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Academic Journal

Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe

Subjects: Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Study Abroad, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Foreign Students, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Student Attitudes, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Acculturation, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Educational Experience, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Campuses, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Cross Cultural Studies, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Factor Analysis, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Stress Variables, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, College Students, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, College Faculty, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Teacher Student Relationship, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, International Cooperation, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Educational Cooperation, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Student Mobility, Study Abroad, Foreign Students, Student Attitudes, Acculturation, Educational Experience, Campuses, Cross Cultural Studies, Foreign Countries, Factor Analysis, Stress Variables, College Students, College Faculty, Teacher Student Relationship, International Cooperation, Educational Cooperation, Student Mobility, Educational PolicyFrance, Germany, Italy, Spain, Portugal, France, France, Germany, Italy, Spain, Portugal, Germany, France, Germany, Italy, Spain, Portugal, Italy, France, Germany, Italy, Spain, Portugal, Spain, France, Germany, Italy, Spain, Portugal, Portugal, France, Germany, Italy, Spain, Portugal, European Union

  • Source: Journal of International Students, v9 n1 p1-18 2019. 18 pp.

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Academic Journal

Assessment with and for Migration Background Students-Cases from Europe

Subjects: Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Immigrants, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Counties, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Culturally Relevant Education, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Educational Policy, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Faculty Development, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Principals, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Administrator Attitudes, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Evaluation Methods, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Student Evaluation, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Foreign Countries, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Instructional Leadership, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Teacher Characteristics, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Student Characteristics, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Educational Background, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Culture Fair Tests, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Second Language Learning, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Cognitive Style, Immigrants, Counties, Culturally Relevant Education, Educational Policy, Faculty Development, Principals, Administrator Attitudes, Evaluation Methods, Student Evaluation, Foreign Countries, Instructional Leadership, Teacher Characteristics, Student Characteristics, Educational Background, Culture Fair Tests, Second Language Learning, Cognitive Style, Elementary Secondary EducationAustria, Ireland, Norway, Austria, Austria, Ireland, Norway, Ireland, Austria, Ireland, Norway, Norway, Austria, Ireland, Norway, Turkey

  • Source: Eurasian Journal of Educational Research, n79 p39-68 2019. 30 pp.

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Academic Journal

Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe

Subjects: Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Feedback (Response), Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Vocational Education, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Cross Cultural Studies, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Labor Market, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Case Studies, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Comparative Analysis, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Foreign Countries, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Governance, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Models, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Apprenticeships, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Social Systems, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Welfare Services, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Education Work Relationship, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Job Skills, Feedback (Response), Vocational Education, Cross Cultural Studies, Labor Market, Case Studies, Comparative Analysis, Foreign Countries, Governance, Models, Apprenticeships, Social Systems, Welfare Services, Education Work Relationship, Job Skills, Job TrainingGermany, France, United Kingdom (England), Germany, Germany, France, United Kingdom (England), France, Germany, France, United Kingdom (England), United Kingdom (England), Germany, France, United Kingdom (England), Austria

  • Source: International Journal for Research in Vocational Education and Training, v5 n4 p285-306 Dec 2018. 21 pp.

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Academic Journal

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

Subjects: Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Refugees, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Immigrants, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Educational Technology, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Qualitative Research, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Second Language Learning, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Second Language Instruction, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Social Integration, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Employment, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Higher Education, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Semi Structured Interviews, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Focus Groups, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Educational Resources, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Foreign Countries, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Access to Education, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Interviews, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Health, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Literacy, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Online Courses, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Handheld Devices, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Telecommunications, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Blended Learning, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Independent Study, Refugees, Immigrants, Educational Technology, Qualitative Research, Second Language Learning, Second Language Instruction, Social Integration, Employment, Higher Education, Semi Structured Interviews, Focus Groups, Educational Resources, Foreign Countries, Access to Education, Interviews, Health, Literacy, Online Courses, Handheld Devices, Telecommunications, Blended Learning, Independent Study, Social MediaEurope, Sweden, Cyprus, Belgium, Europe, Europe, Sweden, Cyprus, Belgium, Sweden, Europe, Sweden, Cyprus, Belgium, Cyprus, Europe, Sweden, Cyprus, Belgium, Belgium, Europe, Sweden, Cyprus, Belgium, Germany

  • Source: International Review of Research in Open and Distributed Learning, v19 n2 p1-21 Apr 2018. 21 pp.

