" (Naomi E. Sargant). A discussion by Edward W. Ploman on provides concluding observations about the Paris meeting. (Some papers contain references.) (MSE)

The papers which make up this volume were for the most part presented at a program of seminars given in Oxford, England, in the autumn of 1990. The seminars represented the first activity of the new Centre for Comparative Studies in Education installed at the Department of Educational Studies of the University of Oxford in January 1990. The Centre's principal objective is to collect and analyze data on education in other countries in order to make comparisons with the United Kingdom that might inform policy discussions. The present collection seeks to make a contribution to two important questions in the study of comparative education: What lessons can be learned from cross-national studies of issues in education? and What problems of comparative method do such studies have to address? The nine papers in the collection include: "Introduction" (David Phillips); "An International Comparison of Access to Higher Education" (A. H. Halsey); "Schools of Education and Teacher Education" (Harry Judge); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "French Lessons: Comparative Perspectives on What It Means to be a Teacher" (Patricia Broadfoot; Marilyn Osborn); "Apprentice Training in Germany: The Experiences of the 1980s" (Bernard Casey); "Alternative Funding of Education Systems: Some Lessons from Third World Experiments" (Keith Watson); "Unlearnt European Lessons: Why Austria Abandoned the Comprehensive School Experiments and Restored the 'Gymnasium'" (Karl Heinz Gruber); and "Japan--Pupil Turned Teacher?" (Roger Goodman). (DB)

In June 2001, the International Institute for Educational Planning convened a policy forum on the organization, functioning, and effectiveness of national ministries of education. This book presents eight key papers from that forum. The forum discussed how differences in organizational structures and mechanisms affect adjustability and effectiveness of educational policies and their implementation process. The forum also attempted to compare and draw lessons from a selected number of experiences in which the absence or presence of sound political leadership and adequate links with stakeholders at all levels of the system have played a major role in the success or failure of educational reform. The discussions, and the papers in the book, were arranged around four major points: (1) steering from above: the link between political leadership and administration; (2) steering from below: the ministry's interaction with the operational level (schools, teachers, students, etc.); (3) steering from outside: the relationship between the ministry and the main stakeholders outside the system (teachers' unions, parents' associations, mass media, etc.); and (4) steering from within: the ministry's internal organizational structures and regulating mechanisms. (Author/WFA)

The 2002 R. Freeman Butts Institute on Civic Learning in Teacher Education, which met in Indianapolis, Indiana, from May 17-21, 2002, was the source for this book. The central theme of the meeting was education for democratic citizenship in the college/university-based preparation of prospective teachers. Following an Introduction, twelve papers are included as the book's chapters: (1) "Defining, Delivering, and Defending a Common Education for Citizenship in a Democracy" (John J. Patrick); (2) "Teaching for the Meaningful Practice of Democratic Citizenship: Learning from the IEA Civic Education Study in 28 Countries" (Judith Torney-Purta; Wendy Klandl Richardson); (3) "Using Research about Civic Education to Improve Courses in the Methods of Teaching Social Studies" (Patricia G. Avery); (4) "Civic and Economic Education: The Nexus" (Margaret Stimmann Branson); (5) "Using United States Supreme Court Cases to Promote Civic Learning in Social Studies Teacher Education" (Thomas S. Vontz; Robert S. Leming); (6) "The Deliberative Approach to Education for Democracy: Problems and Possibilities" (Walter C. Parker); (7) "Methods of Teaching Democracy to Teachers and Curriculum Developers: Examples from Post-Communist Europe" (Gregory E. Hamot); (8) "Civic Learning in Teacher Education through an American-Ukrainian Partnership" (Alden Craddock); (9) "Civic Learning in Teacher Education: An Example of Collaboration by Russians and Americans" (Charles S. White); (10) "Teacher Theorizing in Civic Education: Analysis of Exemplary Teacher Thinking in the United States and Hungary" (Jeffrey W. Cornett; Janos Setenyi); (11) "Civic Learning in Teacher Education through an American-Indonesian Partnership" (Margaret Sutton; Isnarmi Moeis; Wendy Gaylord); and "Conclusion: Recommendations for Enhanced Civic Learning in Teacher Education" (Gregory E. Hamot). An appendix lists the meeting's participants. (BT)

