Search

Papers in this volume on contrastive linguistics include the following: "Auxiliaries in English and Danish" (Niels Davidsen-Nielsen); "On Tongue Twisters" (Wlodzimierz Sobkowiak); "On Derivational and Phrasal Adverbials of Manner" (James L. Wyatt); "Scrambling and the Polish Word Order. An Alternative Hypothesis" (Przemyslaw Tajsner); "Verbs of Sensory Cognition: A Contrastive Analysis of a Lexical Field in the Lexicon of Polish and English" (Roman Kopytko); "Phonostylistics and Second Language Acquisition" (Katarzyna Dziubalska-Kolaczyk); "A Contrastive Analysis of Object Control in English and German" (Christian Mair); "The Lexical Fields 'Broad/Thick' Analysed and Compared With Their German Counterparts 'Breit/Weit/Dick'" (Bernhard Diensberg and Annette Dell); "On the Contrastive Phonology of the Stressed Vowels in English and Bulgarian" (Andrei Danchev); "Aspiration in English and Polish: An Overview" (Piotr Ruszkiewicz); "The Complements of Perception Verbs in English and Polish" (Roman Kopytko); "Some Reflections on Ideas and Results of Feminist Linguistics" (A. I. Dorodnykh and A. P. Martyniuk); "On the Analysis of Modal Meanings in Spoken German of Native Speakers and Polish Learners" (Leszek Skibniewski); and "On Case Marking in Polish" (Ewa Willim). (MSE)

A collection of papers on contrastive linguistics includes: "Prototypes and Equivalence" (Tomasz P. Krzeszowski); "Comparing the Incomparable? English Adjectives in "-able" and Their Rendering in Modern Chinese" (Arthur Mettinger); "Classification and Distribution of Lexical Errors in the Written Work of German Learners of English" (Rudiger Zimmermann); "Perception of Stressed Syllables in Natural Stimuli: A Contrastive English-Polish Experimental Study" (Wieslaw Awedyk); "Explorations in Linguistic Sexism: A Contrastive Sketch" (Robert K. Herbert, Barbara Nykiel-Herbert); "Cyclicity and Phonostylistic Interference" (Katarzyna Dziubalska); "Subject Inversion in English, French, Italian, and Dutch and Empty Subjects in German" (Terence McKay); "Postpositions, "Part-of-Speechness," Negation and Other Matters" (Bela Korponay); "A Comparison of Some English and Hungarian Freezes" (Laszlo Pordany); "Processing Strategies in Bilingual Spellers" (Philip A. Luelsdorff); "Danish and Slavic Phraseology Contributions to an Analysis of Idiomatics on a Contrastive Basis" (Christian Hougaard); and "The Fact of Translation in Learning English as a Foreign Language" (M. B. Dagut). (MSE)

Polish folk high schools are modeled after schools developed in the mid-1850s in Denmark to provide general, non-credit education for young adults in rural areas. The main objectives of the folk high schools are to provide a climate for individual student development and to serve as centers where young adults can learn about their cultural heritage. The first Polish folk high school was established in 1900. The folk high school movement developed and prospered along with the growing social consciousness and national awakening which characterized Poland up to World War I. Between the world wars, the folk high school movement was dominated by agricultural expert Ignacy Solarz. Solarz established and directed numerous folk high schools throughout Poland which endeavored to help young peasants become cultural and social forces in their communities. Political and ideological struggles in Poland after World War II resulted in closing most folk high schools. By 1958, however, changes in the ideological climate of East Europe encouraged the Central Committee of the Polish United Workers Party to reassess its position on cultural and educational matters and made it possible to reestablish the folk high schools. By the 1970s, the folk high schools have again become viable institutions which train young adults from rural areas to become social, vocational, and cultural leaders in their villages. (DB)