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Academic Journal

Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

Subjects: Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Teacher Education, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Educational Change, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Educational Policy, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Educational Quality, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Administrator Attitudes, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Case Studies, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, International Cooperation, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Educational Cooperation, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Student Mobility, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Foreign Countries, Teacher Education, Educational Change, Educational Policy, Educational Quality, Administrator Attitudes, Case Studies, International Cooperation, Educational Cooperation, Student Mobility, Foreign Countries, Content AnalysisEurope, Europe, Europe, European Union

  • Source: Center for Educational Policy Studies Journal, v8 n3 p13-34 2018. 22 pp.

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Report

The Changing Nature and Role of Vocational Education and Training in Europe. Volume 4: Changing Patterns of Enrolment in Upper Secondary Initial Vocational Education and Training (IVET) 1995-2015. Cedefop Research Paper. No 68

Subjects: Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Vocational Education, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Secondary Education, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Enrollment Trends, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Foreign Countries, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Population Trends, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Youth, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Lifelong Learning, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Definitions, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Postsecondary Education, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, Educational Change, Vocational Education, Secondary Education, Enrollment Trends, Foreign Countries, Population Trends, Youth, Lifelong Learning, Definitions, Postsecondary Education, Educational Change, ClassificationEurope, European Union, Iceland, Europe, Europe, European Union, Iceland, European Union, Europe, European Union, Iceland, Iceland, Europe, European Union, Iceland, Norway

  • Source: Cedefop - European Centre for the Development of Vocational Training. 106 pp.

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Academic Journal

Coding and Computational Thinking in Early Childhood: The Impact of ScratchJr in Europe

Subjects: Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Thinking Skills, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Early Childhood Education, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Programming, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Telecommunications, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Handheld Devices, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Computer Software, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Computer Science Education, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Data Analysis, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Trend Analysis, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Educational Trends, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Foreign Countries, Thinking Skills, Early Childhood Education, Programming, Telecommunications, Handheld Devices, Computer Software, Computer Science Education, Data Analysis, Trend Analysis, Educational Trends, Foreign Countries, Teaching MethodsEurope

  • Source: European Journal of STEM Education, v3 n3 Article 8 2018. 13 pp.

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Academic Journal

The Engineering Education in China, Compared to Pakistan, Europe, and the USA, in Prospects of One Belt, One Road

Subjects: Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Engineering Education, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Comparative Education, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Foreign Countries, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Knowledge Economy, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Educational Trends, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Trend Analysis, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Excellence in Education, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Expertise, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Program Descriptions, Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), Accreditation (Institutions), Engineering Education, Comparative Education, Foreign Countries, Knowledge Economy, Educational Trends, Trend Analysis, Excellence in Education, Expertise, Program Descriptions, Accreditation (Institutions), ReputationChina, Pakistan, United States, China, China, Pakistan, United States, Pakistan, China, Pakistan, United States, United States, China, Pakistan, United States, Europe

  • Source: Higher Education Studies, v8 n3 p15-26 2018. 12 pp.

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Report

The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69

Subjects: Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Foreign Countries, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Educational Change, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Vocational Education, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Labor Market, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Graduates, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Outcomes of Education, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Employment Patterns, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Qualifications, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Secondary Education, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Secondary School Students, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Age Groups, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Comparative Education, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, Education Work Relationship, Foreign Countries, Educational Change, Vocational Education, Labor Market, Graduates, Outcomes of Education, Employment Patterns, Qualifications, Secondary Education, Secondary School Students, Age Groups, Comparative Education, Education Work Relationship, ApprenticeshipsEurope, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Europe, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Denmark, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Germany, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Switzerland, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Netherlands, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Austria, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Hungary, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, United Kingdom, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Belgium, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Bulgaria, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Czech Republic, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Croatia, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Italy, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Luxembourg, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Malta, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Poland, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Romania, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Slovenia, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Slovakia, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Finland, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Estonia, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Greece, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Spain, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, France, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Cyprus, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Latvia, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Lithuania, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Portugal, Europe, Denmark, Germany, Switzerland, Netherlands, Austria, Hungary, United Kingdom, Belgium, Bulgaria, Czech Republic, Croatia, Italy, Luxembourg, Malta, Poland, Romania, Slovenia, Slovakia, Finland, Estonia, Greece, Spain, France, Cyprus, Latvia, Lithuania, Portugal, Sweden

  • Source: Cedefop - European Centre for the Development of Vocational Training. 76 pp.

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