European education

This article analyses the specificity of the French accreditation system in higher education as regards lifelong learning. The changes in higher education may thus take on a new significance. The article describes the changes that could come from wider deployment of the system in higher education. The accreditation system introduced in France in 2002 has practically no equivalent in europe or the world ( 1 ). many accreditation systems outside France grant conditional access to courses leading to a qualification, especially for graduate training, but only the French system offers the possibility of acquiring a qualification, full or partial, without prior instruction. against the background of the changes in higher education -particularly its inclusion in a different form of linkage to the needs of economic development -it is interesting to assess what is riding on the introduction of this new right and to try to grasp its current and future implications. To understand the role that the accreditation of prior experiential learning (aPeL) could play in the development of higher education, it is important first to establish the nature of this certification system -which for the moment is very typically French -and how it fits in with the possibilities opened up by lifelong learning. Then we need to examine the problems facing higher education today in relation to the questions asked of it by prior learning. it will then be possible to set out the problems that this system could solve, both in France and abroad, provided that certain resistance can be overcome.

The main objective of this study was to develop and validate a reliable instrument to analyse the beliefs about multilingualism of prospective foreign language teachers at the University of Extremadura (UEX). The ad hoc questionnaire was designed based on existing literature, resulting in a 30-item scale distributed across four dimensions. The study followed a mixed-method design, including expert validation, a pilot study, and exploratory and confirmatory factor analyses. The final version demonstrated strong psychometric properties (Cronbach's alpha = 0.93) and a clear four-factor structure, indicating that the instrument is both valid and reliable for assessing beliefs about multilingualism in this population.

El objetivo del presente trabajo es analizar la percepción que el alumnado de Educación Primaria tiene acerca de la convivencia escolar en función de distintas variables de comparación: sexo, edad y entorno sociocultural. Para ello, participaron 546 alumnos del primer curso de cada ciclo de Educación Primaria procedentes de dos centros educativos de la Ciudad Autónoma de Melilla con características sociales y culturales diferentes. Como instrumento de recogida de datos se empleó una versión adaptada del Cuestionario sobre Convivencia Escolar para Alumnos de Sánchez, Mesa, Seijo, Alemany, Rojas, Ortiz, Herrera, Gallardo y Fernández (2009). El cuestionario fue administrado por los tutores y contestado por los alumnos en el tercer trimestre del curso escolar 2009-2010. Tomados en su conjunto, los resultados obtenidos muestran una convivencia escolar adecuada, aunque no exenta de ciertos conflictos. Además, se ponen de manifiesto diferencias en relación con las distintas variables de co...

The use of Artificial Intelligence (AI) in education is rapidly gaining traction as research in technology has produced a growing number of cutting-edge applications. Indeed, the latest possibilities presented by AI require innovative and alternative methodological approaches to be integrated into the learning process. Within the educational community, and especially among foreign language educators, there is a clear desire and interest in adopting these new tools to enhance and maximise learning outcomes. However, there is also some scepticism regarding potential issues that may arise from their introduction into the learning process. This study presents a survey that examines the utilization of AI by 116 foreign language educators as well as their attitudes towards the utilization of AI in the context of the Greek public and private primary and secondary educational system. The research also explores how differentiated instruction and flipped classroom models can be enhanced by AI. Data was collected through an online survey on Facebook using a structured questionnaire, designed to capture quantitative insights into educators' AI attitudes. Findings showed that teachers have adopted a positive attitude towards incorporating AI in teaching foreign languages. Indeed, a considerable number of educators employ AI as part of their curriculum, utilizing it also as a means for facilitating differentiated instruction where each student is taught according to his unique abilities and needs. Factors such as age, years of teaching experience and familiarity with AI technologies played a crucial role in shaping teachers' attitude toward AI. However, the study revealed that one area that has been largely overlooked by researchers is how artificial intelligence could be utilised within flipped classroom settings; this lack of investigation into pedagogical applications represents a significant gap within current knowledge about AI in education thus necessitating further training and support on AI applications to language education.