The articles in this collection present the views of teacher educators in Czechoslovakia, Poland, and the Soviet Union on inservice, or "lifelong" teacher education. The first section contains five essays: (1) a new teachers' training project in Czechoslovakia; (2) further education of teachers and educational personnel in the Czechoslovak system of education; (3) teachers and the new conception of basic schools; (4) ways of improving the system for teachers' further education; and (5) some problems in the initial training and further education of teachers. In the second section of the volume, reports on activities and symposia of the European Information Centre for Further Education of Teachers (EIC-FET), located in Prague, Czechoslovakia, are presented. The Centre was begun in 1973 at the Charles University (Prague, Czechoslovakia) as an information clearinghouse and analytical center. Although essentially national in scope, EIC-FET cooperates with international organizations such as the United Nations Educational, Scientific, and Cultural Organization. The articles in this section discuss: (1) EIC-FET's information subsystem "Further Education of Teachers"; (2) an international symposium on preschool education (Prague, 1976); (3) an international conference of advisors on the research and information priorities for the further education of teachers (Prague, 1977); (4) an international symposium on the further education of special school teachers (Prague, 1977); (5) an international symposium on the further education of teachers in the use of educational technology (Prague, 1977); and (6) an international survey on the effective use of educational media and further education of teachers (Prague, 1977). (FG)

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

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.)

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [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.

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book consists of an introductory chapter by J. P. Rossouw and 58 papers written by 91 authors that are grouped into 6 parts. Part 1: Comparative Education & History of Education contains the following: (1) The Crisis in World Education and Comparative Education (Charl Wolhuter, Konstantinos Karras & Pella Calogiannakis); (2) Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978 (Teodora Genova); (3) Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities (Marco Aurelio Navarro Leal & Ruth Roux); (4) A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools (Johannes L. van der Walt) (5) Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries (Ferdinand J. Potgieter); (6) Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter (F. J. Nieuwenhuis); (7) A Study on the Type of School during the Dawn of Modern Education in Bhutan (Takehiro Hirayama); (8) Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership (Regan Treewater-Lipes); (9) The Concepts "Benchmarks and Benchmarking" Used in Education Planning: Teacher Education as Example (H. J. Steyn); (10) Understanding Policy Intentions is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector (Ntlantla Sebele); and (11) The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860) (Arijana Kolak Bošnjak). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles, contains the following: (12) Competence-Based Approach in the Education of Pedagogues--Comparative View (Klara Skubic Ermenc & Nataša Vujisic-Živkovic); (13) Educating Teachers for Intercultural Education (Klara Skubic Ermenc); (14) Becoming a Student: The Liminal Experience (Amanda S. Potgieter); (15) Teachers' Perceptions of and Solutions for Student School Failure (Slavica Maksic); (16) Quality through Holistic Simplicity (Johannes A. Slabbert); (17) Has the Change of Educational Paradigm Reached Every School and Every Class? (Sandra Ozola & Inga Riemere); (18) In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation (Nataša Matovic & Vera Spasenovic); (19) Obstacles to Special Education for Students with Intellectual Disabilities in Turkey (Bekir Fatih Meral); (20) Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers (Milintra Kawinkamolroj, Charinee Triwaranyu & Sumlee Thongthew); and (21) Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher (Nadrudee Chitrangsan, Wichai Sawekngam & Sumlee Thongthew). Part 3: Education Policy, Reforms & School Leadership contains: (22) School Led Training: An Examination of the School Direct Recent Policy Initiative in England Making Schools Leaders in the Education of Teachers (Gillian L. S. Hilton & Helen Tyler); (23) School Led Training: An Investigation into the New School Direct Initiative for Teacher Education in England, the Experiences of Trainees and Trainers (Gillian L. S. Hilton & Helen Tyler); (24) Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview (Teodora Genova); (25) The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia (Živka Krnjaja); (26) Evaluation of School Education in Serbia (Emina Hebib, Vera Spasenovic & Zorica Šaljic); (27) Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality (Dragana Pavlovic Breneselovic); (28) Social Justice and Music Education: Toward a Multicultural Concept of Music Education (Snježana Dobrota); (29) Social Justice, Education and School Social Work in Turkey (Ural Nadir & Mehmet Can Aktan); (30) Government Expenditures on Education as the Percentage of GDP in the EU (Fran Galetic); (31) Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments (Tebello Tlali & Lynette Jacobs); (32) The Flexibility of the Curriculum as a Strategy for Exercising Social Justice in Public Universities (Amelia Molina, José Luis Andrade & Christian Ponce); and (33) Education as an Environmental Tool (Claudio-Rafael Vasquez-Martinez, Clara Gonzalez, Fatima Carrillo, Luis Delgado, Miguel Alvarez, Maria Morfin-Otero). Part 4: Higher Education, Lifelong Learning & Social Inclusion contains: (34) Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report (James Ogunleye, Chris Griffiths & Peter Ryan); (35) Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion (Julian Anczewski & Marta Anczewska); (36) Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation "EF Kropka" (Anna Chrostek, Janina Sonik, Joanna Krzyzanowska-Zbucka, Piotr Switaj, Izabela Nowak, Marta Anczewska); (37) Recovery-Oriented Services--the Role of Training in Transformation (Izabela Nowak, Piotr Switaj & Marta Anczewska); (38) A Virtual World Case Study --Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment (Susan Stockton & Terry McNeeley); (39) Challenges and Hurdles. Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups (Maren Gag & Joachim Schroeder); (40) Social Responsibility and Envy: Multicultural Reflections (Alberto G. Canen & Ana Ivenicki); (41) Education of Students with Special Educational Needs and Their Inclusion in the Community (Gordana Stankovska, Slagana Angelkoska & Svetlana Pandiloska Grncaroska); (42) Children Voices in Research (Tijana Borovac); (43) The Interaction between Higher Education and Labour Market in Changing Economic Environment (Aija Gravite); (44) Neoliberal Values and Disability: Critical Approach to Inclusive Education (Ksenija Romstein); (45) Aging Memory is "Not" a Limiting Factor for Lifelong Learning (Dejan Lalovic & Vasilije Gvozdenovic); (46) Students' Plans for Lifelong Learning and Teaching (Marlena Plavšic & Marina Dikovic); (47) Assessment of the Implementation of the ERASMUS Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's (Sibel Burçer); (48) Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context (Bojana M. Dimitrijevic); and (49) Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico (Emma Leticia Canales Rodríguez & Octaviano García Robelo). Part 5: Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education provides the following: (50) What Are the Implications of Tier 4 UK Immigration Rules and Policy for Non-EU Students? The Experiences of Students from Nigeria (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu & Helen Ayinde); (51) The Challenges Faced by Eastern European Students within a 16-19 Education Setting in the United Kingdom (Shade Babalola); (52) Doctoral Students' Understanding of Legal and Ethical Obligations in Conducting Education Research (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, Steve Azaiki, Charles Nna Dikeh); and (53) "A Game for All Shapes and Sizes": Safeguarding Children from Sporting Mismatches (Steve Greenfield). Part 6: Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research provides: (54) Developing Educationists as Globally Competent Education Law Researchers for International Interdisciplinary Research: A South African Perspective (Johan Beckmann & Justus Prinsloo); (55) Understanding the Nature of Structures in Education: Recent Developments (Johannes L. van der Walt); (56) Developing Research Capacity through Professional Training (Lynette Jacobs); (57) Martini Qualitative Research: Shaken, Not Stirred (FJ (Jan) Nieuwenhuis); and (58) Enriching Higher Education Training through Values and Social Engagement (Gustavo Gregorutti). Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 2," see ED568600.]

