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This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

This summary of proceedings includes papers from and about a workshop on technical education in Nigeria and the lessons Nigeria may gain by examining the vocational and technical education systems of Germany, the United States, Great Britain, and Japan. The following papers are included: "Foreword" (Iyorchia Ayu); "Introduction: A Time for Action in Technical Education"; "Why We Sponsored the Workshop" (Klaus Bauer); "Importance of Technical Education" (Iyorchia Ayu); "Technology for Industrial Advancement" (Daniel O. Akintonde); "Technical Education in Nigeria" (P. E. O. Towe mni); "Contribution by the Representative of the National Association of Technological Engineers" (Abimbola Daniyan); "Excerpts from Paper Submitted to the Workshop by the National Association of Technological Engineers: Alternative Proposal for the Three Existing Parallel Routes"; "German Vocational Training in the Dual System" (Richard von Bardeleben); "Content and Process of the Dual System" (representative of the German company FESTO); "Contribution of Industrial Training Fund (ITF)" (Alhaji Usman Mohammed); "International Spread of the Dual System"; "Vocational and Technical Education in USA, Great Britain, and Japan: Lessons for Nigeria" (S. O. Olaitan); "UNESCO's Contributions to the Development of Technical and Vocational System: The UNEVOC Project (International Project on Technical and Vocational Education)" (Hans Kronner); "Implementation of Manpower Training Programme in Private Industries" (E. O. Ugwu); "Implementation of Manpower Training Programme in Governmental Organizations (An Example of Dornier Training Support to the Nigerian Navy)" (M. O. Bakare); "Implementation of Manpower Training Programme by Governmental Organisations"; and "Technical Education--The Way Forward." Concluding the proceedings are a summary of workshop observations and recommendations and lists of workshop participants and official reporters. (MN)

This document contains the following seven papers, all in both English and Korean, from a conference on human resources development and school-to-work transitions in the knowledge-based society: "The U.S. Experience as a Knowledge-based Economy in Transition and Its Impact on Industrial and Employment Structures" (Eric Im); "Changes in the Industrial Structure and Employment Patterns in a Knowledge-Based Society in Japan" (Shigemi Yahata); "Human Resource Development Strategies for the Knowledge Economy" (Nigel Haworth); "Strategies and Direction of Human Resources Development in Knowledge-based Economic System: Experience in the UK" (Peter Upton); "Methods of Strengthening Effective Transition from School to Labour Market" (Bent Paulsen); and "Methods of Strengthening Effective Transition from School to the Labour Market in Australia" (Chris Robinson). Each of the papers includes an abstract; some contain lists of references. (KC)

This document contains 123 papers from an international conference on vocational education and training (VET) for lifelong learning in the information era. The papers focus on the following themes: (1) societal and ethical issues; (2) human resource development and personnel training; (3) international issues; (4) information technology in VET; (5) partnership for VET; (6) program development; and (7) skills for the new millennium. The following are among the subthemes addressed in the individual papers: manpower planning; social issues; cross-border and culture issues; partnership issues; modeling and process; future directions; training effectiveness; language teaching; curriculum development and competency; curriculum and standards; leadership and professional development; distance education; program development; new information technology initiatives; teacher training; workplace initiatives; program outcomes; teaching and learning; VET in the workplace; modeling and training; teaching practice and assessment; educational approaches; industrialization and technological change; learning systems; management and planning; program design and teaching; competency and benchmarking; technological issues; knowledge development in VET; Web-based learning; impacts of VET; strategies and partnerships; pedagogical issues; skill testing, work-based training, and industrial partnerships; and international and multinational issues. Most papers contain substantial bibliographies. (MN)

Eleven papers are presented from the International Round Table on Vocational Training and Employment. Introductory materials are the program and list of participants. The papers are as follows: "Evolution de la Formation Professionnelle en Afrique et Contribution du Ciadfor au Cours de la Derniere Decennie" (in French); "Educacion, Empleo y Formacion Profesional en Venezuela" (Rita Pucci de Liprandi, in Spanish with an English summary, "Vocational Education and Training in Venezuela"); "Labour Policies, Employment and Training: An Overview of the Fondazione Giacomo Brodolini" (Leonello Tronti); "Vocational Training and Employment in Czechoslovakia" (Jaromir Coufalik); "Review of Vocational Training Programmes of Selected Developing Economies of Asia-Pacific Region" (A. M. A. H. Siddiqui); "Country Paper--Arforghe (Tunisia)" (Abdessalem Ajmi); "Current Vocational Training in Latin America" (Joao Alexim); "Vocational and Technical School in China and Prospects of International Cooperation" (Y. N. Chen); "Interaction between Secondary Education and Productive Work in China" (Qian Tang); and "Education and Training for Employment in the United States of America" (Ray Ryan). (YLB)