This collection of 10 papers provides a comparative analysis of the role of academic-industry relations in innovative educational systems in Eastern Europe, Ibero-America (Latin America, Spain, and Portugal), Russia, and Scotland, as well as in the United States. It arose from a series of conferences, beginning with a 1991 NATO workshop on university-industry relations which took place in Acquafredda, Italy. The first two chapters are based upon the "theme paper" for the Acquafredda conference; the other chapters originated as conference talks. Following an introduction by the editors, the papers are: (1) "Entrepreneurial Science: The Second Academic Revolution" (Henry Etzkowitz and Andrew Webster); (2) "Toward a Theoretical Analysis of Academic-Industry Collaboration" (Andrew Webster and Henry Etzkowitz); (3) "The Changing Context of Science and University-Industry Relations" (Karen Seashore Louis and Melissa S. Anderson); (4) "Strategic Research Alliances; Testing the Collaborative Limits?" (Andrew Webster); (5) "Science and Technology Knowledge Flows Between Industrial and Academic Research: A Comparative Study" (Jacqueline Senker, Wendy Faulkner, and Lea Velho); (6) "Science Parks and Innovation Centers" (Rikard Stankiewicz); (7) "Academy-Industry Relations in Middle-Income Countries: Eastern Europe and Ibero-America" (Katalin Balazs and Guilherme Ary Plonski); (8) "Academic-Industry Relations in Russia: The Road to the Market" (Mike Berry and Lioudmila Pipiia); (9) "Universities in Scotland and Organizational Innovation in the Commercialization of Knowledge" (Margaret Sheen); (10) "Inching Toward Industrial Policy: The University's Role in Government Initiatives To Assist Small, Innovative Companies in the United States" (Henry Etzkowitz and Ashley J. Stevens). (Contains approximately 350 references.) (DB)

The conference papers examine higher education reforms in the countries of Eastern and Central Europe from several research perspectives: political, economic, pedagogical, and sociological. Papers are organized in three sections: Higher Education Policies and Institutional Change; Central European Higher Education in Transition; and Higher Education Reforms in Eastern Europe. Titles are: (1) "Social Changes, Politics and Higher Education" (Claudius Gellert); (2) "Knowledge about Higher Education for Its different Stakeholders" (Maurice Kogan); (3) "Researchers and Policy Makers in Higher Education in East Central Europe" (Don Westerheijden); (4) "Institutional Innovations in Higher Education in East and Central Europe--a Progress Report" (Peter Darvas); (5) "Adaption Processes at Universities: Organizational Implications of a Complex Environment" (Barbara Sporn); (6) "Typical Features of Education and Education Reforms in Central Europe" (Jana Hendrichova); (7) "The Power of the Professoriate-Politics and Higher Education Reform in Austria" (Erich Leitner); (8) "Autonomy of Higher Education Institutions and Reforms--the Polish Case" (Ireneusz Bialecki); (9) "Academic Staff Facing a Changing University" (Elzbieta Wnuk-Lipinska); (10) "Changes in the Market of Educational Services in Poland" (Ewa Szemborska); (11) "New Challenges of Tertiary Education in East-Central Europe" (Tamas Kozma); (12) "Policy-Development and Educational Research: The Hungarian Experience" (Janos Setenyi); (13) "Renewal of Higher Education in Slovenia with Special Attention to Quality" (Sonja Kump); (14) "The Progress of Education and Higher Education Reform in Slovakia" (Maria Hrabinska); (15) "Intellectual Elite and Population of Russia about Problems of Education and Personnel Training" (Natalia Kovaleva); (16) "Development of Higher Education Reform in the Ukraine" (Igor Folvarochny); (17) "Higher Education in Romania: The Imperatives of Reform New Paradigms, New Options, New Strategies" (Ioan Neacsu); (18) "Higher Education Reform in Bulgaria" (Nickolay Popov). (Individual papers contain references.) (CH)

This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)

