Bibliographies thématiques / Education – Europe, Eastern

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Littérature scientifique sur le sujet « Education – Europe, Eastern »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Education – Europe, Eastern"

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Georgeoff, John. « Eastern Europe ». Comparative Education Review 34, no 2 (mai 1990) : 285–87. http://dx.doi.org/10.1086/446940.

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Darvas, Peter. « Eastern Europe ». Comparative Education Review 35, no 2 (mai 1991) : 395–96. http://dx.doi.org/10.1086/447042.

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Kuebart, Friedrich. « Eastern Europe ». Comparative Education Review 36, no 2 (mai 1992) : 270–71. http://dx.doi.org/10.1086/447123.

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Gargiulo, Richard M., et Stephen B. Graves. « Lessons from eastern europe ». Day Care & ; Early Education 21, no 1 (septembre 1993) : 36–37. http://dx.doi.org/10.1007/bf02430448.

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Mivšek, Polona, Martina Baškova et Radka Wilhelmova. « Midwifery education in Central-Eastern Europe ». Midwifery 33 (février 2016) : 43–45. http://dx.doi.org/10.1016/j.midw.2015.10.016.

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Horváth, Attila, et Ottó Mihály. « Globalization of education and Eastern Europe ». Prospects 20, no 2 (juin 1990) : 145–54. http://dx.doi.org/10.1007/bf02196316.

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Štrajn, Darko. « Education in Eastern Europe and Eurasia ». International Review of Education 61, no 2 (6 mars 2015) : 253–56. http://dx.doi.org/10.1007/s11159-015-9477-x.

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Shafer, Susanne M. « Rebuilding Higher Education in Eastern Europe ». European Education 28, no 1 (avril 1996) : 3–5. http://dx.doi.org/10.2753/eue1056-493428013.

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Randall, David. « UNIVERSITY MANAGEMENT IN EASTERN EUROPE∗ ». Higher Education in Europe 18, no 1 (janvier 1993) : 71–77. http://dx.doi.org/10.1080/0379772930180112.

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Kulić, Radivoje. « Obrazovanje odraslih u tranziciji u centralnoj i istočnoj Evropi ». Obrazovanje odraslih/Adult Education 9, no 2 2009 (2009) : 61–73. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.61.

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The author considers and questions the influence of certain structural changes Central and Eastern Europe on education, or adult education in those countries. Due to certain, but often inevitable controversy, pointed out in new literature, the effort is made to clarify notions of ''transition'' and '' Central and Eastern Europe''. Throughout the paper transpires an idea that transition and education are parallel and simultaneous processes that compound each other while a certain emphasis is put on possible influence of adult education on the development of human potentials and competitiveness in modern economy.
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Thèses sur le sujet "Education – Europe, Eastern"

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von, der Krone Kerstin. « Mordechai Zalkin : Modernizing Jewish education in nineteenth century Eastern Europe ». HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2018. https://slub.qucosa.de/id/qucosa%3A34638.

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Lau, Garrett. « Roma Education in Post-Communist Eastern Europe : Pathways for Intervention to Reduce Incidents of Social Exclusion ». Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106782.

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Thesis advisor: Peter Skerry
The post-communist political shift to liberal democracies in Eastern Europe has given new hope to Romani communities scattered across the region. However, plagued by a history entangled with episodes of slavery, persecution, and extermination, many Roma remain wary about this transition, lacking faith that it truly extends beyond a nominal domain. This paper first offers a critical exploration into unpacking Roma culture – specifically their material disadvantage and discrimination – from both an abstract and realist perspective. By properly understanding the relationship between their experience with poverty and desires for cultural autonomy, forming a rational, multi-level plan to intervene becomes more accessible. Ultimately, this leads to a series of policy interventions, particularly in the realm of primary and secondary education. Looking closely at this one area of the Roma experience with non-Roma institutions could provide key insights into their interaction with other overlapping exchanges, help to break down the centuries-old legacy of distrust and antagonism between the two sides, and promote a healthier environment for cooperation
Thesis (BA) — Boston College, 2016
Submitted to: Boston College. College of Arts and Sciences
Discipline: Scholar of the College
Discipline: International Studies
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West, John. « Just what the doctor ordered ? : an analysis of the European Union's intervention in VET in Eastern Europe ». Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021712/.

