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This paper examines transnational circulation of political and pedagogical ideas associated with "éducation permanente" with particular reference to post-war Western Europe. It offers a socio-historical reconstruction of pan-European dissemination and reception of policy repertoires articulated by governmental and non-governmental policy actors. It focuses on advocacy regarding permanent education as a pan-European repertoire associated with the Council of Europe during the 1960s and 1970s. The paper explores involvement of French and other francophone nationals in circulatory regimes, who were engaged in mediating partisan reform aspirations, exchange of information, and dissemination of innovative practices at national, transnational, and pan-European levels. The more specific focus of this paper addresses participation of 'rooted cosmopolitans' in policy formation, who are defined as policy actors rooted in specific national contexts, but who engage in regular activities involving their participation in transnational networks. The conclusions call for further research into circulatory regimes at local, sub-national, regional, national, bilateral, transnational, and pan-European during the 1960s and 1970s. Such research should focus on revisiting different expert, reformist, missionary, and militant networks responsible for building peripatetic 'scholar-militant-activist' coalitions that historically contributed to pan-European policy repertoires seeking to mobilise citizens to participate in the unfinished political project of pan-European cultural democracy.

Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered "the fundamental reality of language". All types of interaction share the fact that they are dynamically co-constructed by participants. How then can we assess or certify interactional competence on an individual basis when dynamic instability prevails? What criteria can be defined in order to deconstruct interactional competence into specific operational criteria, if interaction is intrinsically multidimensional? These are the questions that we address in this paper. To do so, this paper presents the insights gained as a result of the co-operation between two certification systems: CertAcles (Spain) and CLES (France), both belonging to NULTE ("Network of University Language Testers in Europe"). These certification systems have agreed to collaborate extensively, sharing their constructs and assessment routines. As a result, CertAcles is shifting towards more contextualized tasks and CLES is considering adopting descriptive assessment scales for interaction (C1 level). We hope to demonstrate that the materialization of scientific collaboration of this kind can help improve individual systems.

This paper marks the changes that have taken place in the Senegalese higher education system. As Senegalese citizens and leaders have worked diligently to improve their economy and society as a whole, they have experienced a great deal of obstacles in moving forward. Throughout this process, education has been an important aspect to improving the economic and social development of the country. Included in this economic, social, and educational overhaul, higher education was a component that required a great deal of work. In order to contend in the global society, the higher education system needed to be reformed. This paper included a discussion of the reformation process of Senegal's higher education from the French model at the heart of its inception to the adoption of the Bologna process. This process has allowed higher education in Senegal to become better with time and grow in its success.

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.

While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that: (1) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation; and (2) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model.

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years ([mu]=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger's regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and [sigma]=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton's (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

The purpose of this paper is to carry out an empirical examination of the supply-side factors influencing dropout rates in MBA programs. We analyze the extent to which the resources and characteristics of the program (content, teaching methodology, course load, class size, partnerships, reputation) influence these rates. A GLM analysis was conducted on data obtained from a final sample of 94 executive MBA programs in Western Europe. The results indicate that several supply side factors significantly affect dropout: intensity of case study learning, number of credits per month, class size, and proportion of lessons given at partner institutions. Several implications for the design and management of higher education programs have been drawn from this research.

The health and social crisis caused by coronavirus disease (COVID-19) has had an especially strong impact on the academic prospects of the most vulnerable populations in society. This paper focuses on the consequences of the current crisis in terms of their potential to negatively impact school disengagement and early school-leaving rates. First, the author reviews the causes of early school leaving, divided into exogenous and endogenous factors. Second, the key findings of a media coverage analysis are presented. This analysis focuses on key educational aspects and consequences related to the COVID-19 crisis and the potential impact on disengagement, early school leaving and educational inequality gaps. Lastly, in the light of those consequences, a sociocultural model of behaviour is suggested as a useful lens to envision solutions.