The main features of the recent evolution of the Spanish universities are described in this paper. Of the three sets of reforms that are currently in progress (reforms of the teaching process, institutional evaluation and new financing models) we concentrate on the last one, introducing and discussing some proposals for the financing of Spanish public universities. The first part of the paper shows the recent institutional changes, the evolution of the university system (in students and in financial and human resources) over the last decade, its situation within the international context, the student demand, the graduate output and the labor market demand for graduates. In the second part, the proposal for revising the current financing model is described in detail.

This paper takes a look at music education in Bapedi society in Sekhukhune district, Limpopo Province in South Africa as the transmission of musico-cultural manifestations from one generation to the other. The aim is to investigate the modes of transmission of indigenous Bapedi music. Music teaching and learning in Bapedi society is an integral part of cultural and religious life, and is rich in historical and philosophical issues. Traditional music knowledge system produces a better result to the teaching and learning of indigenous music in Bapedi culture. The research question of interest that emerges is: What are the modes of transmission for indigenous Bapedi music during the teaching and learning process? The primary source for data collection was oral interviews and observations. Secondary sources include theses, books and Journal articles. Performances were recorded in the form of audio-visual recordings and photographs. The results have shown that in Bapedi society, learning...

Resumen: El objetivo de este estudio es profundizar en las causas de la disminución en la demanda de formación especializada en Información y Documentación a pesar del papel cada vez más destacado que posee la información y la documentación en el mercado laboral. Se recopiló una muestra de ofertas de trabajo públicas y privadas anunciadas durante 2012 y 2013 a nivel estatal, analizando la formación exigida y las tareas o competencias profesionales asociadas a las denominaciones más demandadas. Se concluye que la formación en Biblioteconomía y Documentación es demandada cuando el puesto de trabajo está vinculado al tratamiento y gestión de documentos, mientras que nuestras titulaciones no se consideran apropiadas cuando el trabajo está relacionado con la gestión de información y con las tecnologías, ámbito laboral cada vez más relevante para nuestros egresados.

Mean score SD = standard deviation National average significantly higher than OECD average No significant difference between national and OECD average. National average significantly lower than OECD average No significant difference in comparison to Finnish average Significantly lower than Finnish average *Includes both Finnish-speaking and Swedish-speaking students Czech Republic Tunisia 375 Brazil 403 SD = standard deviation National average significantly higher than OECD average No significant difference between national and OECD average. National average significantly lower than OECD average No significant difference in comparison to Finnish average Significantly lower than Finnish average Czech Republic *Includes both Finnish-speaking and Swedish-speaking students

Numerous studies show that there is a positive correlation between education and the economic development of the country. Strong education systems have a positive impact not only on the success of individuals but also on the economy of the entire country. Graduates equipped with the skills required by the labor market can easily find a place in this market. Knowledge and skills relevant to market demand increase productivity have a positive impact on economic growth and development. Unfortunately, Covid Pandemic has severely damaged the education systems. Governments, scientists, and experts provide us with statistical information daily around the world about both the slowdown in economic growth as a whole and the problems of individual sectors of the economy. These are the problems and numbers that are already visible and it can be said that the losses are easily measurable. However, the damage caused to the economy by education systems affected by the pandemic will be felt by coun...

Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. Methods. A system of gene...

Higher Education Dynamics is a bookseries intending to study adaptation processes and their outcomes in higher education at all relevant levels. In addition it wants to examine the way interactions between these levels affect adaptation processes. It aims at applying general social science concepts and theories as well as testing theories in the field of higher education research. It wants to do so in a manner that is of relevance to all those professionally involved in higher education, be it as ministers, policy-makers, politicians, institutional leaders or administrators, higher education researchers, members of the academic staff of universities and colleges, or students. It will include both mature and developing systems of higher education, covering public as well as private institutions.