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

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)

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 12 papers on teacher training in Poland. Many reflect a special collaborative relationship between the Departments of Education at universities in Gdansk and Linkoping. The papers are: "Teacher Training-Between Atomism and Holism" (Joanna Rutkowiak); "Following-Applying-Seeking Inspiration as Possible Varieties of Dialogue with the Pedagogy of Celestin Freinet" (Wanda Frankiewicz); "Teachers in Poland--Their Education, Professional Qualifications and Duties (to the Beginning of the 20th Century)" (Lech Mokrzecki); "The Training of Teachers in the Renascent Poland of the Pre-War Period" (Janina Siwoszko); "The Education and Betterment of Teachers in Executive Posts in Polish Education in the Post-War Period" (Janina Siwoszko, Jozef Zerko); "A Concept of the University Training of Teachers in Poland" (Jan Zebrowski); "The Training of Staff for the Needs of Extra-School Adult Education" (Barbara Z. Malecka and Jozef Zerko); "Teacher's Preparation and His Work with Gifted Students" (Jan Papiez); "Teachers Schooling for the Needs of Special Education for the Mentally Retarded" (Halina Borzyszkowska, Dorota Krzeminska); "The Changing Approaches towards Educating Teachers for Mentally Disabled Children in Poland after World War II" (Danuta Grzybowska, Romuald Grzybowski); "Integrated Education Model for the Chemistry Students of Gdansk University" (Elzbieta Kowalik); and "Preparation of Teachers to the Educational Application of Computers" (Grazyna Penkowska). Most papers contain references. (JB)

