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1. New Perspectives on Assessment. Studies on Technical and Vocational Education 4.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). and McDonald, Rod

Abstract

This book is the fourth in a series aiming to promote international exchange of ideas, experiences, and studies relating to technical and vocational education. The introduction reviews traditional practices in assessment and chapter 2 highlights the connections between assessment and learning, emphasizing that assessment is the most significant prompt for learning. Chapter 3 addresses the need to focus on competence, and describes a competency-based framework of assessment that assumes educational standards can be set, most students can achieve them, different performances can reflect the same standards, and assessors can judge these performances. The chapter suggests use of such a model affects the approach to both training and assessment that is currently being implemented in vocational education in many countries. Chapter 4 highlights recognition of prior learning, recommending that vocational education providers should take account of prior learning because it is sound educational practice; students may be able to progress more quickly, and they are not forced to "learn" things they already know. Chapter 5 considers the use many countries make of external assessment systems for their technical and vocational courses. Chapters 2-5 each contain an annotated list of further readings. (YLB)

Published
1995

2. Continuing Medical Education and Professional Revalidation in Europe: Five Case Examples

Author

Maisonneuve, Herve, Matillon, Yves, Negri, Alfonso, Pallares, Luis, Vigneri, Ricardo, and Young, Howard L.

Abstract

Introduction: Since reliable information is scarce to describe continuing medical education (CME) and revalidation in Europe, we carried out a survey in 5 selected countries (France, Germany, Italy, Spain, and the United Kingdom). Methods: A tested questionnaire was sent to 2 experts per country (except in Germany), during August-September 2004. Results: In the analyzed countries medical societies, medical associations, and employers are the main CME providers. Pharmaceutical industry sponsorship accounts on the average for more than 50% of the CME financing in those countries. In all 5 countries, CME accreditation systems exist; the national health authorities and medical associations are mainly responsible for them. In France, Italy, and Germany CME is mandatory; in Spain and the United Kingdom it is voluntary. CME credits/points are mainly used for professional career purposes. Revalidation systems have not been introduced in any of these countries, although in the United Kingdom it is being introduced as part of a relicensing process. Discussion: Recommendations for the implementation of a European system of CME/CPD harmonization are made by the authors. (Contains 3 tables.)

Published
2009
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3. Educating Citizens: International Perspectives on Civic Values and School Choice

Author

Brookings Institution, Washington, DC., Wolf, Patrick J., Macedo, Stephen, Wolf, Patrick J., Macedo, Stephen, and Brookings Institution, Washington, DC.

Abstract

In the wake of the Supreme Court's landmark ruling upholding school choice, policymakers across the country are grappling with the challenge of funding and regulating private schools. Towns, cities, and states are experimenting with a variety of policies, including vouchers, tax credits, and charter schools. Meanwhile, public officials and citizens continue to debate the issues at the heart of the matter: Why should the government regulate education? Who should do the regulating? How should private schools be regulated, and how much? These questions represent new terrain for many policymakers in the United States. Europe and Canada, however, have struggled with these issues for decades or, in some cases, even a century or more. In this groundbreaking volume, scholars from Europe and the United States come together to ask what Americans can learn from other countries' experience with publicly funded educational choice. Following a preface and the first chapter of the book, an introduction entitled, School Choice, Civic Values, and Problems of Policy Comparison written by Stephen Macedo and Patrick J. Wolf, this book is divided into two parts. Part I, Country Case Studies, presents the next chapters: (2) Regulating School Choice to Promote Civic Values: Constitutional and Political Issues in the Netherlands (Ben P. Vermeulen); (3) Private Schools as Public Provision for Education: School Choice and Market Forces in the Netherlands (Anne Bert Gijkstra, Jaap Dronkers, and Sjoerd Karsten); (4) Regulation, Choice, and Basic Values in Education in England and Wales: A Legal Perspective (Neville Harris); (5) School Choice Policies and Social Integration: The Experience of England and Wales (Stephen Gorard); (6) Regulating School Choice in Belgium's Flemish Community (Jan De Groof); (7) The Civic Implications of Canada's Education System (David E. Campbell); (8) School Choice and Civic Values in Germany (Lutz R. Reuter); (9) School Choice and Its Regulation in France (Denis Meuret); (10) Italy: The Impossible Choice (Luisa Ribolzi); and (11) Do Public and Religious Schools Really Differ? Assessing the European Evidence (Jaap Dronkers). Part II, Analysis and Commentary, continues with chapters: (12) Civic Republicanism, Political Pluralism, and the Regulation of the Private Schools (William Galston); (13) Regulatory Strings and Religious Freedom: Requiring Private Schools to Promote Public Values (Richard W. Garnett); (14) School Choice as a Question of Design (Charles L. Glenn); (15) Regulation in Public and Private Schools in the United States (John F. Witte); and (16) A Regulated Market Model: Considering School Choice in the Netherlands as a Model for the United States (Charles Venegoni and David J. Ferrero). ["Educating Citizens" was edited with David J. Ferrero and Charles Venegoni.]