The European Commission's Union of Skills, published on March 5, 2025, is presented as a strategic response to what is increasingly described as a multidimensional skills crisis, within a global context marked by growing uncertainty, geopolitical tensions, technological and environmental transformations, and deepening social inequalities. Within this framework, the EU appears to prioritize competitiveness by adopting an integrated approach to education, training, and employment policies, aligning them with economic priorities in an increasingly competitive international environment. This study critically examines the limitations of such a strategy, focusing on its strong emphasis on the economic function of education, often at the expense of its broader roles in fostering critical thinking, promoting social inclusion, and enhancing democratic participation. The initiative primarily centers on the concept of human capital development as an investment process, promoting a narrow linkage between skills and the short term needs of the labor market. In this light, skills policies are integrated into the EU's broader strategic narrative for green and digital transition, reinforcing the view that lifelong learning and continuous skills development are key drivers of productivity and innovation. However, the technocratic and instrumentalist perspective shaping EU skills policy-despite its rhetorical commitment to social justice-may risk reinforcing existing social inequalities, particularly when it fails to account for the differentiated needs and socioeconomic specificities of member states and social groups. The study highlights that the Union of Skills represents both a continuation and evolution of previous EU strategies, while also introducing new, increasingly concentrated governance structures. These may further entrench the link between education and macroeconomic goals and push national policies toward convergence under a common European trajectory. Against this backdrop, the key question remains whether this policy framework can be re-signified in ways that go beyond competitiveness to genuinely promote democratic well-being, social cohesion, and personal self-actualization. The study ultimately argues for a new, holistic and human-centered-as opposed to business-centered-approach to skills policy-one grounded in the principles of social justice, solidarity, and democracy. Education should not be confined to a purely instrumental role; as Paulo Freire once wrote, it must remain a practice of freedomnurturing active participation and meaningful social progress.

Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n =433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/ Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB.

Interactive Whiteboards (IWBs) are a relatively new, but increasingly more common, tool in the classrooms of Flemish Secondary schools. This paper reports on research which attempted to map not only the amount of IWB use in Flemish secondary schools but, perhaps more importantly, to assess how they are used and the progress of teachers in developing their IWB skills in the classroom. An online quantitative survey was conducted, based on a detailed IWB transition framework. The survey (n =433) identified the distribution and usage levels of the IWB by teachers in Flemish Secondary Education. The results show that the distribution of IWBs is affected by the educational network to which a teacher belongs. In terms of the level of IWB use, teachers classified themselves predominantly in the first two stages of the transition framework (Black/ Whiteboard Substitute and Apprentice use). This would suggest that teachers in Flemish Secondary Education have been initiated (in a technological sense) in using the IWB and are beginning to initiate (in a pedagogic sense) wider usage, including incorporating pupil use of the IWB. In this process, however, teachers appeared to be more confident in technical use of the ICT skills, but less confident in developing new pedagogic approaches which may exploit the full potential of the IWB.

In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular dist...

This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

The discussion in this article focuses on how the gap between academic knowledge and regional development can be bridged, creating conditions for change processes between researchers and regional agents. Institutional entrepreneurs can create regional development organisations and research organisations, but in order to fulfil regional needs it is necessary to create processes where researchers and practitioners can connect and create a mutual change process. The analysis shows how new organisations have been used to create conditions for knowledge co‐generation processes, a change in the language used and new work methods between researchers from Deusto University and Orkestra and regional actors over a period of 11 years in the Basque Country.

Government policy around the world is heavily influenced by a 'human capital' perspective. Education systems are pressed towards developing young people for their roles in the labour market: in the UK this is signalled in the term 'employability'. Curricula differ in the ways in which they respond. Data are provided from three recent UK surveys that bear on employability and are discussed with reference to the USEM account of employability.

