Author:
Publisher: Ministerio de Educación
ISBN:
Category :
Languages : es
Pages : 38

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Author: Council of Europe
Publisher: Council of Europe
ISBN: 9287159785
Category : Political Science
Languages : en
Pages : 123

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This publication was compiled as part of the Council of Europe 'Education of Roma children in Europe' project which is responsible for implementing Recommendation No. R (2000) 4 of the Committee of Ministers to the member states on the education of Roma/Gypsy children in Europe. It outlines the Council of Europe's official texts on Roma and Travellers, highlighting references to education, and the summary summary reviews the working context for these texts, their implementation and the activities of the Council of Europe in this area.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 952

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Author: Union européenne. Agence des droits fondamentaux
Publisher:
ISBN: 9789292392925
Category :
Languages : en
Pages : 62

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Author: Francesca Ippolito
Publisher: Bloomsbury Publishing
ISBN: 1782256148
Category : Law
Languages : en
Pages : 711

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The concept of vulnerability has not been unequivocally interpreted either in regional or in universal international legal instruments. This book analyses the work of the EU and the Council of Europe in ascertaining a clear framework or a set of criteria suitable to determine those who should be considered vulnerable and disadvantaged. It also explores the measures required to protect their human rights. Key questions can be answered by analysing the different methods used to determine the levels of protection offered by the two European systems. These questions include whether the Convention and the case law of the Strasbourg Court, the monitoring mechanisms of the Council of Europe, EU law and the case law of the European Court of Justice enhance the protection of vulnerable groups and expand the protection of their rights, or, alternatively, whether they are mainly used to fill in relatively minor gaps or occasional lapses in national rights guarantees. The analysis also shows the extent to which these two European systems provide analogous, or indeed divergent, standards and how any such divergence might be problematic in light of the EU accession to the European Convention on Human Rights.

Author: Miguel A. Pereyra
Publisher: Springer Science & Business Media
ISBN: 9460917402
Category : Education
Languages : en
Pages : 328

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From the 23rd to 26th of November 2009 in La Palma island, in the Canaries, the Comparative Education Society in Europe (CESE) organized an international symposium entitled PISA under Examination: Changing Knowledge, Changing Tests, and Changing Schools. During four days seventeen leading scholars of Europe and America presented their contributions to debate the different problematiques of the remarkable phenomenon represented by the OECD Programme for International Student Assessment or PISA. PISA is not merely an educational event. It is also a media circus which involves the public rehearsal for reasons for failure or success; and even, in some cases, public and political and academic explanations about why 'failure' was not really that, and why 'success' was not really that either. At the centre of all these indications, we find the growing influence of international agencies on education and schooling which is decisively contributing to a marketisation of the field of education, in the context of an increasingly multilevel and fragmented arena for educational governance based on the formulation, the regulation and the transnational coordination and convergence of policies, buttressed at the same time by the diffusion of persuasive discursive practice. Organized in four sections entitled The Comparative Challenges of the OCDE PISA Programme, PISA and School Knowledge, The Assessment of PISA, School Effectiveness and the Socio-cultural Dimension, PISA and the Immigrant Student Question, and Extreme Visions of PISA: Germany and Finland, the contributions of this book offers a comprehensive approach of all these challenging and significant issues written from different and distinct research and academic traditions.

Author: Xerox University Microfilms
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1040

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Author: European Commission. Working Committee on Quality Indicators
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 88

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Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231004913
Category : Political Science
Languages : en
Pages : 55

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"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.