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2003, Actes de la conférence EIAH 2003
RÉSUMÉ: European Learning Resources (ELR f Ressources d) apprentissage europ* ennes) offre des services destin* s-deux types de publics: enseignants et d* pôts de ressources d) apprentissage num* riques. Le service ELR est offert par European Schoolnet, r* seau europ* en et international de plus de 25 minist res de lVÉducation qui re6oit le soutien de la Commission europ* enne.
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This paper reports on the experiences of the first large scale effort to share educational resources for schools in Europe. As such it does not address authoring or the use of learning resources, but provides experiences of interest to any organisation wishing to act as an educational content broker, matching supply with demand.
El proceso de europeización del sistema de educación superior está siendo implementado en la mayor parte de los países europeos con el objetivo de movilizar a los profesores e investigadores en la creación de nuevas formas de inversión científica. Es un proceso que trata de un Espacio Europeo de Educación Superior, estrictamente coordinado con los sistemas nacionales y capaz de conectar la universidad con la investigación, el desarrollo de competencias y la producción. El artículo se centra en el campo de la educación y en la capacidad de acción y coordinación de la investigación educativa en el nivel internacional. Se ofrecen algunas clarificaciones sobre las necesidades estratégicas a través de las que las comunidades científicas pueden influenciar activamente en la creación de una comunidad europea de la investigación pedagógica. The europeanization process of higher education system being implemented in the European Community countries continues to mobilize scholars and research...
Dear colleagues and networkers, we want to welcome you to the first issue of the ESREA Network on Adult Educators, Trainers and their Professional Development ‘Newsletter’. As many of you know, this ESREA Network was created very recently. It was only September 2008 when the ESREA Steering Committee approved the proposal for establishing a new Network within ESREA (there are eleven active ESREA Networks at this time). Your genuine interest in and support of its orientation and aims, resulted to the Network’s first meeting that was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia. The main theme of the meeting was Educating the adult educator: Quality provision and assessment in Europe, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today. The conference organizing committee has already released the meeting’s proceedings in the form of an e-book. The e-book which is ERIC indexed, contains over 1000 pages with 111 contributions. The network’s next meeting is planned to take place in 2011 in Vienna. We want to thank you for all the support and contributions, and we sincerely hope that you will enjoy this first issue.
After the Second World War, the OECD promoted the idea – which had begun to emerge between the wars in various European countries – that the creation of a comprehensive school system, bringing together all children from age 6 to 15 or 16, was the precondition for the democratisation of society and economic progress. This model was implemented very differently from one country to another. The ideal has now ended in disenchantment. Almost everywhere, the schooling of 11 to 15-year-olds is seen as the weak link in educational systems, a site of violence and suffering for pupils and teachers. A new system is being put in place, which some call post-comprehensive. Without abandoning the concern for equality, the international organisations are foregrounding a new system of reference based on performance obligations: skills standards, international comparisons through which each country’s performance can be judged in a context of competition. The debate has moved on: the American New Right places its hopes in the market; the European texts propose several readjustments of the social-democratic compromise: an equality of performances which takes the form of the definition of key skills; an attempt at compromise between the ideal of redistribution, the imperatives of performance and the creation of a collective consciousness in pluriethnic and pluricultural societies which takes the form of the idea of inclusive societies. The comprehensive school and the debates surrounding it are liable to be overtaken before being analysed. A retrospective analysis seems necessary to do justice to the efforts that have been made. The way societies organise their educational system is a key element in the production and transformation of the social. This special double issue of the European Educational Research Journal examines the current state of the comprehensive model in Europe and formulates the hypothesis of a post-comprehensive era; in so doing, it addresses the fundamental problem area of the relationship between education and society(ies).
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