A strong current in contemporary Catholic thought -- the theology of interreligious or interfaith dialogue -- stresses the importance of dialogue and collaboration with followers of other world faiths. This article proposes that religious education in Catholic schools, particularly at post-primary level, needs to engage more with this theological resource in order to promote mutual understanding and collaboration in today's climate of growing cultural and religious pluralism in Western Europe. Such work, it is also argued, is particularly challenging and urgent given the reality of the limited and limiting approaches to religious education, especially in regards to Islam, currently found in state schools in England and France. The paper proposes the development of models of religious education predicated on valuable theological insights inherent in the teaching of the Second Vatican Council (1962-1965) and subsequent post-conciliar and theological reflection. It begins with some comments on Western Europe's changing social, cultural and religious circumstances.

In the eighteenth and early nineteenth centuries Russia experienced a considerable lack of teachers. In this situation, foreign migrants became Russia's preferred teachers for more than a century. Foreigners were particularly welcome to teach languages and a whole range of other subjects such as history, geography, and mathematics. All teaching was done in a foreign language. Foreigners became important actors in cultural transfers from Western Europe to Russia. Social elites (the nobility, particularly its upper strata) became the main clients of these foreign teachers. This process ended up producing several generations of aristocracy possessing a sort of hybrid culture, both Russian and Western-European with a particular predominance of French culture starting from the generation of the middle of the eighteenth century. In my paper I will first analyse the national composition of the teaching staff in some major Russian educational institutions, first and foremost the institutions for the nobility or in which noble students were present, and in private education; then I will give a brief overview of the geographical origin of the students in these institutions. I will finally analyse the positive aspects as well as the problems caused by this situation and will show what reactions the predominance of foreign teaching staff in Russia provoked in Russian society.

Based on small case-study illustrations from a variety of European countries, this study aims to explore methodological aspects of the study of curriculum history by expanding its traditional research scope. In so doing, it is argued that sociolinguistic issues are essential to this discussion. The main argument is that sociolinguistics and curriculum history are more closely intertwined than has been proposed by previous academic literature. Under the examination are often two sides of the same coin which are viewed from different, albeit closely related, research angles. In effect, the curriculum's contextualisation is also structured and modified by sociolinguistic considerations. In the conclusion, it is maintained that citizenship education--understood here as the historical manifestation of the dominant cultural expectations towards the citizens as the bearers of a particular nation state during a specific timeframe--should be better informed by sociolinguistic literature, and by that, also placed against those language controversies that surround the curriculum. On this basis, by adding value to the study of the curriculum as part of educational history--and by blurring unnecessary academic boundaries--this paper provides interdisciplinary insights into the study of curriculum history vis-à-vis sociolinguistics, which have so far remained too separated.

Reviews science and technology policymaking in five countries with free-market economies: the United Kingdom, Germany, France, the Republic of Korea, and the United States. Implications for eastern European and other countries currently reorganizing toward domestic market economies and greater orientation toward world trade are discussed. (61 references) (LRW)

Current urban mobility systems in Europe, characterized by high car mobility shares, have negative environmental and health impacts but struggle to mitigate these for fear of sacrificing accessibility. Ironically, before the car mobility transition (in the 1950s and 1960s in Western countries and the 1990s in Eastern Europe), most cities were accessible by walking, cycling, public transport, and by the few cars there were. Through a longitudinal case study of a medium-sized urban area in Clermont-Ferrand, France (1950–2022), this paper explores the potential to 'de-transition', i.e., to reverse the urban transition process towards 'accessible, low-car cities' by reshaping infrastructures to constrain car use whilst accommodating walking, cycling, and public transport. We answer the following questions: To what extent can cities reverse the urban car mobility transition? How could such a process be further encouraged? Our analysis adopts a social practices perspective and uses a mixed-methods approach by combining semi-structured interviews, a survey, and a document analysis. On the one hand, our findings highlight the difficulty of an urban modality shift to car alternatives: (1) the limited reach of public transformation networks (in Clermont-Ferrand, the tramline); (2) the fact that many feel unsafe or assume they need excellent health conditions to cycle, which is associated with leisure and sports; and (3) strong convictions concerning the usefulness of vehicle ownership, which is believed to maximise comfort. On the other hand, based on a historic analysis, we offer practical recommendations to de-transition to low-car urban areas: (1) the creation of an extensive regional tramway network; (2) the development of a full cycling network; and (3) the promotion of an extensive car-free city centre. [ABSTRACT FROM AUTHOR]

