This publication addresses the pressing issues of vocational teacher education (VTE), focusing on institutional, organizational and governance aspects. Firstly, it summarizes the results of the four-year Erasmus+ capacity-building project "New Mechanisms of Partnership-based Governance and Standardization of Vocational Teacher Education in Ukraine" (PAGOSTE), funded by the European Education and Culture Executive Agency. The project's focus has been governance in VTE in Ukraine. Secondly, it goes beyond the narrow project context and explores challenges as well as good practices in VTE systems of other countries in and outside of Europe. Therefore, contributions from England, New Zealand, Australia, Italy, Germany, Austria and Switzerland complement the Ukrainian context and provide readers with a more comprehensive understanding of VTE systems.

This book presents recent research on interactive collaborative learning. We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. On the one hand, there is a pressure by the new situation in regard to the COVID pandemic. On the other hand, the methods and organizational forms of teaching and learning at higher educational institutions have changed rapidly in recent months. Scientifically based statements as well as excellent experiences (best practice) are absolutely necessary. These were the aims connected with the 24th International Conference on Interactive Collaborative Learning (ICL2021), which was held online by Technische Universität Dresden, Germany, on 22–24 September 2021. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. This book contains papers in the fields of Teaching Best Practices Research in Engineering Pedagogy Engineering Pedagogy Education Entrepreneurship in Engineering Education Project-Based Learning Virtual and Augmented Learning Immersive Learning in Healthcare and Medical Education. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc

This book outlines the development of the Bologna Process, reviewing how it came into existence and the milestones reached over the past decade. It provides a critical examination of the state of implementation of its main policy action lines - such as comparable degree structures and quality assurance systems - and assesses its impact in fostering greater student mobility, widening participation in higher education, and developing lifelong learning. The impact of the Bologna Process as a driver of reform is set against challenges in implementing agreed goals. And the authors point to the diversity of results across the 47 signatory countries, highlighting problems with the use of instruments at the institutional level. The book also discusses how the Bologna Process has become a focus of attention for higher education policy-making around the world, presenting examples of the policy initiatives it has inspired. Finally, it considers the lessons to be learned from this European experience, and the challenges to be met in the future.

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.

An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.).