Search

The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing "progressive education." Spanning the period 1919-1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987-2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field. This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume. [Preface written by Peter Staudenmaier.]

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe's patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.

This volume addresses the conceptions of actors and actorhood in higher education research. It explores the range of actors that are (or should be) recognized and theorized in higher education research, the processes that shape actorhood in the higher education reforms and explores the relations between the actors and higher education reforms. Drawing on a range of theoretical frameworks and research projects, the volume provides in-depth analyses of higher education actors and reform issues through institutional, system or international comparative perspective. The volume celebrates and is in conversation with the intellectual contributions of Professor Pavel Zgaga whose work advances our understanding of actors and actorhood in higher education and higher education reforms.

This open access book explores different landscapes of Lifelong Learning policies (LLP), producing case-based examinations of their institutional, discursive, and relational dimensions. Across Europe, young people develop their life courses amidst diverse living conditions and are confronted with a variety of institutional and structural arrangements that impact on their opportunities in education and labour. Considering the relevance of LLP in shaping those opportunities, the chapters draw from multi-level, mixed-methods research and offer original insights on the interplay of discourses and governance patterns in the processes of policy-making and deliverance. The book yields noteworthy insights into the widely differing realities across the European landscape, and also into the diverging ways young people deal with and actively participate in LLP.

"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition. [For "Education at a Glance 2020: OECD Indicators," see ED615322.]

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Deploying the DLC concept as an analytical and conceptual category the chapters explore both personal and institutional life of multilingualism, enriched through visualizations. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain. This volume is of direct relevance to coursework students and researchers pursuing programs in education, linguistics, applied linguistics, sociolinguistics and multilingualism, but will also attract interest in disciplines such as social work and psychology. Additionally the volume will appeal to members of the general public wishing to acquaint themselves with current research and thinking on critical issues in multilingual studies, such as learning experiences within and beyond classrooms, and aspects of public policy and institutional decision-making processes. [Individual chapters are indexed in ERIC.]

"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education. [This edition was revised April 2021. For "Education at a Glance 2019: OECD Indicators," see ED615321.]

This book presents a systematic literature review focusing on studies examining teachers' participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers' self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers' PD behavior? Teachers' PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers' participation in formal PD, as well as of aspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these results accessible.

This book explores European governance and policy coordination within lifelong learning markets. Using an instruments approach, the editors and contributors examine the ways in which governance mechanisms employed by the European Union influence policy to regulate lifelong learning, and intervene in lifelong learning markets, at both European and national levels. Filling an important gap in the current literature, this book examines how strengthened policy coordination at the EU level contributed to the blurring of boundaries between policy fields and the redefinition of the function of adult education after the 2008 recession. Divided into three parts, this book draws on a range of case studies from countries including Spain, Denmark, Bulgaria and the UK. It will be of interest and value to students and scholars of education policy and governance, adult education and lifelong learning. [Individual chapters are indexed in ERIC.]

This book presents the current state of Open Educational Resources (OER) within the countries covered by the China's Belt and Road Initiative. The authors describe eight aspects of OER development in their countries: infrastructure, policy, resources, open license, curriculum and teaching methodology, outcome, stakeholders and impact. This book also conducts a comparative study between those countries to identify the OER gaps in the Belt and Road countries. It then offers valuable insights and recommendations for several stakeholders, including policy makers and educators, wishing to integrate open educational resources into educational processes, as well as for those involved in inter-regional open educational resources cooperation.

Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.

"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4. [For "Education at a Glance 2018: OECD Indicators," see ED588641.]

"Education at a Glance: OECD Indicators" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools. The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings. More data are available on the OECD educational database. [For "Education at a Glance 2017: OECD Indicators," see ED580867.]