"Reproductive" cloning and "therapeutic"or "research" cloning are both deliberate attempts to create humans that are genetically identical. Human reproductive cloning in general is prohibited by a number of international and regional agreements, including the Charter of Fukushima, the Additional Protocol of the Council of Europe to the Convention on Human Rights and Biomedicine, the World Health Organization resolutions on the implications of cloning for human health, and the Universal Declaration on the Human Genome and Human Rights. However, there are some countries that want to explore therapeutic cloning and cannot, therefore, support a general ban on cloning. This paper aims to review the legal position of human cloning in the UK and France and further compares the issue between the two countries. the legal position of human cloning in the UK and France, it is clear that both countries were initially against the idea and concept of human cloning in general. Human cloning is a much-needed technology, especially in these modern times. Every day we encounter new diseases and illnesses, so human cloning is essential to help us be better prepared for the future. [ABSTRACT FROM AUTHOR]

Background: An All Taxa Biodiversity Inventory (ATBI) is a comprehensive inventory of all species in a given territory. In 2007, the French Parc national du Mercantour and the Italian Parco Naturale Alpi Marittime started the first and most ambitious ATBI in Europe with more than 350 specialists and dozens of technicians and data managers involved. New information: The ATBI datasets from the Parc national du Mercantour in France are now publicly available. Between 2007 and 2020, 247,674 occurrences were recorded, checked and published in the INPN information system. All this information is available in open access in the GBIF web site. With 12,640 species registered, the ATBI is the most important inventory in France. This data paper provides an overview of main results and its contribution to the French National Inventory of Natural Heritage. It includes a list of 52 taxa new to science and 53 species new to France, discovered thanks to the ATBI. [ABSTRACT FROM AUTHOR]

Reforms in higher education have been passed in many European countries in the last decades, mostly trying to adapt national systems to new European and global challenges. This study examines some consequences of such major reforms in France and Spain. Specifically, these reforms introduced new agencies whose remit was inter alia to provide evaluation of research and to make such assessments pivotal for academic career progression. The paper investigates empirically whether, and to what extent, these new forms of authority have been capable of engendering the expected change to the system of academic career evaluation. The respective policy approaches and policy implementation in France and Spain reveal that these reforms triggered a reconfiguration of powers at various levels of academic life – affecting strategies for successful career development. Policy-making implications are relevant when these two countries are compared, suggesting that more radical policy approaches (coercive isomorphism, the French case) do not result in more change to academic evaluation practices than mimetic ones (the Spanish case). It is also important to note that coercive isomorphism encountered more frictions in its implementation. [ABSTRACT FROM AUTHOR]

Many urban development projects (UDPs) in Europe take place on lands belonging to public bodies and administrations, and publicly owned firms. Yet, the literature has failed to explain why a substantial proportion of the remaking of European cities is shaped on public properties, and with what outcomes. My underlying hypothesis is that the redevelopment of such properties depends primarily on the restructuring of the state. Firstly, this paper provides evidence of the relationships between three dynamics of state restructuring and the disposal of public land and real estate properties owned by one sector of the French state, that is, the railways. Secondly, the paper focuses on two UDPs of railway sites, respectively located in Paris and Nantes, in order to disclose the specificity of the redevelopment process associated with public railway properties, due to the socio-legal infrastructure of railway land disposal stemming from these dynamics. The paper demonstrates that (i) state restructuring impels various levels and organisations of the state to redevelop public land and real estate properties; and (ii) the effects of state restructuring can be explained only by analysing the mediating role of the socio-legal infrastructure of these properties, which frames the processes and outcomes of the redevelopment projects. In so doing, the paper offers a specific account of the explanatory factors, processes and outcomes of the relationship between state restructuring and a significant proportion of the restructuring of urban areas in Europe. [ABSTRACT FROM AUTHOR]

