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Mariavittoria Garlappi

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A forum to discuss the role of web-based platforms to support professional development, distant learning and the shari… A forum to discuss the role of web-based platforms to support professional development, distant learning and the sharing of practice and experiences

Denise Loughran

This Forum is open for all questions you may have in preparing your application. Good luck! ETF… This Forum is open for all questions you may have in preparing your application. Good luck! ETF Good Practice team

Kristien Van den Eynde

This forum is intended to encourage the sharing of experiences and discussion about how to develop on line platforms tha… This forum is intended to encourage the sharing of experiences and discussion about how to develop on line platforms that help vocational teachers to communicate and to share practice and materials on-line.

Julian Stanley

Lida Kita

Denise Loughran

This forum is for sharing materials and for follow up of our VNFIL seminar in Moscow on the 21 April 2015. Questions and ans… This forum is for sharing materials and for follow up of our VNFIL seminar in Moscow on the 21 April 2015. Questions and answers between experts and participants will be shared here.

Anna Kahlson

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Francesca Rosso

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Read the report on line here Reducing school failure pays off for both society and individuals The highest performin… Read the report on line here Reducing school failure pays off for both society and individuals The highest performing education systems across OECD countries are those that combine high quality and equity. However, across OECD countries, almost one of every five students does not reach a basic minimum level of skills to function in today’s societies and students from low socio-economic background are twice as likely to be low performers. The new comparative report: Equity provides policy recommendations, evidence, relevant cases and implementation strategies on how to support disadvantaged students and schools, as improving opportunities for them benefits education systems and societies as a whole. This report is the result of the thematic review on overcoming school failure: policies that work. The OECD can continue to support individual countries at their request on how to best promote education policy reforms geared to reduce school failure in an international comparative framework. Improving Schools: Tailored education policy country reviews Improving equity in education: a critical challenge by Ben Levin (Professor University of Toronto and Canada Research Chair in Education Leadership and Policy) Tackling inequity by Barbara Ischinger, Director for Education

Lida Kita

Ten Years After: A History of Roma School Desegregation in Central and Eastern Europe with a Foreword by John Shattuck… Ten Years After: A History of Roma School Desegregation in Central and Eastern Europe with a Foreword by John Shattuck (Iulius Rostas, ed., REF & CEU Press, Budapest and New York, 2012, 392 pages) The book represents a comprehensive assessment of the progress of the decade-long Roma school desegregation process in Bulgaria, Czech Republic, Hungary, Romania and Slovakia. The book approaches Roma inclusion in education through school desegregation as an interdisciplinary issue, thus analyzing desegregation efforts from a variety of perspectives, combining policy analysis, legal analysis, comparative politics, and sociological approaches to education. The book is divided into three parts. The first part covers inter-governmental, governmental, and non-governmental approaches to school segregation. It analyzes public policies and legal documents, existing empirical data and studies, and data collected through individual interviews with human rights activists and lawyers. It also identifies trends of legal argumentation used by courts and specialized anti-discrimination bodies throughout Central and Eastern Europe when deciding on school segregation practices, including the European Court of Human Rights jurisprudence. The second part consists of in-depth interviews with the Roma activists that assumed a leading role in the desegregation process in the five countries. The interviews cover topics such as the ways segregation became a public interest issue, strategies employed to place it on the political agenda, desegregation programmes and policies, and assessment of the current situation. A review of the national desegregation measures and programmes by education and policy experts follows each interview. The third part attempts to unify the wide range of factors influencing school desegregation processes under one analytical framework by identifying gaps, specific differences and contradictions or paradoxes in the five countries researched. The section raises challenging questions and proposes several possible scenarios for the future of the school desegregation process. Scholars, practicing lawyers, and activists who are most knowledgeable about these subjects author the chapters of the book. Their knowledge comes from working in these countries and focusing on the subject matter. Iulius Rostas, a human rights advocate and policy researcher of Roma origin and a PhD candidate with the “Babes-Bolyai” University (Cluj-Napoca, Romania) edited this book. For further inquiries and information, please contact the editor at: iuliusrostas@yahoo.com. For ordering purposes please contact Central European University Press at: ceupress@ceu.hu .

Lida Kita

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