Published
2004

4. ADULT EDUCATION AND TELEVISION, A COMPARATIVE STUDY IN CANADA, CZECHOSLOVAKIA, AND JAPAN.

Author

United Nations Educational, Scientific, and Cultural Organization, Paris (France). and GROOMBRIDGE, BRIAN

Abstract

STUDIES ON THE EDUCATIONAL USES AND POTENTIAL OF TELEVISION IN CANADA, CZECHOSLOVAKIA, AND JAPAN OUTLINE AND DISCUSS (1) THE SOCIAL AND EDUCATIONAL CONTEXT OF ETV IN EACH NATION, (2) KINDS OF PROGRAMS AND THEIR PURPOSES, (3) EXPLOITATION OF ETV BY ADULTS, (4) RESEARCH ON AUDIENCE CHARACTERISTICS AND NEEDS, AND (5) FORMS OF COOPERATION BETWEEN TELEVISION BROADCASTERS AND ADULT EDUCATION. THE CANADIAN REPORT STRESSES (1) COOPERATION WITH UNIVERSITIES, EDUCATORS, AND ADULT EDUCATION ORGANIZATIONS, (2) CANADIAN BROADCASTING CORPORATION (CBC) OBJECTIVES (FOR EXAMPLE, GREATER UNDERSTANDING BETWEEN FRENCH AND ENGLISH CANADIANS), (3) PROGRAM PRODUCTION AND SCHEDULING, (4) STAFF TRAINING, (5) THE IMPACT OF TELEVISION ON THE "FARM FORUM" AND "CITIZENS FORUM" SERIES, AND (6) RESEARCH AND PLANNING NEEDS. THE CZECHOSLOVAKIA REPORT EMPHASIZES (1) INVESTIGATION OF AUDIENCE VIEWING PATTERNS AND REACTIONS, (2) EFFECTIVE PLANNING, PRODUCTION, AND SCHEDULING, AND (3) COOPERATION WITH OTHER EDUCATIONAL BODIES IN ADVISORY, CREATIVE, AND STAFF-TRAINING ACTIVITIES. THE JAPANESE REPORT SEEKS TO RELATE ADULT EDUCATION AND TELEVISION TO SOCIAL NEEDS THROUGH FORMAL AND INFORMAL COURSES (CORRESPONDENCE AND WOMEN'S EDUCATION, FOR EXAMPLE), GENERAL CULTURAL AND INFORMATIONAL BROADCASTING, SUITABLE PRODUCTION METHODS, AND SPECIFIC LEADERSHIP TRAINING TECHNIQUES. CASE STUDIES ARE GIVEN ON (1) THE CBC SERIES, "FOUR PHILOSOPHERS" (CANADA), (2) HEALTH EDUCATION (CZECHOSLOVAKIA), AND (3) WOMEN'S CLASSES (JAPAN). THE DOCUMENT INCLUDES THE EDITOR'S COMMENTARY, FOUR TABLES AND 71 REFERENCES. IT IS ALSO AVAILABLE FROM THE NATIONAL INSTITUTE OF ADULT EDUCATION, LONDON, ENGLAND, FOR $4.50. (LY)

Published
1966

5. Modular or General Certification: Which System Should Be Used for Students in Europe?

Author

Girod de l'Ain, Bertrand

Abstract

To make European higher education systems compatible, several systems of certification are being considered, including the German model of final certification, the English model of accumulative certification, the American "add-on" model, and the French model, which extends the "add-on" model. The influence of business and students in limiting certifying power is also discussed. (JDD)

Published
1994

6. Studying in the French University: A Guide for U.S. Advisors and Students. Working Paper #16.

Author

National Association for Foreign Student Affairs, Washington, DC. Field Service Program. and Grant, Mary Anne

Abstract

This guide is designed for student advisors in the United States who are counseling students preparing for a period of study in a fully integrated higher education program in France. The guide covers aspects of the French educational system including the French higher education system, university and academic life, course selection and credit transfer, registration, student/teacher relationship, examinations, the grading system, and academic records. Major differences between American and French systems of higher education include the following: students need to be more independent under the French system; credit is earned primarily by the final examination at the end of the year; programs of study for degrees are strictly defined; and campus life is less organized. A list of books for further consultation is included. (LPT)

Published
1990

7. Some Possible Lines of Development of an Overall Structure for a European Unit/Credit Scheme for Foreign Language Learning by Adults.

Author

Council for Cultural Cooperation, Strasbourg (France). and Trim, J. L. M.

Abstract

This report presents the results of a research development project to establish a suitable structural framework for the development of a European policy in the field of adult language learning. The report is divided into six sections: (1) the introduction in which the purpose of the work and the operative questions are discussed; (2) a discussion of learning by units based on systems analysis and related to the communicative goals of the learner; (3) an analysis of the nature of units, the process whereby they are constructed, and the operational objectives determined by the needs of individuals and the needs of society; (4) presentation of a framework for a unit/credit system to facilitate cooperation among institutions and coordination of language teaching activities; (5) a discussion of the organization of a European unit/credit system for adult language learning; and (6) a presentation of the conclusions of the research project and prospects for implementation. There are five appendices which provide: (1) a classical definition of levels of language skills; (2) a reproduction of the IBM Foreign Language Level Rationale and Performance chart; (3) a proposal for level definitions; (4) a chart of the Ford Koln English language training scheme; and (5) a bibliography. (AMH)

Published
1978

8. The fickle forerunner: The rise of bylines and authorship in the French press.

Author

Reich, Zvi and Boudana, Sandrine

Subjects
PRESS, AUTHORSHIP, JOURNALISM, JOURNALISTS, PRESS & politics
Abstract

Credit attribution for journalists represents a crucial development in journalism, with numerous organizational, legal, political and literary implications. This article explores the rise of bylines and authorship in the French press during the last 250 years, as an alternative to the Anglo-American model, on which studies have focused. Findings show that bylines not only emerged much earlier in France but also represent different driving forces, functions and dynamics. While the Anglo-American rise of bylines reflected an occupational and organizational phenomenon, in which bylines were considered professional rewards, in the French case, the evolution of bylines was dependent on exogenous factors, mostly political forces that tried to discipline adversarial writers. Thus, in contrast with the quasi-linear progress of Anglo-American bylines, the French case is characterized by ebbs and flows, due to the continuous power struggle between the emerging journalistic field and the literary and political fields. [ABSTRACT FROM PUBLISHER]

Published
2014
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