This journal issue describes in detail the work of a Trans-European Mobility Schemes for University Studies (TEMPUS) project, directed by John Sayer and based in the Department of Educational Studies of the University of Oxford. The project's activities, concerned principally with the development of democratic processes in the elementary, secondary, and higher education systems of the Czech Republic and Poland, are illustrated through 20 papers. Part 1 offers John Sayer's background and description of the Developing Schools for Democracy in Europe (DSDE) project, a TEMPUS initiative and includes a multi-university final report on teacher preparation and continuing development. In part 2 the professional development of teachers and the role of the university in the Czech Republic are examined by program participants, Jan Beran, Jitka Kazelleova, Jana Kohnova, John Sayer, and Jaroslava Tomancova. Part 3 presents the following Polish teachers, tutors, and researchers: Grzegorz Chomicki, Roman Dorczak, Dawid Friedmann, Aleksandra Kwiecinska, Andrzej Mirski, Malgorzata Niemczynska, and Andrzej Szyjewski, viewpoints on educational reform, democracy education teacher training, and the school setting in Krakow, Poland. In part 4 home (family) and school relationships, one of the eight areas of the DSDE project, are examined by Tatyana Bourmina and Milada Rabusicova. In part 5 David Martin, Hugh Starkey, and Eva Foldes Travers focus on aspects of citizenship and values as they relate to democracy education in the "New Europe." Taken together, these papers provide an extensive case study of a democratic collaboration of four European universities from very different social, economic, political and cultural settings, working with local schools and authorities across disciplines in an attempt to develop schools for democracy in Europe. (CB)

This book contains nine papers presented during a year-long series of seminars and a conference that analyzed the relationship between economic restructuring and industrial relations involving the joint academics, union leaders, government officials, business executives, and graduate fellows. These analyses include case studies from Western Europe, as well as detailed examination of U.S. examples, particularly state-level efforts from Michigan, Massachusetts, and Pennsylvania. The analyses emphasize the role of industrial relations in these processes. An "Introduction" (Stephen Sleigh) summarizes the case studies and analyses and provides an executive summary of the key conclusions that follow from the papers. The nine papers are as follows: "Economic Development and Industrial Relations in a Small-Firm Economy: The Experience of Metalworkers in Emilia-Romagna, Italy" (Bruce Herman); "Managing Local Development: Lessons from Spain" (Michael Barzelay); "Worker Democracy in Socialist France" (Bernard Brown); "International Competition and the Organization of Production: The Study Action Team Process at Trico Products" (Peter Lazes); "Collaborative Restructuring Efforts: Textile and Apparel Labor-Management Innovation Network, Lehigh Valley, Pennsylvania" (Robert Coy et al.); "Labor and Industrial Relations Strategies in the State of Michigan" (Michael Schippani); "Applying Skills-Based Automation through Participatory Management: The Center for Applied Technology" (Frank Emspak); "Can the End of the Social Democratic Trade Unions Be the Beginning of a New Kind of Social Democratic Politics?" (Charles Sabel); and "Training and the New Industrial Relations: A Strategic Role for Unions" (Wolfgang Streeck). Appendixes include lists of the Seminar Advisory Board and seminar presenters, a 360-item bibliography, and an index. (YLB)

This report focuses on technology training programs for disabled persons, the contributions of access technology to the employment of disabled persons, the ability of traditional rehabilitation centers to train disabled persons for advanced technology occupations, and the placement and employment of disabled persons trained in new technologies. Following an introduction, the second chapter explores the impacts of new technology on the employment of disabled persons and describes the project, conducted by Rehabilitation International and sponsored by the International Labour Office, that resulted in this collection of papers. Subsequent chapters present the papers, as follows: "New Technology Training Programs for Disabled Persons in Great Britain" (Paul Cornes and others); "The Effect of New Technology on the Employment of Blind and Visually Impaired Persons in Four Western European Countries" (Lawrence A. Scadden); "Factors Associated with the Traditional Rehabilitation Centre's Ability To Train Disabled Persons for Advanced Technology Occupations" (Michael J. Leahy and Robert Leneway); "Computer-Based Technology for Disabled Persons in Working Life: A Holistic Approach" (Jan Breding and Ulf Keijer); "The Contributions of New Access Technology to the Employment of Disabled Persons in Japan" (Shinichi Okada and Takeshi Yatougo); "New Technologies and the Employment of Disabled Persons in Israel" (Emanuel) Chigier); "New Technologies and the Employment of Disabled Persons in Four Developed Countries" (Jacques Dawans); and "New Technology in Rehabilitation: A Hungarian Perspective" (Gyorgy Konczei). A final chapter draws conclusions and makes recommendations. (JDD)

