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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)

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.

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)

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.

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 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)