This article examines the influence of Polish culture on the linguistics studies conducted by Russian thinker Roman Osipovich Jakobson. Special ties connected Roman Jakobson with Polish linguistics. Since his university years this particular linguistic tradition shaped his own ideas because his teacher, L. V. Shcherba, was a pupil of Jan Baudouin de Courtenay. Jakobson's phonological theory and his general approach to language owe much to the young Baudouin, especially of the Kazan' period. The year 1958 became a turning point in Jakobson's revaluation of Polish linguistics from a historical perspective. A paper he presented that year at the Polish Academy of Sciences in Warsaw gave the impulse to his further studies on the Polish contribution to the world science of language.

Nineteen articles on the status of the relationship among educational research, policy, and practice around the world are collected in the 1985 edition of the "World Yearbook of Education." Contributors address the development of national policies on educational research in countries in North America, Latin America, Europe, Asia, and Australia and New Zealand, considering such influencing factors as developments in other countries, the form and attitude of the national government in question, the structures selected for financing and governance, and the impact of other national policies on education. Major research concerns being addressed are identified, and trends are noted. The impact of research on policy-making and on educational practice is discussed in many of the papers. Among the major trends identified are: the significant growth in major research efforts during the 1960's and 1970's; a tendency toward centralization of control of these efforts; a movement away from basic research and toward applied research aimed at achieving national goals; reductions in funding; and a growing interest in action research. The book also contains an introduction that analyzes the questions raised and trends observed by the contributors, and a bibliography of 502 relevant documents, of which 31 are annotated. (PGD)

These 15 papers include: (1) "Current Models and New Developments in Teacher Education in Austria" (Michael Schratz and Paul Josef Resinger); (2) "Teacher Education in Canada: Renewing Scholarly, Pedagogical, and Organizational Practices" (Therese LaFerriere, Nancy Sheehan, and Tom Russell); (3) "Current Models and New Developments in Croatian Teacher Education" (Vlasat Vizek-Vidovic and Vesna Vlahovic-Stetic); (4) "Teacher Education in England: Current Models and New Developments" (Bob Moon); (5) "Teacher Education in Finland: Current Models and New Developments" (Pertti Kansanen); (6) "Teacher Education in France: Evolution or Revolution?" (Michele Deane); (7) "Teacher Education in Germany: Current State and New Perspectives" (Ewald Terhart); (8) "Changing Approaches to Teacher Training in Hungary" (Peter Debreczeni); (9) "Teacher Education in Ireland" (Ciaran Sugrue); (10) "Teacher Education in Italy: New Trends" (Marco Enrico Todeschini); (11) "Teacher Education in the Netherlands: Changing Gears" (Marco Snoek and Douwe Wielenga); (12) "Teacher Education in Poland" (Ireneusz Bialecki); (13) "Teacher Education Reform in Romania: A Stage of Transition" (Dan Potolea and Lucian Ciolan); (14) "Institutional Approaches within Higher Education to Reform Teacher Education in Yugoslavia" (Gordana Zindovic-Vukadinovic); and (15) "A Retrospective View of the National Case Studies on Institutional Approaches to Teacher Education" (Bob Moon). (Papers contain references.) (SM)

This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3) how the transition from higher education to employment is organized. Of the 10 countries discussed, 7 are longtime members of the European Union. Poland is included as an example of a country of the former Eastern block that is currently undergoing significant transformation, and Japan and Sri Lanka are included to illustrate the completely different Asian cultures. Despite the far-reaching structural similarities that are evident in the Western European countries examined, it is particular national characteristics rather than common features that dominate the individual country reports. The following papers are included: "Introduction" (Holger Ehlert, Heidi Cordier); "France" (Valerie Canals, Claude Diebolt); "Germany" (Holger Ehlert, Heidi Cordier); "Great Britain" (Heidi Cordier); "Ireland" (Conor Geiselbrechtinger); "Italy" (Lorenzo Fischer); "Japan" (Ulrich Teichler, Kerstin Teicher); "Netherlands" (Roland Richter); "Poland (Heidi Hein); "Sri Lanka" (Charles Fernando); and "Switzerland" (Martin Teichgraber). Most papers include substantial bibliographies or substantial numbers of endnotes. (MN)