Adult and continuing education has the dual function of contributing to employability and economic growth, on the one hand, and responding to broader societal challenges, in particular promoting social cohesion, on the other. Companies and families support important investments that have, to date, ensured important growth in both skills and the ability of the European population to innovate. Thanks to this commitment, Europe today has a wealth of organisations specialising in adult and continuing education. The sector has grown in importance, both as an increasingly significant player in the economy and in view of its capacity to respond to the demand for learning by the knowledge economy. As this book shows, adult and continuing education has a critical role to play in ensuring Europe copes with the phenomenon of education exclusion, which, repeated year after year, generation after generation, undermines social cohesion and the growth of employment. Public policies must respond to two strategic challenges: to encourage the propensity to invest in adult and continuing education and to guarantee the reduction of educational exclusion. The conclusions of the research projects reviewed in this publication propose a number of policy priorities to support adult and continuing education and to harvest the potential of existing scientific production. This paper surveys these conclusions and guides policy-makers in developing policy interventions which both support the growth of adult and continuing education and exploit the wealth of research and research tools available.

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 volume publishes the results of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) European Centre for Higher Education (CEPES) project, Good Practice in Promoting Gender Inequality in Higher Education in Central and Eastern Europe and the former Soviet Countries. These case studies offer hope for a future in which gender discrepancies in higher education are substantially diminished. The papers are: (1) Justified Hopes for Gender Sensitive Higher Education in Central and Eastern Europe and the Former Soviet Countries (Laura Grunberg); (2) Gender Studies in Russia: The Feminology Programme at Ivanovo State University and the Gender Studies Programme at the European University at St. Petersburg (Elena Zdravomyslova and Olga Shnyrova); (3) Improved But Still Open to Improvement: The Position of Women in Higher Education and Science--The Case of Estonia (Anu Laas); (4) Academe as a Space for Women and a Place for the Study and Promotion of Gender Equality in Poland (Renata Siemienska); (5) Postgraduate Programmes in Gender Studies: An Example of Good Practice in Poland (Malgorzata Fuszara); (6) Gender Gap and Gender Trap: What Is at Stake in Womens Studies in Bulgarian Universities? (Kornelia Slavova); (7) "'And-And' Strategy: A Romanian Experience (Mihaela Miroiu); (8) Gender Studies as the Academic Arm of Feminism in Ukraine (Natalia Kutova); and (9) The ENVILA Womens Institute of Belarus (Galina Shaton). (Contains 16 tables and 5 figures.) (SLD)

Thirteen viewpoints on the current character and possible future of educational goals around the world are presented in this volume. The introduction describes efforts by the International Bureau of Education and other agencies to develop an understanding of educational goals. The author also asserts the importance of the distinctions between ideal (philosophical) and practical (political) educational goals. The first chapter extends this definitional effort and adds an explication of the fundamental concepts, problems, and terms concerned. Chapter 2 reports on current concepts of educational goals affecting and affected by practices in six world regions. Chapter 3 considers the need for a balance between universally applicable goals and goals specific to individuals, cultures, and societies. Chapter 4 treats the practical relationships between changing educational goals and the achievements of existing educational systems, noting the uncertainty of evaluation standards and the need for research. Goals that should be adopted to counter threats to civilization's future are suggested in chapter 5. The educational history of the Soviet Union illustrates chapter 6's discussion of the relationship between educational forecasting and planning in formal education's subsystems. The final chapter looks at philosophical concepts of human goals and human nature and relates these concepts to education. (PGD)

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

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)

