Education In Europe

Papers from the March 1994 German Association for Educational Research annual congress explore issues in education and training in post- Maastricht Europe. Subjects include Hungarian adolescents of the 1990s; attitudes and values among young people in Europe; school reform in the early years in the Soviet occupation zone of Germany; challenges to the Spanish education system since 1970; and the state of research into economic education from a French perspective. No index. Annotation copyright by Book News, Inc., Portland, OR

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

This book is a comprehensive collection of chapters focusing on current techniques and strategies in education policy planning and application, summarizing the debate for the future and prospects of education, within the current socio-economic development and growth spectrum.This book considers a broad perspective to increase the information base and derive broader conclusions about education policies and activities. More specifically, this book presents a discussion of the environment, institutions and education policy issues, focusing on the institutional setting, as well as literature relating to education policy and practice. Moreover, this book identifies and examines relevant key research issues, building a conceptual framework drawing on the application of education and socio-economic development and growth process, enabling a comparative analysis in European level, explaining also any related socio-economic consequences. This book also presents a survey of the choices concerning education policy regarding development and efficiency enhancement, describing the instruments, the actors involved, the actions undertaken, and those which, although promoted in the context of other policies, affect the same channels or pursue similar aims. Moreover, this book explores and studies core dimensions of the interaction between education, research and development, efficiency, new paradigms, methods and techniques along with socio-economic links. Overall, this book describes the main kinds of policy interventions that are implemented, providing at the same time some useful elements, in order to understand the assumptions and theories which underpin them. This book fills a gap in education literature by exploring and studying various dimensions of the interaction between one of the most important socio-economic aspects, namely education, and interactions between related factors (both theoretically and empirically). Special focus is put on the appreciation of the ways in which education activities and policies change and adapt in the presence of new constraints of changing configurations of the knowledge-based economy combined with the emergence and adaptation of institutional or economic structures. Within this framework, this book acts as a platform for theoretical and empirical research, rendering a creative source for motivation, scientific dialogue, collaborative approaches, as well as knowledge creation and dissemination.To achieve its aims, the book consists of seven chapters by fifteen expert contributors.

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Democratic institutions and laws are essential, but they cannot bring about democracy on their own. They will only function if they build on a culture of democracy, and our societies will not be able to develop and sustain such a culture unless education plays an essential role. Student engagement is crucial: democracy cannot be taught unless it is practised within institutions, among students and in relations between higher education and society in general. This 20th volume of the Council of Europe Higher Education Series demonstrates the importance of student engagement for the development and maintenance of the democratic culture that enables democratic institutions and laws to function in practice. This volume covers three aspects of student engagement that are seldom explored: its role in society through political participation and civic involvement; its place in higher education policy processes and policy-making structures; and how student unions represent the most institutionalised form of student engagement. The authors are accomplished scholars, policy makers, students and student leaders.

Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge.

"In cooperation with GION, Institute for Educational Research, Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands."

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.