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In the period before their accession to the European Union (EU) the formerly communist countries of eastern Europe were expected to reform their economic and social policies to satisfy EU-wide requirements and to become competitive in a market-orientated system. The countries were subject to pressure in the accession negotiations and eligible for aid to help them adapt. This thesis examines the influences that the EU brought to bear in the field of vocational education and training (VET) and investigates why the EU made the requirements that it did. The thesis adopts a historical methodology, tracing the previous evolution of EU policy on VET on the one hand, and the state of VET under communism in eastern Europe on the other. It then examines the factors impinging on VET caused by the pressures of economic transition and the accession process. The treatment of VET during the accession negotiations and in the programme of aid are investigated in detail. Interviews with a number of key participants in the process shed light on the assumptions and reactions of the main stakeholders. The thesis shows how the EU’s interventions stemmed largely from its internal policies on VET rather than from a diagnosis of the problems of individual eastern countries. The EU increasingly applied to the East the emphasis on lifelong learning and the methods of negotiated target-setting that it had evolved to make an impact with existing member states. Various common European instruments for VET which emerged after 2002 also impinged on the East, though they had been presaged by a distinctive approach to curriculum design which featured in aid projects in the East. At the level of specific policy areas, the thesis findings tend to support a neo-functionalist interpretation of what drives integration within the EU.
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Beaujouan, Eva, Zuzanna Brzozowska et Krystof Zeman. « The limited effect of increasing educational attainment on childlessness trends in twentieth-century Europe, women born 1916-65 ». Taylor & ; Francis, 2016. http://dx.doi.org/10.1080/00324728.2016.1206210.

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During the twentieth century, trends in childlessness varied strongly across European countries while educational attainment grew continuously across them. Using census and large-scale survey data from 13 European countries, we investigated the relationship between these two factors among women born between 1916 and 1965. Up to the 1940 birth cohort, the share of women childless at age 40+ decreased universally. Afterwards, the trends diverged across countries. The results suggest that the overall trends were related mainly to changing rates of childlessness within educational groups and only marginally to changes in the educational composition of the population. Over time, childlessness levels of the medium-educated and high-educated became closer to those of the low-educated, but the difference in level between the two better educated groups remained stable in Western and Southern Europe and increased slightly in the East.
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Renc-Roe, Joanna. « Academics in transition : internationalisation of academic professionals in Eastern Europe and the former Soviet Union ». Thesis, Keele University, 2011. http://eprints.keele.ac.uk/3849/.

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This thesis investigates the experiences of internationalisation among academics from Eastern Europe and the former Soviet Union, focusing on the role of internationalisation in the construction of academic identity, practice and approaches to university reform. The research is situated in the context of profound policy and ideological change in higher education systems in this region during the transition period, and in a wider discussion of global trends in higher education. The study adopts a qualitative and biographical approach, drawing on data from life story narratives elicited in interviews with twenty individual academics. Thus, the thesis presents an alternative look at internationalisation conceived not as an institutional policy but as individual experience responsible for the formation or reformulation of academic identity, values, dispositions and academic practices. The concept of individualisation is used as the main theoretical tool through which experiences of internationalisation can be studied and understood as elements of individual life story. The findings of this research concern the different ways in which a novel and hybrid or multiple set of academic identities and practices have been constructed on the basis of significant internationalisation experiences among academics located in particular (and partially shared) historical and policy contexts. Among the interviewed academics, internationalisation is found to be a very productive tool in the shaping of academic identity, practice and attitude towards university reform, which is reflected through a specific individualised life story.
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Temple, Paul R. « Social capital and institutional change in higher education : the impact of international programmes in Eastern Europe ». Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020464/.