"The Shifting Global World of Youth and Education" explores how increasing migration and population changes are having an unprecedented impact on global education. Given that the number of children of migrant background is growing internationally, there is a need for increasing awareness of the educational attainment and cultural integration of this population group. This book presents international perspectives on migration and youth and analyses what kinds of effects such demographic changes are having on educational systems around the world. The chapters in this volume provide a fascinating insight into how countries around the world are dealing with loss or growth in their young population as well as changes to their education systems. Written by specialist academics from the relevant country, the book covers Cuba, Lithuania, the United Kingdom, the United States, Finland, Greece, Germany, Austria, Hungary, Latvia, China, Australia, India, Italy and Poland. Taking into consideration the countries' social and political context, the chapters discuss educational issues surrounding curriculum, assessment and the opportunities available for the support of young people. Conclusions are drawn about what could be done in the future for the benefit of both the migrant and the existing populations. "The Shifting Global World of Youth and Education" will be of great interest to academics, researchers and postgraduate students in the disciplines of education, sociology, political sciences and social work. The book will also give secondary teachers, teaching assistants, social workers and youth workers the opportunity to reflect on their role within a national and international context. The contents of this book include: (1) Introduction (Mabel Ann Brown); (2) Insights into Identity and Integration (Andrew Sanders); (3) Youth, Migration And Identity In Cuba Since 1959 (Anne Luke); (4) Hermeneutic Pedagogy In Negotiating And Contesting Identities: Addressing Challenges of Migration in Lithuania (Jonas Ruskus, Lina Garsve and Natalija Mazeikiene); (5) Youth and Education in a Changing World (An English / UK Perspective) (Mabel Ann Brown); (6) Joke's on You: So Called Undocumented Students in the US (Johanna Ennser-Kananen); (7) Exploring Migration and Multicultural Education in Finland (Jussi Ronkainen, Kati Vapalahti and Enrique Tessieri); (8) 'The Other brick in the Wall': Integrating and Empowering Refugee Students through Intercultural Education; a Case Study from Greece (Mary Drosopulos); (9) Exploring the Supporting Mechanisms in Shaping Lives and Future of Immigrant Youths in Greece (Penelope Louka and Evangelia Maragou); (10) Young People, Immigration and Education in Germany (Gunther Grasshoff); (11) Supporting Vulnerable Youth - Austria's Active Policy of Education and Integration Work with Young People at Risk (Doris Boehler); (12) How Does Education Respond to Social and Economic Change in Hungary? (Lajos Huse, Mihaly Fonai, Erzsebet Balogh and Andrea Toldi); (13) Filling the Void: Migration to and from Latvia (Mara Dirba); (14) Exploring Migrants, an Aging Population and Education in China (Jessie Moore); (15) Youth Migration into and within Australia (Simon Brownhill); (16) India Today and Tomorrow (Nicola Scarrott); (17) Towards a Closer Connection between the Education System and the Labour Market in Italy (Davide Galesi); (17) Polish Reflections and Perspectives on the Relationship between Youth, Education the Labour Market and Migration (Anita Gulczynska and Monika Wisniewska-Kin); and (18) Conclusion (Mabel Ann Brown).

Taking the students' perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.

The first years of life lay the foundations for a child's future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality. A growing body of research suggests that the magnitude of the benefits for children will depend on the level of quality of early childhood services, with especially strong evidence in the case of disadvantaged children. In light of budgetary constraints, policy makers require the latest knowledge base of the quality dimensions that are most important for ensuring children's development and early learning. However, current research is often narrow in focus or limited to programme-level or national-level conclusions. This book expands the knowledge base on this topic. It draws lessons from a cross-national literature review and meta-analysis of the relationship between early childhood education and care structure (e.g. child-staff ratios, staff training and qualifications), process quality (i.e. the quality of staff-child interactions and developmental activities), and links to child development and learning. This report concludes with key insights, as well as avenues for further research. [This work was written with contributions from Victoria Liberatore, Arno Engel, and Miho Taguma, and was produced with the financial support of the Jacobs Foundation Switzerland. Individual chapters contain references.]

This book examines governance reforms in higher education in six European countries: Austria, Denmark, Finland, France, the Netherlands, and Portugal. It focuses in particular on the governance of the systems and institutions in these countries. The book shows that each of the national reform processes has been characterised by its own specific pathways embedded in the country's specific socio-economic contexts and cultures, but also has a number of features in common with the other countries and processes. The first chapter of the book presents a conceptual framework to analyse the reform processes as an 'implementation game' played by several actors with diverse interests. The second chapter describes the national reform processes of the six selected countries, giving a voice to the individual university rectors and officials who played an important role during the reform processes. Their stories constitute a vivid narrative of the government drivers of reform and of the rationales of the institutions as main partners in the reform processes. These narratives are analysed, complemented by, and contrasted with a review of the literature on the subject in the third chapter. The final chapter consist of concluding remarks and lessons learned. [Individual chapters are indexed in ERIC.]

This report presents innovative vocational training (VT) initiatives to improve integration of low-skilled workers into lifelong learning and the labor market. Chapter 1 describes study structure and methodology. Chapter 2 addresses the theoretical basis for observing innovations. It analyzes the definition and significance of innovation in system theory and VT; examines the practical definition of innovation and explains differences between good practice and best practice innovation; presents the innovation typology and its significance as an instrument of observation for identifying and evaluating innovations; and introduces the European Commission's definition of lifelong learning and assessment of its relevance for analyzing innovations for integrating the low-skilled. Chapter 3 analyzes innovative case studies with practical relevance for integrating low-skilled workers into lifelong learning and the labor market in these six European countries: Spain, Greece, Austria, Denmark, Luxembourg, and Liechtenstein. Case analysis is divided into three thematic areas: program/project development and its objectives; innovative elements of the project/program; and the initiative's implementation and transfer potential. Chapter 4 summarizes the most important innovations identified and analyzes to what extent and under which circumstances transfer of these innovative practices to other EU states and candidates would be possible. (Contains 72 references) (YLB)

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

This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)

Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach. Highlights include: (1) Presents international perspectives on teacher motivation; (2) Will appeal to policy makers and leaders of teacher education; and (3) Provides useful information for teacher educators involved with three phases of teacher education. Contents include: (1) Why Teach? How Teachers' Motivations Matter around the World (Helen M. G. Watt, Paul W. Richardson and Kari Smith); (2) Career Motivations of Student Teachers in the Republic of Ireland: Continuity and Change During Educational Reform and 'Boom to Bust' Economic Times (Manuela Heinz, Elaine Keane and Conor Foley); (3) Why Teach? Antecedents and Consequences in Spain (Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre); (4) Factors Motivating Students to Become Secondary School Teachers: Evidence from Norway (Christian Brandmo and Katrine Nesje); (5) The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers (Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea); (6) Motivations that Affect Professional Knowledge in Germany and Austria (Johannes König and Martin Rothland); (7) Motivations and Perceptions about Teaching during the First Year of Teacher Education in Estonia (Merle Taimalu, Piret Luik and Karin Täht); (8) How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers (Iris Marušic, Ivana Jugovic and Tea Pavin Ivanec); (9) Exploring the Relationships between Prospective Turkish Teachers' Hopes, Motivations and Professional Plans (Altay Eren and Amanda Yesilbursa); (10) Motivations and Aspirations of Teacher Education Students in Indonesia (Anne Suryani); (11) Teacher Motivation and Professional Commitment in the United States: The Role of Motivations for Teaching, Teacher Self-Efficacy and Sense of Professional Responsibility (Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen); (12) Divided by Discipline? Contrasting Motivations, Perceptions, and Background Characteristics of Beginning Australian English and Mathematics Teachers (Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris); and (13) Why Choose Teaching and Does It Matter? (Ruth Butler).

The inclusion of all children in the educational system still poses challenges, and psychologists have long been researching and facilitating effective practice with children who don't adjust readily to school. This book collates the findings and practice of psychologists working in schools and educational settings in 13 European states, and will be essential reading for school psychologists, teachers and school leaders. The authors present enlightening first-hand and up-to-date accounts of the debates, tensions and successes that concern this four-decade-long international movement to keep children in education. Each chapter opens with a table of key facts relating to inclusion in that country, to enable comparison. All are by leading practitioners, who represent their countries in the European Federation of Psychological Associations (EFPA) through the Standing Committee of Psychologists in Education. Following an introduction by Christopher Arnold, this book contains the following chapters: (1) Austria (Luise Hollerer and Elfriede Amtmann); (2) Czech Republic (Bohumíra Lazarová); (3) Denmark (Poul Skaarup Jensen); (4) France (Daniel Mellier and Francine Corman); (5) Germany (Klaus Seifried); (6) Ireland (Jacqueline Horan); (7) Italy (Paola Perucchini and Arianna Bello); (8) Lithuania (Ala Petrulyte); (9) The Netherlands (Margreet Versteeg); (10) Portugal (Sara Bahia); (11) Slovakia (Eva Gajdošová, Veronika Bisaki and Silvia Sodomová); (12) Sweden (Malin Öhman and Elinor Schad); and (13) United Kingdom (Dave Traxson). An index is included.

This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system's governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. The following Annexes are included: (1) Country profiles; (2) Glossary; (3) Notes on country profiles; and (4) How the School Resources Review was conducted.

This compendium contains the abstracts of the keynote lectures, symposia, and posters for the 7th European Conference on the Quality of Early Childhood Education. The topic of the conference was Childhood in a Changing Society--Power, Autonomy, and Early Years Education. The first section of the collection consists of abstracts of keynote lectures. Topics addressed included autonomy and competence in child development, day care and child development, issues in early childhood education in Europe, modernization, family transitions and quality, and psychosocial adversity. The second section consists of 177 symposia abstracts. Topics addressed include social interaction, global learning, quality, special needs students, parental involvement, behavioral issues, academic achievement, preschool teacher education, developmental education, foreign language instruction, sex education, family role, dramatic play, and gender issues. The third section consists of abstracts to 39 posters. Topics addressed include transition to school, early childhood study degrees, visual motor skills, quality standards, reading to children, linguistic skills, early childhood curriculum, creative achievement, and intellectual development. The fourth section contains listings of 13 early childhood education and research organizations in Germany and Austria, including a short description of their aims and activities. (Author/SD)

The Computers in Education (Comped) study was designed as a two-stage survey. The first stage (1987-1990) was aimed at gathering information from a representative sample of schools at elementary, lower secondary and upper secondary level with regard to the state of computer use in education. The survey's focus was on the extent and availability of computers in schools, how computers are used, nature of instruction about computers, and the estimates of the effects that computers are having on students, curriculum, and the school as an institution. This publication describes Stage 2. The first part of Stage 2 was a repetition of the survey of Stage 1, with data collection centering on a school questionnaire. This enabled a longitudinal study of trends. Part 2 of Stage 2 studied the relationship between policy, practice, and outcomes with respect to computers in education relating variables referring to school, teacher, and classroom practice to student variables such as functional computer literacy, specific knowledge about and experiences with computers, performance in handling computers as well as attitudes towards computers and their uses. Ten countries (Austria, Bulgaria, Germany, Greece, India, Japan, Latvia, the Netherlands, Slovenia, and the United States) participated. Because thorough analyses have not yet been done, the presentation is mostly descriptive. The data collected are presented in 31 tables and 38 figures. Twelve appendixes, with an additional 30 tables, contain detailed information on participating countries, sampling, computer uses, and responses to specific questionnaire items. (Contains 56 references.) (SLD)