The dynamic of articulation between higher education and secondary education in England and Wales, the Netherlands, France, West Germany, and Sweden is examined from historical and administrative perspectives. (MSE)

Islamophobia is a new disease that is looming over the 1.8 billion population of Muslims in the world. The term has most recently garnered the attention of people globally. In this paper, I will try to dissect the underlining causes behind the rise of Islamophobia in recent times. For this, I will be discussing one country from Europe in particular from which of late we have seen the clash between state and religion take place: France. This paper will look at how big a concern should Islamophobia be for the Muslim populace in France and widely around the world.1 I have chosen to examine three events in France whose root causes were Islamophobia, and how this affected the Muslim population in the country. I will start by providing the etymology and then discuss three particular incidents in the country that demanded the attention of the French Muslims. In addition, I shall discuss how the Muslim population around the world reacts every time such Islamophobic incidents happen, and a lack of responsible reaction by Muslim leadership to them can be seen. [ABSTRACT FROM AUTHOR]

Copyright of Dissertations of Cultural Landscape Commission / Prace Komisji Krajobrazu Kulturowego is the property of Polish Geographical Society (Cultural Landscape Commission) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Waste heat from industry or urban facilities represents a largely underused and long disregarded energy source, while heating and cooling count for half the final energy demand in Europe. From the early 2010s onwards, waste heat recovery (WHR) is being recognized as a key challenge for energy transition and tends to be integrated into energy strategies at different levels. This paper provides an analysis of how WHR became a matter of public policy in Europe and in France. Based on a literature review, the analysis shows that WHR has been framed as a techno-economic problem, while some barriers (legal, organizational) to its development remain largely unaddressed. A study of European and French energy agendas illustrates how WHR progressively started to be recognized as an energy resource next to renewables. As a result, questions are raised as to further social science contributions to an extended research agenda addressing WHR. [ABSTRACT FROM AUTHOR]

From 1977 to 1984, an ambitious European industrial policy was implemented by the European Economic Community for the first and only time in its history. It dealt with the crisis of the steel sector. This paper strives to understand why member states chose this solution, despite the fact that some of them were hostile to the devolution of power to supranational institutions, as for example Britain or France. The most reluctant state was Germany, whose officials usually associated any attempts of EEC-wide industrial policy with dirigism. The paper, based on archives of three governments (Germany, France, the United Kingdom) and of the European Commission, argues that the European solution was best for member states, and in particular for Germany, in order to control their neighbours and avoid a costly subsidy race. [ABSTRACT FROM AUTHOR]

Copyright of Social & Cultural Geography is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose – Although policymakers have put great efforts into the promotion of older workers' labour force participation, quantitative empirical knowledge about employers' views towards extension of working lives is limited. The purpose of this paper is to improve the understanding of employers' attitudes and actions towards extension of working lives, by examining recruitment and retention behaviour towards older workers, employers' views on the consequences of an ageing workforce, organisational policies, and what governments can do to extend working lives. Design/methodology/approach – The authors analyse surveys administered to employers in Denmark, France, Germany, Italy, The Netherlands, Poland, Sweden and the UK in 2009. Findings – It is found that a minority of employers have applied measures to recruit or retain older workers, and employers rather retain than hire older workers. A considerable share of employers, albeit to different degrees per country, associate the ageing of their staff with a growing gap between labour costs and productivity. Employers expecting a larger gap do not apply more organisational measures to either increase productivity or adjust the cost-productivity balance. Employers may think the cost-productivity issue is partly for governments to solve; employers expecting a larger cost-productivity gap consider wage subsidies to be an effective measure to extend working lives. Originality/value – The paper addresses the employers' perspective, one that is often neglected compared to attitudes and behaviour of older workers themselves and research on institutional arrangements. This paper is also among the first to report on employers' policies and practices from a cross-national perspective. [ABSTRACT FROM AUTHOR]