This paper examines the expansive-restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three…

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

For almost a century, Longwy has been one of the most important industrial areas of France, contributing the majority of the national production of cast iron and steel. The objective of this paper is to analyse how higher education, then health and well-being were mobilised in the process of regeneration of Longwy, which had been very harshly…

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills…

We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks,…

Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field's origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific…

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA's strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is…

The Programme for International Assessment of Adult Competencies (PIAAC) will establish technical standards and guidelines to ensure that the survey design and implementation processes of PIAAC yield high-quality and internationally comparable data. This document provides a revised version of the technical standards and guidelines originally…

In the eyes of policy, the transformation of European education systems has become essential. Economically, education change is deemed vital to the successful emergence of knowledge economies. Politically, educational institutions and their cultures are seen as unhelpfully residual, providing a home to beliefs and practices that are not aligned…

The International Commission on the Development of Education set up by UNESCO in 1971 was chaired by Edgar Faure. The conceptualisation of a new social contract in his work between the 1960s and 1970s had a strong influence on the final report prepared by this commission. Published in 1972, Learning to be: "The world of education today and…

Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of "CLIL for all" might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the…

In this article, we address whether international student comparisons have changed the dynamics of French secondary education policy. We focus on the increasingly significant impact of the Organization for Economic Cooperation Development (OECD)'s "Programme for International Student Assessment" (PISA) on France, a country previously…

Training professionals to design and produce interactive systems requires the use of well thought-out training scenarios. Indeed, it is essential to consider pedagogical forms whose objective is providing learners with field experience. It is also necessary to motivate learners to learn about subjects that sometimes seem distant from their…

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…