Divided into seven sections, the presentations contained in these proceedings give an international perspective on the growth of democracy in the world, and the many obstacles that might inhibit it. The first section, on Eastern Europe and the Soviet Union contains papers from four East Block scholars who discuss the rise of democracy in communist Europe. The section on Africa includes papers by four African panelists who discuss the development of democracy in light of the continent's historical, geographical, cultural, social, and political background. The "Luncheon Session" section has four presentations on democracy and human rights, focusing on Central American and Caribbean countries. The section on Latin America and the Caribbean includes papers by four panelists who discuss democracy against the backdrop of the region's economics, politics, social change, and serious problems such as drug trafficking, which influence and are influenced by democractic reform. The section on Asia contains four papers that discuss democratic development in China, India, the Philippines, and Turkey. A section headed "Senatorial Remarks" contains brief addresses by U.S. Senators John McCain and Lloyd Bentsen, in which they comment on the conference and democratic changes in the world. The final section contains four addresses presented at the "Idea of Democracy" panel. Final sections report on the conference's State Department reception, the award luncheon, and the president's meeting with awardees. A list of conference participants other than those whose names approved as speakers is given at the conclusion of the book. (AS)

This volume evaluates the effects of contemporary issues and technological trends upon the nature of Western society's educational systems and its ability to cope with changes in employment. The work is a translation from Italian. Three chapters emphasize higher education and compulsory education's relationship to a future society of quality living. Chapter 1, "The Quality of the Future," describes employment and new technologies, industrial restructuring, and the readaptation necessary of the labor force. A model case of technological reconversion in an Italian firm is analyzed, which resulted in extensive lay-offs. Conclusions include the point that the public sector does not offer retraining opportunities, which plays an important role in the turnover phenomenon. "The Near Future of Employment," chapter 2, applies economic and projective theories to employment in the United States and Europe. Scenarios for Italy and the United States illustrate the projected growth of occupations in lower echelons and at the top, resulting in a blue and white "striped collar" phenomenon. The teaching profession reflects a need for knowledge of computer systems in all fields. Greater availability of total wealth along with growing social imbalances will return attention to equality of opportunity. Chapter 3, "What Should Be Done about the Future?" suggests that answers must be sought within educational research, and yet the results of such research have not been utilized to improve society as a whole. In speculating whether the school system is capable of satisfying future occupational needs, educators should consider a uniform postcompulsory education system to deter unemployment. Eventually, everyone must be guaranteed minimal knowledge to respond to the challenge of "new literacy." References accompany each chapter; 21 tables of projective data are appended. (CJH)

Papers on the situation of linguistic minorities in Western Europe and Canada include: "Linguistic Minorities: West European and Canadian Perspectives" (Colin H. Williams); "Geographical Aspects of Minority Language Situations in Italy" (Paul White); "Defining the Gaeltacht: Dilemmas in Irish Language Planning" (Reg Hindley); "The Geolinguistics of Breton" (Humphrey Lloyd Humphreys); "Language-Retreat and Regeneration in the Present-Day Scottish Gaidhealtachd" (Kenneth MacKinnon); "An Essay in Historical Geolinguistics: Gaelic Speaking in Urban Lowland Scotland in 1891" (C. W. J. Withers); "What Future for Scotland's Gaelic-Speaking Communities?" (Clive James); "Bicultural Conflict in the Context of the Core-Periphery Model" (Don Cartwright); "The Spatial Organisation of Language in Canada, 1981" (John de Vries); "Gaelic in Nova Scotia" (John Edwards); "Language Made Visible: Representation in Geolinguistics" (J. Ambrose, C. H. Williams); and "Sound Language Planning Is Holistic in Nature" (Colin H. Williams). Contents are indexed. (MSE)