ÖZET: Bu çalışma, yurtdışında bu alanda yapılan araştırmaların Türk üniversite öğrenci leri ile yapılmış bir tekrarı niteliğindedir. Çalışmanın amaçları; (i) üniversite öğrencilerinin mekaniğe giriş dersindeki kavram yanılgılarını (misconceptions) ölçecek bir testin düzenlenmesi ve geliştirilmesi, ve (ii) ODTÜ birinci sınıf öğrencilerinin mekaniğe giriş konusundaki kavram yamlgılarının taranmasıdır. 46, Türkçe çoktan seçmeli sorudan oluşan mekanik kavram yanılgısı testi ön test olarak 946 ve son test olarak 506 üniversite birinci sınıf öğrencisine mekaniğe giriş dersinde uygulandı, Sonuçların betimsel istatistik metodları ile analizi sonucu, öğrencilerin han:~i konuda ve ne kadar kavram yanılgısına sahip oldukları bulundu, Sonuçlar üç ana kategoride incelendi. I, Aristo fiziği, 2, İmpetus fiziği, ve 3, Grafiklerin yorumlanması, Aıisto fiziği üç kısımda incelendi; I, İdeale karşı gerçek sistemler, 2. Hareket kuvvetin göstergesidir, ve 3. Kuvvet, iv me ile değil hız ile doğru orantılıdır. İmpetus fiziğinde doğrusal impetus incelendi. Grafiklerin yorumlanması kısmında, öğrencilerin konumzaman grafiğinde yükseklik ile eğim arasında kavram yamlgıları incelendi. Bu kavram y.mılgılarının detayları, yüzdelikleri ve diğer ülkelerdeki çalışmalar ile karşılaştırılması detaylı olarak yapıldı.

This paper critically examines the claim that access to higher education constitutes a fundamental human right, highlighting the distributive tensions and institutional consequences associated with this view. Drawing on political science, sociology of education, and welfare state theory, the analysis explores how expanding access to higher education interacts with patterns of social stratification and institutional segmentation. It distinguishes between the positional and intrinsic values of education and situates higher education within the broader framework of active social investment policies. The study examines a typology of national learning regimes, focusing on the inclusiveness of both higher and vocational education, and reveals how these configurations influence opportunities for social inclusion or exclusion. The paper argues that the growing centrality of higher education in social policy necessitates a reconfiguration of the university's institutional fabric and a greater focus on the complementarities between academic and vocational pathways. Ultimately, it calls for a policy agenda that enhances capabilities across diverse learner profiles while addressing the risks of credentialism and the reproduction of inequality.

This research is to create an augmented reality (AR)
spelling application for use in early childhood education. It can be
difficult for parents and teachers to teach kids spelling skills
because the conventional approaches frequently do not capture
their interest. This article provides AR technology as a method to
create an interactive and immersive experience that can increase
children's recognition and recall of individual letters within words.
The main objectives of this research are to identify obstacles to
language learning in early childhood education, develop a mobile
application using augmented reality technology to improve spelling
skills and compare the efficiency of this application and traditional
teaching methods in improving children's spelling. The study uses
both qualitative and quantitative data and explores the application
of a mixed-methods methodology. Parents and preschool teachers
from Sri Lanka who take part in surveys and interviews make up the
research population. According to the findings of the requirement
analysis, youngsters are not sufficiently engaged by traditional
teaching methods, and new and inventive methods are required. The
study also describes the hardware and software prerequisites for
creating AR applications, including ARCore, the Sceneform SDK,
the Android SDK, and physically based rendering (PBR). In the
suggested solution architecture, virtual 3D objects and the 3D
letters of the provided word are displayed using augmented reality
(AR) technology. Convolutional Neural Network (CNN) has been
used to recognize the 3D letters presented in an AR environment. A
trained recurrent neural network (RNN) model has been used to
forecast the pronunciation of a letter in the context of the job of
tapping on 3D letters. Ultimately, this study highlights how
augmented reality technology has the potential to increase
educational chances for children by offering a practical remedy for
improving language and spelling learning.

