Education in Non-EU Countries in Western and Southern Europe is a critical reference guide to the development of education in Albania, Andorra, Bosnia and Herzegovina, the Faroe Islands, Iceland, Kosovo, Liechtenstein, Macedonia, Monaco, Montenegro, Norway, San Marino, Serbia, Switzerland and the Vatican City. The chapters, written by regional experts, provide detailed studies of educational systems, which are considered in the light of the broader international trends and developments. Key themes include educational reform and the quality of education, educational change processes in post-socialist transition, the Europeanization of higher education, and the unique challenges of educational provision faced by microstates. Including guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.

Since the process of Southern Europe's integration in the European Union, the Mediterranean region has seen a more considerable gap between central and northern European countries and its Southern European counterpart. Thus, in a European context of social cohesion, it becomes necessary to better understand Southern Europe, without escaping to the common perception of the complexity of Mediterranean culture. As a significant player throughout history, Southern Europe consistently established a platform of diversity and freedom, bringing peace between different historic-cultural traditions. Moreover, the southern frontier of Europe to Africa and Asia has become a crucial determinant in the current times of change.

Education in Non-EU Countries in Western and Southern Europe is a critical reference guide to the development of education in Albania, Andorra, Bosnia and Herzegovina, the Faroe Islands, Iceland, Kosovo, Liechtenstein, Macedonia, Monaco, Montenegro, Norway, San Marino, Serbia, Switzerland and the Vatican City. The chapters, written by regional experts, provide detailed studies of educational systems, which are considered in the light of the broader international trends and developments. Key themes include educational reform and the quality of education, educational change processes in post-socialist transition, the Europeanization of higher education, and the unique challenges of educational provision faced by microstates. Including guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.

This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority.

Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

This publication gathers the papers presented at the “OECD-EU dialogue on mobility and international migration: matching economic migration with labour market needs” (Brussels, 24-25 February 2014), a conference jointly organised by the European Commission and the OECD.

This book addresses a wide range of migration-related issues in the European context and examines the socioeconomic consequences of migratory flows throughout Europe, focusing on a number of emblematic European countries. The book is divided into three parts. The first part deals with the tension between migrants and their integration processes in the receiving country, which is deeply influenced by the attitude of the local population and the different approach to highly and less skilled immigrants. The second part analyses the impact of migration on the economic structure of the receiving country, while the third part explores the varying degree of immigrants’ socioeconomic integration in the country of destination. The book offers an essential interdisciplinary contribution to the issue of migration and provides readers with a better understanding of the effects that different forms of migration have had and will continue to exert on economic and social change in host countries. It also examines migration policy issues and builds on historical and empirical case studies with policy recommendations on labour market, integration and welfare policy issues. The book is addressed to a wide audience, including researchers, academics and students of economics, sociology, politics and history, as well as government/EU officials working on migration topics.

This book provides a fresh examination of the cosmopolitan project of post-war Europe from a variety of perspectives. It explores the ways in which European cosmopolitanism can be theorized differently if we take into account histories which have rarely been at the forefront of such understandings. It also uses neglected historical resources to draw out new and unexpected entanglements and connections between understandings of European cosmopolitanism both in Europe and elsewhere. The final part of the book places European cosmopolitanism in tension with contemporary postcolonial configurations around diaspora, migration, and austerity. Overall, it seeks to draw attention to the ways in which Europe’s posited others have always been very much a part of Europe’s colonial histories and its postcolonial present.

This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.