This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse). (DB)

Understanding today's Vocational Education and Training (VET) systems requires a comprehension of the rise and development, i.e. of the foundations of topical VET. This book provides a comparative view of its development in Europe. The contributions of renowned authors give insight into conceptual questions, cases, and challenges in this field.

"Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and challenges facing the physical education and health profession globally. This exchange will offer a basis to inform and improve current practices throughout the world. Following a Foreword by Gudrun Doll-Tepper, a Foreword by Tae Won Jun, a Foreword by Thomas Root, a Preface, and Acknowledgments, the following chapters are included: (1) Physical Education and Health: Practices Around the World (Ming-Kai Chin and Christopher Edginton); (2) Physical Education in Sport-Obsessed Australia: Implementing Dimensions of Public Health and Sustainable Development (Steve Georgakis and Rachel Wilson); (3) Targeting Quality in Physical Education in Austria (Maria Dinold, Rosa Diketmüller, and Nadine Zillmann); (4) Physical Education Stimulating a Healthy Lifestyle and Critical Sports Consumption in Belgium (Kristine De Martelaer, Jan Seghers, Greet Cardon, Leen Haerens, Eric De Boever, and Marc Cloes); (5) Current State of Physical Education Practices in Bosnia and Herzegovina (Dobromir Bonacin and Danijela Bonacin); (6) Physical Education in Brazil: Trends and Practical Intervention (Ricardo Uvinha and Marília Velardi); (7) Physical Education Practices in Bulgaria With a Focus on Young People's Health (Boyanka Peneva and Veselina Ivanova); (8) The Relevance of Physical Literacy in the Development of Physical Education Curriculum and Pedagogy in Canada (James Mandigo and Anna Lathrop); (9) Health-Oriented Physical Education Reform in China: Challenges, Changes, and Consequences (Bingshu Zhong and Jinxia Dong); (10) Trends and Future Visions of Physical Education: Croatian Challenges (Dario Novak, Vilko Petric, Danijel Jurakic, and Marija Rakovac); (11) The Need to Implement Contemporary Approaches to Physical Education for Health Promotion in Cyprus (Paraskevas Samaras, Spyros Spyrou, Andreas Nicolaou, Stelios Adamou, and Anastasia Samara); (12) Physical, Sports, and Health Education Against the Sedentary Lifestyles and Obesity in Czech Young People (Antonin Rychtecký); (13) Embracing Change and Increasing Physical Activity in Finnish Schools (Pilvikki Heikinaro-Johansson, Sanna Palomäki, and Eileen McEvoy); (14) Necessity of a Global Approach for the Interactions Between Physical Education and Health: The French Model (Anne Vuillemin, Gilles Petitdemange, Julien Tixier, and Yanis Zerbato); (15) Physical and Health Education in Germany: From School Sports to Local Networks for Healthy Children in Sound Communities (Roland Naul, Dennis Dreiskämper, and Dirk Hoffmann); (16) Daily Physical Education From the Beginning to the Modern School System in Hungary (Miklos Bánhidi and Pal Hamar); (17) Physical Education in Iraq: Religious Challenges and Ambitions (Nadhim Al-Wattar); (18) "Moving Body": The Impact of "Simplexity" and "Educational Corporeality" in Italy (Maurizio Sibilio, Paola Aiello, Nadia Carlomagno, Francesca D'Elia, and Stefano Di Tore); (19) New Policy of School Physical Education and Sport in Japan (Hidenori Tomozoe, Mitsuru Higuchi, and Akemi Umegaki); (20) Physical Education and Health in Jordanian Schools: Striving for a Healthy Nation (Eid Kanan); (21) Shaping the Future of Physical Education in Kenya: A Reflection on Priorities (Andanje Mwisukha, Elijah Rintaugu, Janet Kamenju, and Peter Mwangi); (22) Innovative Concepts in Physical Education in Luxembourg (Claude Scheuer); (23) Physical Education in Malaysia: Fusion of Public and Private Efforts (Eng-Hoe Wee); (24) Physical Education in Mexico: Experiences and Trends Related to Physical Activity and Health (Juan López-Taylor, Edtna Jáuregui-Ulloa, and Martín González-Villalobos); (25) Physical Education on the Move in the Netherlands (Jan Rijpstra, Sanne de Vries, Jantine Slinger, and Monique L'Hoir); (26) Mandate and Liberate: Physical Education and Health in Aotearoa/New Zealand (Ian Culpan and Judy Bruce); (27) Evolution of Best Practices in the Delivery of Quality Physical Education Programs in Nigeria (Grace Otinwa, Emmanuel Adedun, Idou Keinde, and Macpherson Ogunsemore); (28) Where Is Physical and Health Education Heading in Poland? (Michal Bronikowski); (29) Contemporary Trends in Health Promotion Through Physical Education: A Romanian Model (Luminita Georgescu and Emilia Grosu); (30) New Technologies and Approaches in the Function of Health and Physical Education in Serbia (Julijan Malacko and Veroljub Stankovic); (31) The Physical Education Story: A Journey of Transformations in Singapore (Govindasamy Balasekaran, Nidhi Gupta, Visvasuresh Govindaswamy, Kia Wang Phua, and Ahmad Zohri); (32) Health-Oriented School Physical Education in Slovakia: Desire or Reality? (Branislav Antala and Beáta Dobay); (33) Physical Education in South Africa: A New Imperative for a New Nation (Brandon Shaw, Ina Shaw, and Hans de Ridder); (34) Current Spanish Policies Aimed to Increase Youth Enrollment in Physical Activity for Health in School Settings (Miguel Valeiro, Belén Reboredo, Manuel García, and Elvis Carnero); (35) Changing Perspectives on Physical Education in Sweden: Implementing Dimensions of Public Health and Sustainable Development (Peter Schantz and Suzanne Lundvall); (36) Physical Education and Health in Switzerland: A Strategy for the Development of Physical Education and Sports in School (Rose-Marie Repond); (37) Physical Education in Turkey in the Context of Society With the Culture of Movement (Giyasettin Demirhan and Fatma Sacli); (38) Physical Education Practices in Ukraine: Transition From the Past to the Future (Oleksandr Krasilshchikov, Tatyana Krutsevich, Galyna Smolius, and Olena Davydenko); (39) Transforming Physical Education From an English Perspective (Len Almond); (40) Physical Education Practices in the United States: Past, Present, and Future (Kim Graber, John Mercer, Thomas Templin, and Bonnie Blankenship); and (41) Physical Education and Health in the Venezuelan Social Transformation Context (Rosa López de D'Amico, Argenira Ramos, and Gladys Guerrero). The following are appended: (1) Endorsing Organizations; and (2) GoFPEP Consensus Statement. An Index is included.