This article introduces a specific concept of consumer culture into the international and European discussion about new concepts and categories in comparative education. Basic meanings of consumer culture are presented in reference to consumer research, consumer culture theory, and a revisited concept of world polity. In addition to general reflexions, two educational programs from UNESCO-on sustainable consumption and lifestyles, and on cultural diversity and national cultural heritage-are analyzed to show how education and educational research can benefit from the concept of consumer culture. The article proposes to conceive consumer culture as the educational space of global cultural capitalism.

University rankings have been around for at least a couple of decades now, with some sources making a case that they go as far back as the XIV century, implicit in the recognition of the Universities of Prague, Paris and Oxford as the sole of university textbooks of the time. Be that as it may, higher education performance evaluation tools have since proliferated, both at the regional and international level. No matter what the criticism levied against the various rankings now being produced, it is undeniable that they provide, in one form or another, useful instruments for benchmarking. Rankings, nonetheless, have so far not kept abreast of the profound changes in higher education brought about by the opportunities offered by the ICTs, and have not -with counted exceptions -included online education in their studies. Today most universities have, to varying degrees, adopted the Internet as a delivery mode to complement their traditional teaching. A few universities, such our own, actually teach exclusively online, and there are staggering growth perspectives in the online student population as internet-based education gains legitimacy and is being identified as a rigorous, viable and economically sustainable alternative to residential universities. Are rankings likely to focus on eLearning in the near future? If so, what parameters will be employed and who will be defining those? What impact will they have on online education? If not, are present rankings of any use to online education institutions for benchmarking purposes? I am pleased to welcome you to the Universitat Oberta de Catalunya's 1st International Seminar on Higher Education Rankings and e-Learning and look forward to stimulating and insightful presentations and discussions among all participants.

Her justification is based on the fact that biomedical workforce increasingly plagued by job shortage for young scientists according to a report by US NIH. NIH budget is not growing. During the Trump era there is a drastic cut in the budget.

In the paper we fi rst present relevant discourse about higher education, the labour market and graduates’ ‘employability’. Second, we discuss general changes in the work of academics and administrators, and problematize the characteristics and particularities of their hybridization. Building on this, we generate a holistic conceptual and research model that questions how the external ‘employability’ societal and policy drivers are related to a wide range of work in academia (e.g. curricular developments, management and reaccreditations, university-business cooperation, public relations, career success evidence, etc.). Finally, we map and identify these areas further and explore differences and similarities among academic, administrational and hybrid jobs. The analysis is based on mixed methods research – an open-ended survey on the profi les of 234 higher education institutions from 20, mainly European, countries, and on 37 expert interviews. The results indicate differences in the...

Abstract: The Web has enabled a renewal of the concept of education which includes a new educational model that enables learning anywhere and at any time. The expansion of the Internet allows students to have a more active role in the learning process. The curriculum can be ...

Despite growing interest in redesigning the material landscape of education, relatively little is known about the impact of these evolving classrooms. This study aimed to gain insight into the physical learning environment and the potential pedagogical impacts thereof. A ‘biographical approach’ (c.1963‐2015) was used to explore the long‐term socio‐material landscapes where teachers and pupils, classroom material and spatiality, and teaching practices were entangled. Stimulated recall interviews were conducted in Flanders (Belgium) with primary school teachers. Teacher‐generated floorplans detailing their material classroom over time, transcribed oral accounts elaborating on these, and supportive data sources were aggregated and analysed by theme. The resulting identification of six key themes shed light on the evolving architectural and infrastructural developments, as well as triggers and teaching impacts thereof amongst the interviewed teachers. Findings show that negative school ...

The article summarises the main findings from a study on school teachers who enrolled on a technology‐rich graduate training programme. It features the impact of a distance education environment, strongly supported with Information and Communication Technologies (ICT), on the motivation profiles of student teachers and the acquisition of self‐regulation skills to conduct one’s own learning path. The conceptual framework and the results may be useful in mapping future research on graduate students’ motivation and learning strategies in the context of Technology‐Enhanced Learning Environments.

