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Originally published in 1977. This is a lively account of the day-to-day running of European schools based in five countries - France, West Germany, Italy, Spain and Portugal. It outlines the organisation of education in these countries, and examines aspects of curriculum, teaching methods, examinations, attitudes of teachers and pupils, buildings, equipment, out-of-school activities, pastoral care, discipline and rules and depicts what it is like to be a pupil or teacher in a European school. The schools discussed are mainly primary and lower secondary grades - the basic compulsory education of each country. Details of working hours, programmes and curricula which are, notably, often government controlled, are given in Appendices. But the author stresses that his aim throughout has been to show how individual schools work and adopt these rules to their own situation. He discusses the relative advantages and drawbacks of different educational systems, and draws his own conclusions about the favourable impressions he gained from many schools and the Awful Warning he saw in a few. This survey throws as much light on schools at home as on those in Europe and suggests that we have a good deal to learn from our neighbours.
In School of Europeanness, Dace Dzenovska argues that Europe’s political landscape is shaped by a fundamental tension between the need to exclude and the requirement to profess and institutionalize the value of inclusion. Nowhere, Dzenovska writes, is this tension more glaring than in the former Soviet Republics. Using Latvia as a representative case, School of Europeanness is a historical ethnography of the tolerance work undertaken in that country as part of postsocialist democratization efforts. Dzenovska contends that the collapse of socialism and the resurgence of Latvian nationalism gave this Europe-wide logic new life, simultaneously reproducing and challenging it. Her work makes explicit what is only implied in the 1977 Kraftwerk song, "Europe Endless": hierarchies prevail in European public and political life even as tolerance is touted by politicians and pundits as one of Europe’s chief virtues. School of Europeanness shows how post–Cold War liberalization projects in Latvia contributed to the current crisis of political liberalism in Europe, providing deep ethnographic analysis of the power relations in Latvia and the rest of Europe, and identifying the tension between exclusive polities and inclusive values as foundational of Europe’s political landscape.
Recoge: 1. Arts and cultural curricula: responsibility for objectives and development - 2. The organisation of the arts curriculum - 3. Initiatives and recommendations for the development of artistic and cultural education - 4. Pupil assessment and monitoring teaching quality - 5. Art teachers: education and training.
Are you worried about how to pay for college? Are admissions requirements dictating your family's lives? Are you concerned about your child's job prospects after graduation? If any of these questions resonate with you, it's time to consider college in Europe. As a mother confronted by these issues, Jennifer Viemont took it upon herself to meticulously research, personally visit, and carefully consider the alternatives in continental Europe. She found over 300 accredited universities offering high-quality bachelor's degree programs taught entirely in English--no foreign language skills needed--for a fraction of what American schools charge.You'll be amazed to find that, in many cases, the cost of earning an entire bachelor's degree (including travel costs) is less than just one year of tuition at an American university. College Beyond the States details the top 13 European schools that offer: Reasonable tuition fees well below any US option Transparent and attainable admissions criteria An exceptional international student environment Informative, empowering, and hopeful, College Beyond the States is an invaluable resource for both parents and students alike, and offers an appealing way to opt out of a system that no longer works for most families.
This book promotes a radical alternative impact on youth policy in Europe to overcome the situation of vulnerability and discrimination of a growing number of youngsters in their transition from school to work. It follows a Human Development perspective in using the Capability Approach (CA) as analytical and methodological guiding tool to improve the social conditions of the most socially vulnerable young people in European societies. The mission of the interdisciplinary authors is to expand the actual chances of the young to actively shape their lives in a way they have reason to choose and value. This book is based on the research of the EU Collaborative Project “Making Capabilities Work” (WorkAble), funded by the EU within the Seventh Framework Programme. It is the first empirical project to pursue a justice theory perspective on a European level. It also contributes to a fundamental change in the currently mostly insufficient attempts within the human capital approach to use the labour market to ensure desired lifestyle forms and a secure income for vulnerable youth.
School segregation still deprives many children of quality education School segregation – one of the worst forms of discrimination – is still an unfortunate reality in Europe today. Its negative consequences affect in particular Roma children, children with disabilities, children with a migrant background and other children due to their social or personal circumstances (such as children living in institutions and children in the juvenile justice system). Despite existing anti-discrimination legislation and policies, the practice of separating groups of pupils in specific schools or classes may even be growing, including as a result of the current increase in the arrival of migrants and refugees in Europe. Many states have adopted important measures to build more inclusive education systems and to guarantee the right of all children to education without discrimination. In practice, however, authorities at national and local level do not always abide by their obligations and often yield to pressure from different sources, including from school administrations, teachers and other professionals and from families. Inclusive education should not be considered a utopian project. It is an achievable goal that has huge potential for improving social cohesion, intercultural relations and the educational opportunities of all children.
This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.
This volume explores the role of structure and agency in shaping post-school pathways for migrant-origin young people, providing new insights from countries with different migration histories and transition systems. The book collates the work of leading international scholars to cover a number of jurisdictions across Europe, looking in depth at migrant transitions in different contexts. The chapters examine the influence of different education systems, migration status, race and ethnicity, social class, gender, and resilience on the success of transitions to higher education and the labour market. The book highlights the need for host countries to put in place comprehensive policies to counter ethnic inequalities and discrimination in their education and labour market systems while facilitating and supporting immigrant youth in pursuing their post-school pathways. This timely book will be of great interest to scholars, researchers, and postgraduate students in the fields of migration studies, sociology of education, and equity in education. Policymakers will find this book useful in informing policy development in education and the labour market.
This book deals with effective school leadership and its essential role in improving the efficiency and equity of schooling. It provides school leaders with instruments and processes to examine the big picture of leadership as the key intermediary between the classroom, the individual school and its community, and the educational system as a whole. By doing so, it increases school leaders’ level of awareness with regards to systemic leadership. Furthermore, the book shows how organizational arrangements for schools have changed significantly over time and how school leaders have become involved in matters within and beyond their school’s borders. The book’s comparison of countries makes clear that, while school context and system-level differences have varying implications for the exercise of school leadership across countries, a number of global trends have impacted on schools across many countries around the world. In line with these changes, the roles and responsibilities of school leaders have expanded and intensified. Moreover, through the examination of school leaders’ epistemological beliefs, the book investigates the relationship between these beliefs and the exercise of school leadership.