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

This second volume of the Bochum Studies in International Adult Education presents a variety of different perspectives on the topics of citizenship and civil society. Its goal is to give an overview of the European discourse on citizenship and civil society and on the discourse in some selected countries. Part I is comprised of the first of 14 articles, a keynote entitled "The Past, Present, and Future Prospects of Civil Society" (Jeffrey C. Alexander) that historically analyzes 3 concepts of civil society. Part II contains these five articles that concentrate on defining citizenship and civil society: "Balancing Universalism and Diversity: On Cultural Citizenship, Civil Society, and Adult Education" (Bryan Turner, Jennifer Ridden); "The Importance of Trust for Civil Society (Martin K.W. Schweer); "Learning Active Citizenship in or by Social Movements) (Luc Dekeyser); "Changing Relationship Between Globalization, Adult Education, and Citizenship" (Michael Schemmann); and "Learning for Democracy and Citizenship" (Agnieszka Bron). The five articles in Part III focus on the processes and development of civil societies in different national contexts. They are "Study Circles as Democratic Utopia: A Swedish Perspective" (Staffan Larsson); "In Search of a Model of Democracy in Poland" (Ireneusz Krzeminski); "Chances for a Reconstruction of Civil Society in Bosnia and Herzegovina Through Adult Learning" (Marcus Reinecke); "Civil Society and Its Enemies: The Case of Greece" (Skevos Papaioannou, Nikos Serdedakis); and "From Comrades to Citizens: Adult Education and the Transition in Russia" (W. John Morgan, Grigori Kljutcharev). Part IV's three articles consider issues important in relation to citizenship and learning. They are "Development and Democratization of the Public Sector" (Anders S. Andersen, Janne Gleerup, Katrin, Hjort, Finn M. Sommer); "The Ambiguities of Women's Political Citizenship in Belgium" (Berengere Marques-Pereira); and "Religious Encounter in the Field of Civil Society: Bridging the Jewish-Christian Divide" (Michal Bron, Jr.) A bibliography presents a selection of 58 books (1996-2000) and 27 articles from scientific journals (1998-2000) published on civil society, citizenship, and learning. (YLB)

This book, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. (AJ)

This book, which was prepared in the context of the Fifth International Conference on Adult Education, consists of a summary of the conference workshop "Environmental Education for Adults," 11 papers reviewing promising trends and developments in environmental learning in selected countries and contexts, and an introduction to the 25th International Yearbook on Education. The following papers are included: "Preface" (Paul Belanger); "Introduction" (Walter Leal Filho); "Summary of the Workshop on Lifelong Learning and Environmental Education in Europe"; "Environmental Education and UNESCO (United Nations Educational, Scientific, and Cultural Organization): Some Achievements" (Joachim Knoll); "The Environment: A Unifying Theme for Lifelong Learning and Adult Education" (Walter Leal Filho); "Lifelong Learning and Environmental Education in Poland" (Leszek Jerzak); "Lifelong Learning and Environmental Education in Slovakia" (Geza M. Timeak); "Environmental Careers, Employment and Professional Training in Europe" (Monica Hale); "Environmental Adult Education: Experiences, Problems and Perspectives in the Italian Context" (Antonella Bachiorri); "Adult Education and the Environment in Pakistan" (Farrukh Tahir); "Environmental Education for Adults in the Federal Republic of Germany Seen from the Point of View of 'Lifelong Learning'" (Heino Apel); "Community-Based Environmental Education, School Culture and Lifelong Learning" (Arjen E.J. Wals, Frank P.M.C. de Jong); "Improvement of Environmental Education as a Tool for High Quality Lifelong Learning" (Mauri Ahlberg);"Understanding Human-Earth Relationships through Storytelling and Memory" (Darlene E. Clover); "Adult Learning: A Key for the 21st Century--Environmental Education in the Framework of the Fifth International Conference on Adult Education" (Uta Papen); and "Presentation of the International Yearbook on Adult Education, Volume 25, 'Environmental Education' at the Workshop on Lifelong Learning and Environmental Education in Europe" (Michael Schemmann). Also included are the addresses of the workshop participants. (MN)

