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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

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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Report

The Changing Nature and Role of Vocational Education and Training in Europe. Volume 3: The Responsiveness of European VET Systems to External Change (1995-2015). Cedefop Research Paper. No 67

Subjects: Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Vocational Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Educational Change, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Role of Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Foreign Countries, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Economic Factors, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Social Influences, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Population Trends, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Educational Development, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Technological Advancement, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Educational Policy, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Secondary Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Higher Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Economic Factors, Social Influences, Population Trends, Educational Development, Technological Advancement, Educational Policy, Secondary Education, Higher Education, Lifelong LearningEuropean Union, Iceland, European Union, European Union, Iceland, Iceland, European Union, Iceland, Norway

  • Source: Cedefop - European Centre for the Development of Vocational Training. 136 pp.

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Report

Refugees Welcome? Recognition of Qualifications Held by Refugees and Their Access to Higher Education in Europe--Country Analyses

Subjects: Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Foreign Countries, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Refugees, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Access to Education, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Higher Education, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Barriers, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Access to Information, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, College Credits, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Language Proficiency, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Educational Finance, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Social Influences, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, Documentation, Foreign Countries, Refugees, Access to Education, Higher Education, Barriers, Access to Information, College Credits, Language Proficiency, Educational Finance, Social Influences, Documentation, QualificationsEurope, Romania, Belgium, Norway, Europe, Europe, Romania, Belgium, Norway, Romania, Europe, Romania, Belgium, Norway, Belgium, Europe, Romania, Belgium, Norway, Norway, Europe, Romania, Belgium, Norway, Germany

  • Source: European Students' Union. 96 pp.

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Report

The Changing Nature and Role of Vocational Education and Training in Europe. Volume 2: Results of a Survey among European VET Experts. Cedefop Research Paper. No 64

Subjects: Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Vocational Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Educational Change, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Role of Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Foreign Countries, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Expertise, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Definitions, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Educational Attitudes, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Educational Trends, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Secondary Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Higher Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Lifelong Learning, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Vocabulary, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Educational Legislation, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Adult Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Expertise, Definitions, Educational Attitudes, Educational Trends, Secondary Education, Higher Education, Lifelong Learning, Vocabulary, Educational Legislation, Adult Education, Futures (of Society)European Union, Iceland, European Union, European Union, Iceland, Iceland, European Union, Iceland, Norway

  • Source: Cedefop - European Centre for the Development of Vocational Training. 68 pp.

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Report

A Joint Vision for Secondary and Higher Education for All in Europe: The Road towards Realising Sustainable Development Goal 4 in Europe

Subjects: Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Foreign Countries, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Secondary Education, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Higher Education, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Access to Education, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Sustainable Development, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Equal Education, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Governance, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Educational Administration, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Disabilities, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Diversity (Institutional), Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Faculty Development, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Outcomes of Education, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Educational Finance, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Brain Drain, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, Flexible Progression, Foreign Countries, Secondary Education, Higher Education, Access to Education, Sustainable Development, Equal Education, Governance, Educational Administration, Disabilities, Diversity (Institutional), Faculty Development, Outcomes of Education, Educational Finance, Brain Drain, Flexible Progression, AccountabilityEurope

  • Source: European Students' Union. 40 pp.

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Report

The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63

Subjects: Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Vocational Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Educational Change, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Role of Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Foreign Countries, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Educational Research, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Secondary Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Higher Education, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Definitions, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Educational Attitudes, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Educational Policy, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Epistemology, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Instruction, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Systems Approach, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Labor Market, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, Social Stratification, Vocational Education, Educational Change, Role of Education, Foreign Countries, Educational Research, Secondary Education, Higher Education, Definitions, Educational Attitudes, Educational Policy, Epistemology, Instruction, Systems Approach, Labor Market, Social Stratification, ModelsEurope

  • Source: Cedefop - European Centre for the Development of Vocational Training. 54 pp.

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Academic Journal

A Study of Teacher Training in the United States and Europe

Subjects: Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Foreign Countries, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Comparative Education, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Secondary School Teachers, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Masters Degrees, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Teacher Qualifications, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Models, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Preservice Teacher Education, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Required Courses, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Teacher Certification, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Beginning Teacher Induction, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Training Objectives, Foreign Countries, Comparative Education, Secondary School Teachers, Masters Degrees, Teacher Qualifications, Models, Preservice Teacher Education, Required Courses, Teacher Certification, Beginning Teacher Induction, Training Objectives, Educational ObjectivesIceland, Luxembourg, Spain, Texas, Iceland, Iceland, Luxembourg, Spain, Texas, Luxembourg, Iceland, Luxembourg, Spain, Texas, Spain, Iceland, Luxembourg, Spain, Texas, Texas, Iceland, Luxembourg, Spain, Texas, United States

  • Source: Online Submission, The European Journal of Social and Behavioural Sciences v16 p2029-2054 2016. 26 pp.

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Academic Journal

Doctoral Studies in Spain: Changes to Converge with Europe in the Internationalisation of the Doctorate

Subjects: Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Foreign Countries, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Doctoral Programs, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Global Approach, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Educational Change, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Competency Based Education, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Educational Legislation, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Alignment (Education), Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Minimum Competencies, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, College Faculty, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Tutoring, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Supervision, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Teacher Characteristics, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Institutional Characteristics, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Access to Education, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Research Design, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Statistical Data, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Doctoral Dissertations, Foreign Countries, Doctoral Programs, Global Approach, Educational Change, Competency Based Education, Educational Legislation, Alignment (Education), Minimum Competencies, College Faculty, Tutoring, Supervision, Teacher Characteristics, Institutional Characteristics, Access to Education, Research Design, Statistical Data, Doctoral Dissertations, Program DescriptionsSpain

  • Source: Educational Research and Reviews, v11 n23 p2097-2107 Dec 2016. 11 pp.

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