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This thesis examines institutional change in higher education, through case studies of aspects of two broadly similar institutions in Poland and Romania. It finds that, during the 1990s, international programmes supported institutional change in these cases to a significant extent, although probably not with the results that the funding organisations anticipated. The case studies suggest that such programmes have been most effective in supporting change when they have encouraged relatively small-scale, academically-led initiatives, in contrast to national-level, externally-driven programmes. It is proposed that this difference in effectiveness in promoting sustainable organisational change relates to the extent to which international programmes have assisted in the formation of social capital within the institutions. Organisational social capital is formed through intense, local engagement in the activity concerned, leading to individual and institutional learning. Social capital created in one context may then be available to support other aspects of organisational development. Social capital theory thus provides insights into the process of organisational change, particularly in the complex structural and procedural circumstances of higher education. This thesis examines why social capital is an important, if often overlooked, factor in understanding change in these settings, particularly in Eastern Europe, where political arrangements before 1989 were not generally conducive to social capital formation. The particular organisational arrangements of the universities there are also important factors in understanding institutional change. A theoretical account of social capital formation and organisational change in higher education is offered, with proposals as to how this may be relevant to structural and operational matters in higher education institutions in transitional countries more widely. The thesis draws conclusions about how international projects in higher education might be designed so as to create social capital more effectively, and thereby to support sustainable institutional change.
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McManus, Clare. « Democratic consolidation in Poland : Polish higher education as an instrument of democratisation, 1989-1998 ». Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/5643/.

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Fărcaş, Teodora Viorica. « The development of accounting thought and accounting higher education in Eastern Europe : the case of Transylvania, Romania ». Nantes, 2013. http://www.theses.fr/2013NANT4025.

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Cette thèse porte sur l’histoire de la comptabilité en Roumanie et s’intéresse principalement à l’introduction de la comptabilité dans les disciplines de l'enseignement supérieur et à l’évolution de la pensée comptable en Transylvanie, l’une des principales provinces de la Roumanie. Située au nord-ouest du pays et ayant été à divers moments sous domination hongroise, austro-hongroise ou encore ottomane, ce n’est qu’en 1918 qu’elle est devenue partie intégrante de la Roumanie, avant d’être de nouveau occupée, pour une courte période, par la Hongrie en 1940. La parution, en 1837, du premier ouvrage de comptabilité en langue roumaine, écrit et publié en Transylvanie, marque le point de départ de la période étudiée. Celle-ci s’achève en 1950, avec la dissolution de l’Académie des Hautes Études Commerciales et Industrielles de Cluj, créée en 1920, une institution qui a joué un rôle primordial dans l’évolution de la pensée comptable durant la première moitié du XXe siècle. L’objectif de la thèse est de mettre en évidence l’importance de « l’école de comptabilité de Transylvanie » dans le développement de la pensée comptable en Roumanie, ainsi que dans celui de son enseignement et dans l’essor de la profession comptable. Ce travail repose sur une étude approfondie des écrits des auteurs comptables de la région, ainsi que sur des investigations archivistiques qui ont permis de reconstituer leurs biographies et de mettre en évidence leurs rôles respectifs dans les évolutions des différentes institutions étudiées : établissements d’enseignement supérieur et organisations professionnelles de comptables. Il s’appuie sur le concept d’école de pensée comptable élaboré par Previts (1972) tout en rattachant systématiquement les faits étudiés au contexte social, économique et politique dans lequel ils se sont déroulés. Il démontre en particulier l’importance de l’influence exercée sur l’évolution de la pensée comptable roumaine par l’école allemande de comptabilité ; l’une des plus fécondes du XXe siècle par sa participation à l’élaboration de certains des concepts qui se situent aujourd’hui aux fondements des normes comptables internationales.
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Haynes, Paul A. « Poland and the United States achieving American national interests in Eastern Europe in the 1990s / ». Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA241330.

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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Winterford, David. Second Reader: Tsypkin, Mikhail. "September 1990." Description based on title screen as viewed on December 29, 2009. DTIC Identifier(s): Foreign policy, foreign aid, theses, Poland, United States, economics, history, USSR, military forces (foreign). Author(s) subject terms: Poland, history, political development, military policy, United States policy. Includes bibliographical references. Also available in print.
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Vogler, Sabine, August Österle et Susanne Mayer. « Inequalities in medicine use in Central Eastern Europe : an empirical investigation of socioeconomic determinants in eight countries ». BioMed Central Ltd, 2015. http://dx.doi.org/10.1186/s12939-015-0261-0.