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 article assesses the progress and decline of political rights and civil liberties in Poland as of January 1998. Poles can change their government democratically under a multiparty system. Poland has a wide range of political parties estimated to total over 200. But most are small or exist mainly on paper. The 1997 parliamentary elections were free and fair, as was the 1995 presidential vote. Freedoms of discussion, assembly, and association are respected. Religious freedom is guaranteed. Women are represented in government, business and educational institutions.

This book presents the status quo of Information and Communication Technology (ICT) in Education, with a focus on China and the 17 Central and Eastern European Countries (CEECs), including Albania, Bosnia and Herzegovina, Bulgaria, Croatia, the Czech Republic, Estonia, Greece, Hungary, Latvia, Lithuania, Macedonia, Montenegro, Poland, Romania, Serbia, Slovakia and Slovenia (the "17+1" cooperation mechanism, as an incubator for pragmatic trans-regions cooperation platform, created by China and the 17 CEECs). With recent advances in ICT in China and the CEECs, it has assumed increasingly important roles in education, including the improvement of the quality of teaching and learning, as well as the promotion of equity in education. The significant contribution of ICT in education is an enabler to achieving the goals of the "17+1 cooperation" mechanism between China and the CEECs, which has attracted considerable attention worldwide, given fresh impetus to cooperation between the two parties, and opened a new chapter in China-CEEC cooperation. The contributors, all of whom hail from these 18 countries, describe the state-of-the-art of ICT in education in their respective country, and focus on three major aspects, namely: the country profile, general status of education development, and ICT in education. In turn, leading experts in educational informatization research compare the situations in different countries. Taken together, the papers offer valuable insights for policymakers and educators on how to integrate ICT into educational processes, and on inter-regional cooperation with regard to ICT in education.

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 contains 15 articles reviewing significant developments in sociology in 1977. The first paper discusses the major trends and research evidence on the relationship between work-related technology and job satisfaction. A review of research dealing with social crisis and disaster is presented in the next article. The third paper reviews measurement in social stratification. Trend studies which use a survey sample and census data, an overview of family interaction literature, and methods for modeling the structure of relationships among variables with systems of equations are treated in the next three papers. The seventh article examines mortality trends. The eighth looks at the social structure of Mainland China. Surveys of the current state of the field of political socialization, of empirical and theoretical investigations conducted by symbolic interactionists, and of research in the areas of socialization and personality are presented. The last four papers deal with mobility and stratification in Russia, recent trends in Polish sociology, demography and the family, and the study of slavery. (Author/RM)

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)

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified: the way work tasks are arranged, primary norms and values, and the distribution of legitimate power throughout the system. Attention is directed to: national support structures for academics; the organization of academic work around knowledge; the division of academic labor by discipline and by sectors/institutional types; the foundations of academic beliefs and disciplinary points of view; integration in higher education through bureaucracy, politics, professions, and the market; and the way in which change occurs, including the contradiction between discipline and system, and the process of differentiation. The efforts of internal interest groups to do their work, protect their functions, and react to pressure are also addressed. It is concluded that the clash of social values in higher education will require considerable adjustments, and the systems most likely to prosper will be those that divide power, support variety, and allow ambiguity. (SW)

A chapter from the book "Zapolska's Women: Three Plays" is presented. It focuses on the period in which playwright Gabriela Zapolska was writing the play "Miss Maliczewska." Zapolska was still experiencing deteriorating health in the first decade of the 1900s leaving her often bedridden. Prior to writing "The Man," she wrote a number of plays that had an enormous impact on the development of Polish theatre, notably "The Morality of Mrs. Dulska" and "Ich Czworo (Four of Them)."

The article provides an overview on Gabriela Zapolska's 1906 play "The Morality of Mrs. Dulka." The author explores the context in which her translation and theatre production evolved. She raises a series of issues concerning her Polish-British identity and the significance of this translation within a narrative of Polish emigration. She discusses the cultural significance of Zapolska's work in Poland and the critical contexts in which scholars have located the playwright and read her work.