This first "OECD Skills Outlook" presents the initial results of the Survey of Adult Skills (PIAAC), which evaluates the skills of adults in 22 OECD member countries and two partner countries. The PIAAC survey was designed to provide insights into the availability of some key skills and how they are used at work and at home through the direct assessment of key information processing skills: literacy, numeracy and problem-solving in technology-rich environments. The book examines the social and economic context, the supply of key information processing skills, who has these skills at what level, the supply of and demand for these skills in the labour market, the acquisition and maintenance of skills over a lifetime, and how proficiency in these skills translates into better economic and social outcomes. The following Annexes are included: (1) OECD Skills Outlook Tables of results; and (2) OECD Skills Outlook additional tables. Individual chapters contain references.

The last decade has marked the European higher education with a particular dynamics. Today, after a decade of a «concerted» policy, national systems look much more convergent but new questions and dilemmas are emerging: about its nature and quality, about real impact of recent reforms in different countries as well as about its future. The book examines the impact of Europe-wide and global developments on national higher education systems. The authors try in particular to upfront issues of convergence and diversity, of equity and of the relationship of centres and peripheries in higher education. The book is an outcome of research collaboration between six institutes which developed a EuroHESC research proposal on the consequences of expanded and differentiated higher education systems. The following chapters are included: (1) Challenges for European Higher Education: "Global" and "National", "Europe" and "sub-Europes" (Pavel Zgaga, Ulrich Teichler, and John Brennan); (2) Imagining Higher Education in the European Knowledge Economy: Discourse and Ideas in Communications of the EU (Janja Komljenovic and Klemen Miklavic); (3) The Event of International Mobility in the Course of Study--The European Policy Objective (Ulrich Teichler); (4) The Impact of University Rankings on Higher Education Policy in Europe: A Challenge to Perceived Wisdom and a Stimulus for Change (Ellen Hazelkorn and Martin Ryan); (5) Diversification in Austrian Higher Education: A Result of European or National Policies? (Elsa Hackl); (6) The Effects of Europeanisation on Institutional Diversification in the Western Balkans (Manja Klemencic); (7) The Monolithic Un-intentionality of Higher Education Policies: On the Continuing Importance of Karl Marx, Joseph Stalin and the Minor Classics Less Known (Voldemar Tomusk); (8) "Hullabaloo in the Groves of Academe": The Politics of "Instituting" a Market in English Higher Education (Susan L. Robertson); (9) Higher Education Differentiation and the Myth of Meritocracy: The Case of the UK (John Brennan); (10) The Recognition of Prior Learning and Dutch Higher Education--At Cross-Purposes? (Leon Cremonini); (11) From System Expansion to System Contraction. Access to Higher Education in Poland (Marek Kwiek); (12) Higher Education Policy Dynamics in a Multi-level Governance Context: A Comparative Study of Four Post-Communist Countries (Martina Vukasovic and Mari Elken); (13) What Kind of University for What Kind of Society? Nation-States, Post-National Constellations, and Higher Education in the Post-Yugoslav Space (Jana Bacevic); (14) The Bosnian Puzzle of Higher Education in the Perspective of the Bologna Process (Tatjana Sekulic); (15) Reclaiming the Role of Higher Education in Croatia: Dominant and Oppositional Framings (Danijela Dolenec and Karin Doolan); and (16) Reconsidering Higher Education Reforms in the Western Balkans: "Policy Colonies" or "Policy Autarchies"? (Pavel Zgaga).