From the results of a previous research with Mexican students, it is known that Perelman's puzzle about the equilibrium of four cubes, with sides of 6 cm, 8 cm, 10 cm and 12 cm, activate in many students "fast thinking" based on the "illusion of linearity". The students think that, in the equilibrium configuration, 6-cm and 12-cm cubes should be on one plate while 8-cm and 10-cm cubes should be placed on the other plate. The puzzle was given to three groups of Slovenian high-school students (N = 67 students). After they provided their answers, students had three different ways to verify (to confirm or to challenge) these answers. The first group (N1 = 24 students, age 15 years) was given correct answer as a report of a student who allegedly carried out the experiment at home. The second group (N2 = 22 students, age 15 years) saw the photo of equilibrium situation. The third group (N3 = 23 students, age 16 years) had a hands-on opportunity, with four cubes and a balance, to find the correct answer. The results show that the best way to change students' "fast thinking" is to provide hands-on activity. Telling the correct verbal answer or showing the photo of the correct configuration of the cubes on the balance are not very convincing way to challenge "fast thinking" of some students.

Comparing universities and courses is of interest to a variety of stakeholders including potential students, policy makers, news and media organisations, ranking providers, and universities themselves. There are a range of existing university ranking schemes that provide comparisons (e.g. Academic Ranking of World Universities) but typically these are designed with face‐to‐face teaching and learning in mind. There is also a growing number of quality assurance tools and approaches aimed at ensuring the quality of online education This article reports on an analysis of a range of quality assurance systems for online higher education institutions and courses, together with variety of ranking systems targeting conventional universities—with the aim of establishing what they measure, and the metrics used to assess quality. The findings from this analytical study were compared with a meta‐analysis of the literature about how students choose their university in order to understand how thes...

University technology transfer has been receiving significant government funding since 2012. Results of this major investment are now expected by the Turkish government and society, not only in terms of better teaching and research performance, but also of new jobs, new products and services, enhanced regional development and contribution to economic growth. This article examines the technology transfer capacity of Turkish universities and provides several policy recommendations for further improvement. The analysis uses the dataset of a recent project funded by the European Patent Office and managed by Ege University Science and Technology Centre (EU.EBILTEM‐TTO) and the Turkish Patent Institute. This was the first large‐scale national assessment of IPR activities in Turkish universities. The findings reveal an early‐stage university technology transfer capacity, facing many challenges caused by low technology‐ and market‐oriented research capacity, institutional obstacles to paten...

In this book, authors Inken Sürig and Maren Williams have provided a detailed interpretation of ‘The Integration of the European Second Generation’ (TIES) project undertaken by the Institute for Migration and Ethnic Studies (IMES) at the University of Amsterdam and the Netherlands Interdisciplinary Demographic Institute (NIDI). The comparative study conducted across eight EU member states including France, Germany, Spain, Austria, the Netherlands, Belgium, Switzerland, and Sweden was inclusive of immigrants of Turkish, Yugoslavian, and Moroccan descent and ‘control groups’ consisting of non-migrant people whose parents were born in the country (p. 7) the survey was conducted in. The survey aimed to understand the integration of the second generation of children of the immigrant groups who were born in their parents’ country of immigration.

This paper evaluates a peer observation of teaching scheme one year after its introduction in a United Kingdom (UK) university. In order to understand why the case study institution chose to implement peer observation, there is discussion of the national policies that have encouraged its use in the UK and the lessons learned from universities in the United States and Australia. A series of themes are identified which provide an analytical framework for the consideration of the responses of individual academics from some of the departments involved to the underlying principles, processes and practices of the scheme. The research demonstrates the importance of implementing peer observation sensitively, taking account of the organizational culture of the different departments and being fully aware of the anxieties and concerns of academic staff.

