https://reunir.unir.net/handle/123456789/7140 2024-11-19T08:36:58Z https://reunir.unir.net/handle/123456789/7149 La educación y la formación permanentes: un reto para cada ciudadano Cresson, Edith The European Year devoted to education and lifelong learning is intended to be one more step towards public awareness of the relevance of education and lifelong learning not only to Europe but also to every European citizen. To all of us, learning to learn throughout a whole life is the key point. Thus, lifelong learning must be integrated in our daily life and, in this respect, the European Commission has proposed five different goals to be discussed all over 1996. These goals are: to promote the acquisition of new contents; to better link schools and the world of work; to fight against social exclusion; to master three different languages; and to equalise capital investments and investments in training. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:04:51Z No. of bitstreams: 1 204-cresson.pdf: 26763 bytes, checksum: 9889c3908c9ef9f563085201153943da (MD5); Made available in DSpace on 2018-11-05T10:04:51Z (GMT). No. of bitstreams: 1 204-cresson.pdf: 26763 bytes, checksum: 9889c3908c9ef9f563085201153943da (MD5) https://reunir.unir.net/handle/123456789/7148 Política educativa de la Unión Europea: evolución reciente y perspectivas de futuro Etxeberría, Félix The process towards an European Union seems not to have taken into account the need for an European dimension in education until recently. However, this dimension has been extremely reinforced by the means of different European programmes which have been launched in the past few years. According to this general idea, this article describes and analyses the main phases in the generation of an European Commission's education policy, as follows: 1957-1970, with a main concern on economic matters; 1971-1986, first steps to a common education policy; 1986-1992, the educational programmes; and 1992-1995, review and harmonisation of the educational programmes. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:02:28Z No. of bitstreams: 0; Made available in DSpace on 2018-11-05T10:02:28Z (GMT). No. of bitstreams: 0 https://reunir.unir.net/handle/123456789/7147 Observar la innovación educativa en Europa Botrel, Jean-François As a result of an initiative of the INRP, an European Observatory for educational innovation has been set up. Its main goals are related to research and training in the field of educational innovations throughout Europe. The Observatory wishes to operate as an open data base of innovation and change in European education systems. Thus, it is mainly addressed to researchers in the field, especially those interested in the comparative study of educational policies. Up to the present, five different issues have concentrated the Observatory's efforts: equality of educational opportunity, teaching and learning foreign languages, new profiles for teaching, teacher training, and headmasters' training Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T10:00:45Z No. of bitstreams: 1 204-botrel+.pdf: 30023 bytes, checksum: 0aab77a837949f6d881ccafcef9754fa (MD5); Made available in DSpace on 2018-11-05T10:00:45Z (GMT). No. of bitstreams: 1 204-botrel+.pdf: 30023 bytes, checksum: 0aab77a837949f6d881ccafcef9754fa (MD5) https://reunir.unir.net/handle/123456789/7146 La educación primaria en Europa García Garrido, José Luis This article, rather than a simple description of features and facts, is aimed at a revision of the main problems which affect today to the primary level of formal education in Europe. However, for a right understanding of these problems, some reference is made to the historical evolution of "primary education" as a concept and as a set of educational institutions, and also to the different forms adopted by European education systems in terms of institutional and administrative structures. As to the problems, they have been selected having into account the priorites actually given nowadays by the countries, and they refer namely to the quality of primary education, relationships between public and private agencies, decentralization, school integration of ethnic minorities and handicapped children, curricula, etc. The quality of teaching staff is greatly stressed as the main problem. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:57:50Z No. of bitstreams: 1 204-garciagarrido.pdf: 51735 bytes, checksum: b546bfee62a07f50e2167fdcf79c1cc8 (MD5); Made available in DSpace on 2018-11-05T09:57:50Z (GMT). No. of bitstreams: 1 204-garciagarrido.pdf: 51735 bytes, checksum: b546bfee62a07f50e2167fdcf79c1cc8 (MD5) https://reunir.unir.net/handle/123456789/7145 Modelos de enseñanza secundaria obligatoria en Europa Pedró, Francesc Although there is a broad diversity in European secondary education, it seems to be that a common trend is clear, namely that of comprehensivity at the lower level and diversification at the upper level. This trend raises the issue of the nature of the debates implied: are they strictly pedagogical or political? Be that as it may, the article focuses on the exemplification of this common trend throughout different European systems and shows a number of reasons which support its widespread acceptance. At the same time, it also discusses some cases where the comprehensive principle seems to have been rejected. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:55:03Z No. of bitstreams: 1 204-pedro.pdf: 46482 bytes, checksum: 684c63d9bd2915073dc4832a96e6245e (MD5); Made available in DSpace on 2018-11-05T09:55:03Z (GMT). No. of bitstreams: 1 204-pedro.pdf: 46482 bytes, checksum: 684c63d9bd2915073dc4832a96e6245e (MD5) https://reunir.unir.net/handle/123456789/7144 Sobre la reconstrucción de la educación superior en Europa: Una mirada selectiva a un década, 1985-1995 Neave, Guy The evolution of higher education in Europe within the setting of the decade 1985 to 1995 is examined. The article focuses on three dimensions which have served to mould the pattern of higher education during these ten years. These aspects are the quickening pace of international exchange and its implications for the exporting of higher education models; the drive towards delegating responsibility away from central administration down to the regional level of government and, finally, the issue of the accompanying shift in political values and political theory which is involved in reassessing the role of the State in higher education Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:52:45Z No. of bitstreams: 1 204-neave.pdf: 69992 bytes, checksum: 6416c93690a2337eb5c539afe94d8128 (MD5); Made available in DSpace on 2018-11-05T09:52:45Z (GMT). No. of bitstreams: 1 204-neave.pdf: 69992 bytes, checksum: 6416c93690a2337eb5c539afe94d8128 (MD5) https://reunir.unir.net/handle/123456789/7143 La formación profesional en España en el marco de la implantación de la enseñanza secundaria obligatoria: el contraste con el modelo Belga Ayala De La Peña, Amalia In this article the vocational education systems in Spain and Belgium are compared as a means to offer some insights into the role that vocational education plays in the context of a country's offer of secondary education. It follows from the comparison that the current Spanish reform has not taken into account the implications of the particular relations that often are established between the general and vocational tracks of the education system, benefiting thus from the experiences of other countries, namely the case of the Belgian reformed system. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:50:29Z No. of bitstreams: 1 204-gonzalez+.pdf: 59320 bytes, checksum: 7b13ed1dc42b7ab4ac4cb45720ad5da6 (MD5); Made available in DSpace on 2018-11-05T09:50:29Z (GMT). No. of bitstreams: 1 204-gonzalez+.pdf: 59320 bytes, checksum: 7b13ed1dc42b7ab4ac4cb45720ad5da6 (MD5) https://reunir.unir.net/handle/123456789/7142 La educación especial en Europa Hegarty, Seamus The current state of special education in Europe must take account of two central developments: changes in the conceptual landscape of special education, and the emergence of national educational reform movements, and their dominance in framing educational debate. Besides to these developments, this article also focuses on four particular topics relating to special education in Europe, namely legislation and its impact on changes in special education; integration of children with special education needs into mainstream education; the emerging role of the special school; and research in special education. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:44:18Z No. of bitstreams: 1 204-hegarty.pdf: 46177 bytes, checksum: 8e03ef3c629680657e031e2b4b86da52 (MD5); Made available in DSpace on 2018-11-05T09:44:18Z (GMT). No. of bitstreams: 1 204-hegarty.pdf: 46177 bytes, checksum: 8e03ef3c629680657e031e2b4b86da52 (MD5) https://reunir.unir.net/handle/123456789/7141 Refugiados y educación en la Unión Europea Velloso de Santisteban, Agustín Las declaraciones y convenciones de la Unión Europea respecto de la educación para todos sus ciudadanos no son nuevas, pero ¿mejoran realmente las oportunidades educativas para una de las minorías, o sea, los refugiados? No necesariamente, aunque queda un espacio de maniobra para que las organizaciones sociales, principalmente las organizaciones no gubernamentales, realicen acciones en favor de la educación de los refugiados. Se examinan esas declaraciones en primer lugar. Después se analiza la situación de los refugiados y su educación en la Unión Europea. Finalmente se establece la relación entre esos documentos y la realidad para responder a aquella pregunta. European Union Declarations and Conventions concerning education for all European citizens are not new. Do they really improve education opportunities for one of Europe's minorities, the refugees? Not necessarily, although they give room for the social agencies, mainly non government organisations, to take action in favor of refugees' education. Firstly, those declarations are examined. Afterwards, the refugees' status and educational situation in the European Union are considered. Finally, a relationship between the documents and the reality is established in order to answer that question. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-11-05T09:41:45Z No. of bitstreams: 1 204-velloso.pdf: 43516 bytes, checksum: a6f76d8f9467b95c01646e2083ea2a9b (MD5); Made available in DSpace on 2018-11-05T09:41:45Z (GMT). No. of bitstreams: 1 204-velloso.pdf: 43516 bytes, checksum: a6f76d8f9467b95c01646e2083ea2a9b (MD5)