This publication aims to capture how policies and measures relating to citizenship education have evolved over recent years in European countries. It focuses on the following areas which are integral to the provision of citizenship education: (1) Curriculum aims, approaches and organisation; (2) Student and parent participation in school governance; (3) School culture and student participation in society; (4) Student assessment, school evaluation and education system performance; and (5) Education, training and support for teachers and school heads. The report consists of five chapters, each dealing with a different aspect of citizenship education at school in Europe. Chapter 1 provides an overview of the status of citizenship education in central-level curricula and guidelines, and examines which teaching approaches are recommended for this subject area. Chapter 2 focuses on opportunities for students and parents to participate in school governance, as an aspect of school organisation that can contribute significantly to the development of citizenship knowledge and skills. Chapter 3 continues to discuss how students experience active and democratic citizenship within and beyond the school context. The focus in Chapter 4 is on the evaluation of both provision and outcomes of citizenship education. Chapter 5 explores the qualifications and support for two key groups in the implementation of citizenship education: teachers and school heads. Appended are: (1) Compulsory and elective approaches for citizenship education according to national curricula, 2010/11 (95); (2) Ongoing and recent national initiatives for encouraging student's participation in activities which promote citizenship education, in the local community and society, as reported by the Eurydice national units, 2011/12; and (3) Information organised per country for Figures 2.7, 2.8, 2.9 and 2.13. A glossary is included. Annexes contain references. (Contains 27 figures and 102 footnotes.)

The relationship between education policy and local practices is at the core of research pertaining to the history of education. In this volume, the authors examine this issue from a multitude of perspectives, presenting a broad and comprehensive picture of schooling on international, national and local levels. Three issues of great significance, both in the history of schooling, and for educational policy--"School Finance", "School Reform" and "School Media"--are discussed in relation to five European countries by addressing topics such as textbook supply in the eighteenth century, the spread of monitorial education, the rise of educational expenditure during the nineteenth century, and the internationalization of educational policy during the twentieth century. This book contains the following: (1) Schooling--an international, national, and local issue (Carla Aubry and Johannes Westberg); (2) The distribution of government grants in Sweden, 1865-1900 (Johannes Westberg); (3) From tree felling to silver lining. Diverse ways of funding elementary schools among Swedish ironworking communities, 1830-1930 (Madeleine Michaelsson); (4) Teachers' salaries in the Helvetic republic, c. 1800 (Ingrid Bruhwiler); (5) The "value of schooling" Rising expenditures on education in Winterthur, 1830-1850 (Carla Aubry); (6) A national path to internationalization. Educational reforms in Luxembourg, 1945-1970 (Anne Rohstock and Thomas Lenz); (7) Arguing for educational change. On the introduction of monitorial education in Swedish common schools during the 1820s (Esbjorn Larsson); (8) Explaining persistence. Educational ideals and mathematics education in Sweden, 1905-1950 (Johan Prytz); (9) A suitable language teacher. National plans and local solutions (Peter Bernhardsson); (10) Textbook supply and shortage in eighteenth-century Sweden (Stefan Rimm); (11) The establishment and significance of the "Luxemburger Schulbote," 1844-1942 (Peter Voss); (12) Educational argument in Austrian teachers' journals in the late nineteenth century (Claudia Gerdenitsch); and (13) School magazines. Participation and democratization in West German school culture during the 1950s and 1960s (Markus Gippert and Joachim Scholz). (Contains 37 figures and 8 tables.

Which non-American education systems best prepare young people for fulfilling jobs and successful adult lives? And what can the United States--where far too many young people currently enter adulthood without adequate preparation for the twenty-first-century job market--learn, adopt, and adapt from these other systems? In "Schooling in the Workplace", Nancy Hoffman addresses these questions head on, arguing that "the smartest and quickest route to a wide variety of occupations for the majority of young people in the successful countries--not a default for failing students--is a vocational program that integrates work and learning." As she notes, the programs that successfully integrate work and learning all share a fundamental commitment to helping young people find successful careers: "The purpose is not "college for all," as in the United States today, but rather to provide the education and training young people need to prepare for a career or calling." "Schooling in the Workplace" explores the vocational education programs in a wide range of countries, focusing in rich and useful detail on six in particular: Australia, Austria, Germany, the Netherlands, Norway, and Switzerland. Framing these discussions, however, is a persistent focus on American circumstances and challenges. Far more than a survey of six "foreign" programs, this is a book prompted by and organized around the policy and practical challenges facing the United States. [Foreword by Stanley S. Litow.]