I was privileged to lead the first work on education in the former Soviet Union after the breakup of the former Soviet Union and this constituted the first time that education had been analyzed without the control of the Communist Party. My first impression may be worthy of mention. In the discussion with ministers of education I was not the only novice. Few of the ministers had travelled outside of the former Soviet Union or had seen an education system anywhere else. What they knew of how education was financed and managed in France, Britain, Germany, Japan or the United States was superficial. What they knew of how skills were provided, how standards were maintained, how the sector was financed, how institutions were governed, how curriculum was designed, how institutions adjust to shifts in the labor market, their understanding was determined by stereotype and naivete. Newcomers were on both sides of the table.

In this article we draw on lessons for collaborative lesson research (CLR) from its effective functioning as part of the design of a large-scale intervention, which aimed to improve student attainment in mathematics. The context of the research is that of post-16 students in England retaking the national examination for 16 year-olds because they failed to attain what is considered a good grade at first sitting. Improvement rates for these students is notoriously low. However, our large scale randomised controlled trial that allowed us to investigate the efficacy of CLR found that this leads to improvements in student outcomes, above and beyond teaching with access to the same accompanying professional development programme and resources. Here we reflect on what we might learn for CLR more generally.

Allowing learners to learn freely, anytime, and anywhere is widely reported as an advantage. Challenges such as lack of engagement are also highlighted, and thus further developing self-regulated learning skills is essential. This need is even more pronounced in the initial training of teachers since they are expected to take charge of their classes autonomously, whereas they have been used to being guided throughout their school and university careers. Their appreciations of training's flexibility are therefore not so obvious. This study examines the self-regulated learning (SRL) skills developed among pre-service teachers in an online training context by building directives set for an SRL-oriented instructional design to redesign a traditional pre-service teachers' training so it would foster these skills and implement them. Next comes the investigation phase. Data on beneficiaries' assessment of flexibility and their perception of the impact of the training developed on some of their SLR skills were collected using a survey that was prepared for this purpose and conducted among a sample of 93 pre-service teachers. The results show that the developed SRL-oriented instructional design significantly exercises these skills, the proposed directives can thus be considered as contributing to their improvement. The study was conducted at the Regional Center for Education and Training Professions in Rabat, Morocco, it can also be inferred that flexibility is perceived differently by Moroccan pre-service teachers depending on whether it is a question of content and approach or time.

Allowing learners to learn freely, anytime, and anywhere is widely reported as an advantage. Challenges such as lack of engagement are also highlighted, and thus further developing self-regulated learning skills is essential. This need is even more pronounced in the initial training of teachers since they are expected to take charge of their classes autonomously, whereas they have been used to being guided throughout their school and university careers. Their appreciations of training's flexibility are therefore not so obvious. This study examines the self-regulated learning (SRL) skills developed among pre-service teachers in an online training context by building directives set for an SRL-oriented instructional design to redesign a traditional pre-service teachers' training so it would foster these skills and implement them. Next comes the investigation phase. Data on beneficiaries' assessment of flexibility and their perception of the impact of the training developed on some of their SLR skills were collected using a survey that was prepared for this purpose and conducted among a sample of 93 pre-service teachers. The results show that the developed SRL-oriented instructional design significantly exercises these skills, the proposed directives can thus be considered as contributing to their improvement. The study was conducted at the Regional Center for Education and Training Professions in Rabat, Morocco, it can also be inferred that flexibility is perceived differently by Moroccan pre-service teachers depending on whether it is a question of content and approach or time.

Purpose. The purpose of the article is to investigate the beliefs of Japanese nativespeaker teachers (NSTs) regarding the direct method of teaching in the context of Japanese as a foreign language (JFL). The study aims to explore both the positive and negative perceptions of NSTs concerning this teaching approach, particularly in light of the shift towards more multilingual strategies in language education.

The article investigates the ways in which minority schools in Latvia, Estonia, and Slovakia resist the dominant narratives of nation and citizenship and provide an alternative model of civil enculturation for students. It provides evidence to support the hypothesis that differences between competing narratives of statehood and nationhood among schools of two major ethnic groups in each country constitute relatively separate models of civil enculturation that may be shaped by political and social factors outside the school, such as power relations among groups.