These proceedings of a conference on the role of education in the reindustrialization of the United States consist of the conference introductory remarks, the texts of five conference presentations, reactor comments and concluding remarks, an executive summary, and a list of conference participants. The first conference report describes the South Carolina Technical Education System, which focuses on improving industrial training by developing special programs, employee-upgrading courses, and occupational programs. The need for greater cooperation between education and the world of work through improved linkages between employers and employee trainers is the subject of the second presentation. Discussed next is the importance of the small business to the American economy. Effective human resource development and management as a path for increasing employment opportunities for minorities, youth, women, and the handicapped is the key issue examined in a presentation on industry-education cooperation as affirmative action in economic development. The final presentation deals with quality control in industry and the training function in industry and the public schools. (MN)

The United States has a renewed emphasis on advanced manufacturing as an engine of economic development. Numerous reports, conferences and initiatives have been created by entities in the public, private and non-profit sectors to give guidance on this topic. The Advanced Manufacturing Partnership (AMP) is one of the most prominent of these many initiatives. Among the many related issues is the need for a highly skilled engineering workforce at the sub- Bachelor The United States has a renewed emphasis on advanced manufacturing as an engine of economic development. Numerous reports, conferences and initiatives have been created by entities in the public, private and non-profit sectors to give guidance on this topic. The Advanced Manufacturing Partnership (AMP) is one of the most prominent of these many initiatives. Among the many related issues is the need for a highly skilled engineering workforce at the sub- Bachelor's level. Numerous studies have indicated that the U.S. has a dearth of these workers in the educational pipeline, and industry reports that many such jobs are going unfilled, in spite of the very high youth U.S. unemployment rates; (August 2013 unemployment rates for those aged 20-24 was 13%; 16-19 was 22.7%) Austria has one of the world's lowest unemployment rates, including one of the lowest youth unemployment rates (August 2013 rates for those aged 15-24 was 8.6%). While it is understood that many factors are involved, a significant element is the country's dual-track education system, in which students at relatively young ages; 14 or 15, can choose to enter into a combined academic and vocational training program. Austria uses a well-integrated system of government, academic and trade union partnerships to make this system work. Students learn engineering technical training skills on the job, as well as in the classroom. The result of this system is a well-trained workforce that continuously brings youth and innovative ideas into the workplace, and at the same time provides industry with the needed skills and talents to ensure a well-qualified workforce. The lack of enough highly skilled young workers to enter into the advanced manufacturing system in the U.S. is highly problematic, and has significant impacts on the potential success of the afore-mentioned AMP initiative and others. Years ago, U.S. high schools played a role in vocational education, but this system has been largely dismantled in favor of a mostly college- bound academic track. Community colleges in the U.S. have taken up the mantle with some success, but the integration of industry and academia remains problematic with serious skills gaps. In addition, in contrast to Austria's positive relationships between trade unions, industry and the public sector, in the U.S. these same relationships have been largely antagonistic for many years. What can we learn from Austria that could aid the U.S. in its efforts to revitalize our advanced manufacturing sector? Discussion in the paper will focus on the following: * The resurgence of advanced manufacturing in the U.S. and the resultant need for a highly skilled engineering education workforce at the sub-Bachelor's level * The state of career and technical education in the U.S. at the sub-Bachelor's level * The state of career and technical education in Austria at the sub-Bachelor's level American Association for Engineering Education Draft Paper for Annual Conference, Indianapolis, IN 2014 * Pilot programs in the U.S by Austrian companies to try to create the needed skilled workforce for their U.S. manufacturing facilities * New and unique programs that focus on the recent entrance of U.S. trade unions into the advanced manufacturing innovation ecosystem * Lessons learned from Austria with recommendations for further study and action [ABSTRACT FROM AUTHOR]