This long-awaited synthesis approaches the past three centuries with an eye to highlighting the importance of significant schools, as well as important women educators in the emergence of secondary education for girls. At the same time, each contributor pays careful attention to the specific political, cultural, and socio-economic factors that shaped the emergence of a secondary system open to women. A chronological framework highlights the most important moments of change and attention to how countries exported girls' education to the colonies, as well as the transnational discussion on the subject, makes this volume an exciting addition to scholarship on women's history and the history of education. Contents include: (1) Introduction: Girls' Secondary Education in the Western World--An Historical Introduction (James C. Albisetti, Joyce Goodman and Rebecca Rogers); (2) Class and Religion: Great Britain and Ireland (Joyce Goodman); (3) Culture and Catholicism: France (Rebecca Rogers); (4) The Influence of Confession and State: Germany and Austria (Juliane Jacobi); (5) Chequered Routes to Secondary Education: Italy (Simonetta Soldani); (6) Between Modernization and Conservatism: Spain (Consuelo Flecha); (7) Toward the Recognition of their Educational Rights: Portugal (Helena C. Araujo, Cristina Rocha and Laura Fonseca); (8) Champion in Coeducation: the Netherlands (Mineke Van Essen and Hilda Amsing); (9) Politics and Anti-clericalism: Belgium (Eliane Gubin); (10) Lutheranism and Democracy: Scandinavia (Agneta Linne); (11) Nation-building, Patriotism and Women's Citizenship: Bulgaria in South Eastern Europe (Krassimira Daskalova); (12) From an Exclusive Privilege to a Right and an Obligation: Modern Russia (E. Thomas Ewing); (13) Europeans and the American Model of Girls' Secondary Education (James C. Albisetti); and (14) Crossing Borders in Girls' Secondary Education (Joyce Goodman and Rebecca Rogers).

This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership development programmes for system improvement in Australia and Austria. As these are emerging practices, the book provides a first international comparison and assessment of the state of the art of system leadership. Following an Executive Summary, the book includes nine chapters: (1) Introduction; (2) Realising the Potential of System Leadership (David Hopkins); (3) Leadership as the Practice of Improvement (Richard F. Elmore); (4) The Finnish Approach to System Leadership (Andrew Hargreaves, Gabor Halasz and Beatriz Pont); (5) The English Approach to System Leadership (Stephan Huber, Hunter Moorman and Beatriz Pont); (6) The Flemish (Belgian) Approach to Systems Leadership (Christopher Day, Jorunn Moller, Deborah Nusche and Beatriz Pont); (7) Building Leadership Capacity for System Improvement in Victoria, Australia (Peter Matthews, Hunter Moorman, and Deborah Nusche); (8) Building Leadership Capacity for System Improvement in Austria (Louise Stoll, Hunter Moorman, and Sibylle Rahm); and (9) Approaches to System Leadership Lessons Learned and Policy Pointers (Beatriz Pont and David Hopkins.) [For "Improving School Leadership. Volume 1: Policy and Practice", see ED504576.]

In 2004-2005, The National Library of the Netherlands (Koninklijke Bibliotheek) conducted a survey for the IFLA-CDNL Alliance for Bibliographic Standards (ICABS)--an alliance founded jointly by the International Federation of Library Associations (IFLA), the Conference of Directors of National Libraries (CDNL) and the national libraries of Australia, Germany, the Netherlands, Portugal, the United Kingdom, and the U.S.--on the use and development of standards in digital archiving within the international library world. The survey resulted in the present report, and gives an overview of current digital preservation practice in the 15 national libraries of Australia, Austria, Canada, China, Denmark, France, Germany, Japan, Netherlands, New Zealand, Portugal, Sweden, Switzerland, the United Kingdom and the United States of America. The main focal points in the survey are the use of standards in operational safe place environments (the current state of affairs of initiatives on electronic repositories), and the current state of affairs with respect to, and the need for permanent access strategies (such as migration and emulation). The survey also provides an overview of current national and international projects on digital preservation. The study made use of desk research, interviews and an analysis of new developments. This report contains two parts. Part One provides an analysis of the current state of affairs at 15 national libraries. Part Two contains the detailed overviews per library. Each overview is divided into four sections: General; Digital Repository; Preservation Strategies; and Current Activities. The report contains a foreword written by Dr. Wim van Drimmelen, Director General, Koninklijke Bibliotheek, and a foreword written by Renate Gompel, Chair of ICABS. Appendices includes a list of references and acronyms and the Report of the National Library of Australia on Guidance for Digital Preservation: A Summary. It is hoped that this report will serve as a useful guide for libraries and cultural heritage institutions as they face the future challenges of long-term archiving and preservation. (Contains 109 footnotes.) [This research was supported by structural funding from Koninklijke Bibliotheek, the National Library of the Netherlands.]

