European Institute of Education and Social Policy
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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

Contact Information

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Website: www.eiesp.org
Email: ieeps@eiesp.org

External study on Curriculum Development projects funded in the framework of the SOCRATES programme (2004)

Type of project/activity:

An external evaluation for the Directorate General for Education and Culture of the Curriculum Development projects funded by the SOCRATES programme

Objectives:

The main aim of this evaluation is to provide an ex-post analysis focusing on the Curriculum Development Projects funded between 1997/98 and 2001/02 in order to assess the extent to which the goals have been reached; to assess the major effects on institutions, students, staff and where appropriate, national higher education systems e.g. contributions to internationalisation and curricular innovation; to define and identify possible models of best practice and criteria to assist in identifying “high quality” and “highly innovative” projects and products with a view both to their dissemination and to identifying the criteria for transfer of practice and/or design; to identify the general and specific obstacles to development and implementation of CD projects and where possible solutions to overcome them; and to make recommendations on effective ways of using programme funding.

Background:

The study was commissioned as the external evaluation of this aspect of the SOCRATES programme and builds on the outcomes of the SOCRATES 2000 evaluation study.

Partners:

The team is led by Vera Dotter (Sweden). The members of the team are the Folkuniversitetet Lund (Sweden); ABCdialog (Denmark) and the European Institute of Education and Social Policy (France).

Main activities:

The evaluation will include qualitative and quantitative approaches with:
  • An assessment of the applications
  • An analysis of a sample of final reports
  • A questionnaire to all project coordinators
  • Consultation groups in different countries
  • A transnational evaluation seminar.

Client:

The evaluation was commissioned by the Directorate General Education and Culture of the European Commission

Expected outcomes, reports/documents:

The outcomes of the evaluation will be presented to the Commission in a report in the autumn of 2004.


For more information, please contact Jean Gordon gordon@eiesp.org