An 11-chapter anthology on the historical, epistemological, methodological, philosophical, and educational issues surrounding the topic of interdisciplinarity is presented. A general perspective on the continuing debate about interdisciplinarity is presented in the first four chapters, followed by six chapters on specific problems and prospects. Papers and authors are: "Introduction--Disciplinarity or Interdisciplinarity?" Carl R. Hausman; "Science and Discipline--Some Historical and Critical Reflections," Joseph J. Kockelmans; "Disciplines and Interdisciplinarity--A Historical Perspective," Wolfram W. Swoboda; "The Curriculum, the Disciplines, and Interdisciplinarity in Higher Education--Historical Perspective," Hans Flexner; "Why Interdisciplinarity?" Joseph J. Kockelmans;"Interdisciplinary Science on Campus--The Elusive Dream," Rustum Roy; "Crossdisciplinary Coordination in the Social Sciences," Muzafer Sherif; "Interdisciplinary Education and Humanistic Aspiration--A Critical Reflection," Vincent C. Kavaloski; "Interdisciplinarity--Reflections on Methodology," Jonathan Broido; "Personal and Institutional Problems Encountered in Being Interdisciplinary," Robert L. Scott; and "Interdisciplinary Programs in the United States--Some Paradigms," Hans Flexner and Gerard Hauser. A listing of approximately 35 interdisciplinary programs in Canada and Western Europe is appended and a 92-item bibliography is included. (PHR)

The document consists of papers written by government and educational leaders in nations belonging to the Council of Europe on the theme of sociocultural community development. Sociocultural community development, also called sociocultural animation, is interpreted to include policies which make literature, visual arts, and performing arts available to all people as well as promotion of creativity at grass roots levels. The document is presented in five chapters. Chapter I defines sociocultural community development and reviews concerns explored by various culturally-oriented international conferences in Europe from 1970-77. Chapter II provides an overview of sociocultural community development. Topics discussed include guidelines for cultural policies, the relationship of community development to formal education, and adaptation of community development programs to specific types of housing areas. Chapter III discusses training and status of individuals involved in sociocultural community development. Chapter IV presents a catalog of 200 community development projects in nations belonging to the Council of Europe. The final chapter offers observations on the future of sociocultural development in Europe. (DB)

Nine chapters present cutting-edge research on "brainsex" and its effects on personality, education, and choice. It targets concepts such as job attributes, work flexibility, long-term life planning, home-work conflict, prestige versus occupational interest, and intrinsic motivational mechanisms to explain the relative failure of intervention policies. "Brainsex and Occupation" (Ernest Govier) discusses hereditary endowment; environment from conception; and physiological factors after birth, especially the hormone system, that contribute to the shaping of the individual and explores relationships between these factors and choice of occupation. "Gender and Subject Choice in Secondary Education" (Ann Colley) examines the content of stereotypes of male and female attributes and behavior and how they are internalized; explores the gender stereotyping of school subjects; and presents results of studies of strategies designed to moderate the effects of gender stereotyping on choice and attainment. "Using Stereotypes to Dispel Negative Perceptions of Careers in Science and Technology (Pauline Lightbody, Alan Durndell) relates women's low choice of sciences and technology to the career aspirations of school children, which involve their views of what they are and what they can do and of the nature of subjects and careers. "The Ratio of Male to Female Undergraduates" (Leonard Holdstock) establishes the fact of sex segregation among undergraduate students in academic subjects; explores theoretical reasons to account for the differences; and examines whether social or political initiatives can alter the current situation. "Entering Higher Education: Older Students' Constructions of Self as Learners" (Estelle King) suggests older women seek a match between the way they see themselves and the way they see the various possibilities before them. "Gender Issues in Employment Selection" (Neil Scott, Paul Creighton) shows that, despite legislation and an undoubted change in practice, gender factors can still influence selection. "Choice: Can We Choose It?" (Pauline Anderson) presents educational and occupational choice as a complex interaction of factors that affect women and men in different ways and at every point of "choice" in the decision-making process. "An Equal Chance to Succeed?" (Viki Holton) discusses reasons for the very few women who are senior managers and the attempts to alter this. "Why Can't a Woman Be More Like a Man, or Vice Versa?" (John Radford) argues that individuals differ along a bundle of traits that can be approximately characterized as "male" and "female" and that much the same applies to subjects for study and to occupations. It finds men tend to gravitate toward the "male" end of the spectrum and women to the "female" end, but no sound reasons in terms of ability or any factor exclude either group from any opportunity. An index is appended. (YLB)