Addressing ethnic cleansing, culture wars, human sufferings, terrorism, immigration, and intensified xenophobia, "Globalization of Racism" explains why it is vital that we gain a nuanced understanding of how ideology underlies all social, cultural, and political discourse and racist actions. The book looks at recent developments in France, Germany, Greece, Ireland, Israel, Italy, Portugal, Spain and the United States and uses examples from the mass media, popular culture, and politics to address the challenges these and other countries face in their democratic institutions. The eminent authors of this important book show how we can educate for critical citizenry in the ever-increasing multicultural and multiracial world of the twenty-first century. Chapters in this book include: (1) The Global Reach of Raceless States; (2) From Slavery to Mass Incarceration: Rethinking the "Race Question" in the US; (3) What Israel Has Done; (4) The Crisis of the Human Waste Disposal Industry; (5) Towards an Anti-Racism Agenda in Education: The Case of Malta; (6) Globalization between Universal Sameness and Absolute Divisions: Creating Shared Pedagogical Border Zones as an Anti-Racist Strategy; (7) Racism and the Extreme Right-Wing Populism in Austria; (8) Greece: Xenophobia of the Weak and Racism of the Progressive; (9) Violence in the New Germany: Observations on the Link between Blocked Immigration, Politics and Pedagogy; (10) Equality of Differences vs. Post-Modern Racism; (11) Globalization of Racism; (12) Race Relations in Brazil: A Reassessment of the "Racial Democracy"; (13) The Racial Harmony Myth in Portugal; and (14) Neoliberalism and the Unleashing of Global Racism.

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 collection of papers examines the role, meaning, content, and quality of education, focusing on how opinions about learning and teaching, school development, and institutionalized education manifest themselves in modern western societies. There are 15 papers in five parts. Part 1, "Learning, Learning Environments and Imagination," includes "There Has Not Been Any Teaching, Unless There is Learning" (Hans Lodewijks) and "Why Is Imagination Important to Education?" (Kieran Egan). Part 2, "A Sense of Belonging and Adaptivity," includes "Learning and Ethos" (Margaret McGhie and Ian Barr) and "Adaptive Education: A Mission Impossible?" (Theo Boland). Part 3, "School Development," includes "School Ethos: A Basis for School Development" (Luc Stevens); "School Improvement as a Problem Solving Process: Using What We Know" (Uwe Hameyer); "Social Learning and Values Orientation: A Contribution to Quality Development and to a Democratic School Culture" (Heinz Schirp); and "Learning to Participate in Moral Communication: New Chances for Effective Implementation" (Hans Hooghoff and Jeroen Bron). Part 4, "Assessment and Testing," includes "The Temptation of Simplification: A Plea for Integration of Internal and External Quality Control" (Robert Standaert). Part 5, "Systemic Reform," includes "Transformation of School Education in South Africa" (Van As Jordaan and Nicol Faasen); "Development of the Schools in Austria" (Helmut Bachmann); and "What Really Counts!" (Jos Letschert). (Papers contain references.) (SM)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

An established practice within the program of the Organization for Economic Cooperation and Development (OECD) is an examination, on request, of educational policy and planning trends in individual member countries. It involves: (1) the preparation by the country concerned of a report documenting and explaining current educational development trends and policies; (2) a visit to the country by a team of independent examiners to prepare their own critical evaluation of the situation and a list of questions for the formal examination; and (3) the formal examination, which takes that form of a confrontation between a delegation from the country under review, the examiners, and members of the OECD Education Commission. Although Austria has already been reported on, this review is more limited in scope. It is restricted to the university sector, which has been an area of particularly dynamic growth since the formation in 1970 of a new ministry responsible for higher education and research. (Author/MSE)

This bibliography was compiled to provide researchers and students with a current guide to sources on the German-speaking countries of Europe: Austria, the Federal Republic of Germany, the German Democratic Republic, Liechtenstein, and Switzerland. The following subject areas are included under each country: (1) bibliographies and reference works; (2) description and travel; (3) economy; (4) education; (5) history; (6) intellectual and cultural life; (7) literature; (8) military policy; (9) politics and government; (10) religion; and (11) society. The bibliography emphasizes publications from the 1980s and relies on 1970s publications only when no more recent title on the same subject is available. It also focuses on the broad nature of the material's appeal within its subject area, and its availability to the reading public. All items cited can be found in the collections of the Library of Congress. Preference has been given to English-language sources. Special attention has been given to the interaction between these countries and the United States. The sources selected attempt to highlight the uniqueness of the relationsihp of each country with the United States. A total of 1,485 items are listed, with full bibliographic data. (JB)