Like California, South Korea's system of higher education is a work in progress. Each must evolve and reshape themselves at various points in their histories in their quest for relevancy and, increasingly, to external pressures and demands of governments and, more generally, society. Utilizing California's pioneering higher education system as a comparative lens, I provide an outsider's view of South Korea's higher education system from two perspectives. First, a national system viewpoint: How is the higher education eco-system organized and managed, and what funding and other incentives are provided by the national government? The second is an institutional viewpoint: What is the academic and management culture of national universities and how might they seek self-improvement and a greater impact on their regional role? In pursuing this analysis, I leverage my knowledge and research related to California's efforts to build its mass higher education system with institutions of high quality and world prestige as well as aspects of my New Flagship University model that focus on institutional self-improvement and management. Two general observations are offered: First, Korea needs to reorganize its network of public and private tertiary institutions; that includes reducing the number of private institutions, while also improving regional role and impact of its public institutions. Second, a major challenge for Korea, in my view, is to deemphasize the race for rankings and to focus more on the internal management capacity of institutions, and to pursue a more holistic societal role for its universities. The New Flagship University model is one way to examine this issue for Korea.

numaralı BİDOMEG projesi kapsamında üretilmiştir. sıl kurguladıklarını, neyi gözlemleyeceklerini (ve neyi gözlemlemeyeceklerini), gözlemlerini nasıl anlamlandıracaklarını ve yorumlayacaklarını etkileyen bir zihin yapısı oluştururlar. Ancak bilim nesnelliği amaçlar ve bilimde öznelliği en aza indirecek mekanizmalar mevcuttur. Burada bilim camiasının çok önemli bir yeri vardır. Bilim camiası bir disiplindeki çalışmanın, delillerin ve yorumların uygunluğunu dolayısıyla nelerin kabul edilebilir olduğunu yargılayan bir kültür olarak iş görmektedir. Bilimin toplum ve kültüre bağımlılığı: Bilim, oluşturulduğu ve pratiğe dönüştürüldüğü toplumun yapısından, kültürel değerlerden ve çevreden etkilenen bir insan etkinliğidir. Toplumlardaki kültürel değerler ve beklentiler, bilim ve bunun pratik uygulamalarını etkiler. Bir insan girişimi olan bilim, sosyal ve kültürel çevreden etkilenerek gelişmesine devam eder veya politik, sosyal ve dini faktörler bu gelişimi sekteye uğratabilir. Örneğin ortaçağ Avrupa'sında bazı dini baskılar bilimsel bilginin oluşum sürecine olumsuz yönde etki etmiştir. 1600 yılında Giordano Bruno'nun ileri sürdüğü görüşleri sebebiyle yakılması ve özellikle 1633-1642 yılları arasında Galileo Galilei'nin bilimsel çalışmaları sebebiyle siyasi ve dini baskılara maruz kalması bunlara örnek olarak verilebilir. Mantığın kullanılması ve delillerin bu çerçevede incelenmesi bilim için gerekli ancak yeterli değildir. Bilimsel bilginin üretilmesi kaçınılmaz olarak yaratıcılığı ve hayal gücünü gerektirir. Bilim, sanılanın aksine tamamıyla soğuk, mantıklı ve düzenli bir aktivite değildir. Bilim açıklamalar "üretilir" ve bu da bilim insanlarının yaratıcılığını gerektirir. Bilimin bu özelliği bilimde tahmin ve teorik kabullerin önemi ile birlikte, atom, kara delikler, tür gibi gerçekliğin birebir kopyası olmaktan ziyade işlevsel olan teorik modellerin ortaya çıkmasına neden olmuştur. Bilim insanları yaratıcılıklarını ve hayal güçlerini bilimsel bir problemin şekillendirilmesinden araştırmanın tasarımına ve sonuçların yorumlanmasına kadar bütün aşamalarda kullanırlar.