Chapter VI of the book "The Life of Marie Antoinette, Queen of France," by Charles Duke Yonge is presented. It explores the wishes of Marie Antoinette to see Paris, France, but was prevented due to the jealousness Madame du Barri, the aunt of the Dauphin of France. The chapter also highlights the feelings of Marie Antoinette towards the partition of Poland that might create conflict between France and Austria.

Chapter 14 of the book "Democracy and the Post-Totalitarian Experience" is presented. The author presents a discussion of a debate on lustration held in Poland between 1989 and 1995, and the issue of social exclusion. He defines lustration as a way of identifying all former undercover agents of the secret services of the Communists in the country. Also explored are phrases that reflect anti-lustration rhetoric such as the metaphors of Pandora's box, sickness of hatred and Bolshevist approaches to ruling.

Chapter 9 of the book "Democracy and the Post-Totalitarian State" is presented. It discusses the theory of public choice theory established by economist Duncan Black and the political system in Poland in post-totalitarian period. According to such theory, political change is an evolutionary process in relation to constitutional choices. Also stated is the use of the theory in expounding the process of achieving democracy in Poland and analyzing the political market in the country.

Chapter 4 of the book "Democracy and the Post-Totalitarian Experience" is presented. It discusses the concept of neutrality in Poland and the arguments between philosophers Kent Greenawalt and Michael J. Perry regarding the impact of religious principles on the process of making a political decision. It presents the view of religious life observer Janusz Majcherek on the characteristics of Catholic religiosity in the country. The author emphasizes the relation between Catholicism and Polish nationality.

Chapter 3 of the book "Democracy and the Post-Totalitarianism Experience" is presented. The author explores the costs of non-economic change during the post-Communist period in Poland, with emphasis on the concept of Catholicism, which refers to culture, a set of behavioral and thought patterns. He explains the link between the working-class culture of state-socialism and the so-called popular Catholism. Also discussed is the issue of national xenophobia and anti-Semitism in line with the association between populist Catholicism and the Church.

Chapter 1 of the book "Democracy and the Post-Totalitarian Experience" is presented. It explores the rise of an independent social organization called Solidarity as a result of strikes in Poland in 1980 with emphasis on the group's intention to ruin the Communist ideology as the worker's state. In the view of liberalism supporters, liberal democracy would develop through the so-called China model of society, along with economic changes and the power of the Communist Party. The author asserts that the purpose of revolution in the country has failed.

This chapter presents some methods of time series analysis, both univariate and multivariate time series. The attention is put on two approaches, extreme value analysis and copula analysis. The presented methods are illustrated by examples coming from Poland's financial market. The analysis of the distribution of the extremum is simply the analysis of the random variable, defined as the maximum or minimum of a set of random variables.

This chapter presents the report of the Ministry of Internal Affairs in Poland on the activities of new religious movements in the country. The report begins by attempting to create the effect of being an objective, scientific discussion of social perspectives on new religious movements in Poland. The report discusses reasons people join sects, as well as the effects of membership on members' lives. Certain individuals, the report suggests, are simply more open to being influenced, or attracted to joining sects.

This chapter assesses new religious movements (NRM) and the state in Poland. The policy of the Polish state towards NRM is formally independent of the policy of the Church. One of the reasons for changes in policy towards NRMs seems to be the recommendations of European institutions in which Poland is either a member or is applying for membership. The position of the Catholic Church in Poland and its policy towards sects and growing links with Western Europe seem to be the main factors contributing to these changes.

Focuses on competency management strategies for countries in political transition based on civil service in Poland. Interrelationship between public administration and public management; Polish research and education systems during the time of its transition from communism to democracy; Legal frameworks in public sector personnel management.

Chapter 1 of the book "Philosophy & Vision" by Dane R. Gordon is presented. It presents Gordon's lecture delivered at the University of Adam Mickiewicz in Poznan, Poland during the winter months of 1993. He explores a poem by woman poet Sappho and the essay, The Death of the Moth, by Virginia Woolf, to show the importance of philosophy in all areas of life.