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Equitable access to essential medicines is a major challenge for policy-makers world-wide, including Central and Eastern European countries. This study analyses whether socioeconomic determinants influence the use of prescribed and non-prescribed medicines in eight Central and Eastern European countries (Bulgaria, Czech Republic, Hungary, Latvia, Poland, Romania, Slovenia, Slovakia). Further, the study discusses observed (in)equalities in medicine use in the context of the pharmaceutical policy framework and the implementation in these countries. The study is based on cross-sectional data from the first wave of the European Health Interview Survey (2007-2009). Multivariate logistic regression analyses were carried out to determine the association between socioeconomic status and medicine use (prescribed and non-prescribed medicines). This was supplemented by a pharmaceutical policy analysis based on indicators in four policy dimensions (sustainable funding, affordability, availability and accessibility, and rational selection and use of medicines). Overall, the analysis showed a gradient favouring individuals from higher socioeconomic groups in the consumption of non-prescribed medicines in the eight surveyed countries, and for prescribed medicines in three countries (Latvia, Poland, Romania). The pharmaceutical systems in the eight countries were, to varying degrees, characterized by a lack of (public) funding, thus resulting in high and growing shares of private financing (including co-payments for prescribed medicines), inefficiencies in the selection of medicines into reimbursement and limitations in medicines availability. Pharmaceutical policies aiming at reducing inequalities in medicine use require not only a consideration of the role of co-payments and other private expenditure but also adequate investment in medicines and transparent and clear processes regarding the inclusion of medicines into reimbursement. (authors' abstract)
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Livres sur le sujet "Education – Europe, Eastern"

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Claude, Comina, et European Society for Engineering Education., dir. Engineering education in Central/Eastern Europe. Brussels : European Society for Engineering Education, 1993.

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Glenn, Charles Leslie. Educational freedom in Eastern Europe. [Washington, D.C.] : Programs for the Improvement of Practice, Office of Educational Research and Improvement, U.S. Dept. of Education, 1994.

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Glenn, Charles Leslie. Educational freedom in Eastern Europe. Washington, D.C : Cato Institute, 1995.

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Jerome, Witt, dir. Central and eastern Europe and the CIS. New York : International Business Press, 1995.

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Dobbins, Michael. Higher Education Policies in Central and Eastern Europe. London : Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230297494.

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André, Ramoff, et Commission of the European Communities. Task Force Human Resources, Education, Training and Youth., dir. Vocational education and training in Central and Eastern Europe. Luxembourg : Office for Official Publications of the European Communities, 1994.

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Dean, Rust Val, Knost Peter et Wichmann Jürgen 1930-, dir. Education and the values crisis in Central and Eastern Europe. Frankfurt am Main : P. Lang, 1994.

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Klaus, Hüfner, dir. Higher education reform processes in Central and Eastern Europe. Frankfurt am Main : P. Lang, 1995.

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Tráchtála, Bord, dir. The market for English language education in Eastern Europe. [Dublin : An Bord Tráchtála/The Irish Trade Board], 1992.

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Casandra, Bischoff, et Local Government and Public Service Reform Initiative., dir. Public money for public schools : Financing education in South Eastern Europe. Budapest, Hungary : Local Government and Public Service Reform Initiative, 2009.

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Chapitres de livres sur le sujet "Education – Europe, Eastern"

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Lagutina, Maria. « Islamic Education in Eastern Europe ». Dans Springer International Handbooks of Education, 1–8. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_50-1.

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Lagutina, Maria. « Islamic Education in Eastern Europe ». Dans International Handbooks of Religion and Education, 887–94. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_50.

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Pindelski, Mikolaj. « PRME Chapter Central & ; Eastern Europe ». Dans Responsible Management Education, 106–21. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003186311-12.

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Kennedy, Kerry J. « Democracy's future in Central and Eastern Europe ». Dans Reconstructing Democracy and Citizenship Education, 194–205. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003140528-15.

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Vredeveld, George M., et Dimitrina M. Ispirodonova. « Economic Education and Transition in Eastern Europe ». Dans An International Perspective on Economic Education, 255–72. Dordrecht : Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1382-3_15.

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Showunmi, Victoria. « Urban Education in Eastern Europe : Section Editors’ Introduction ». Dans Second International Handbook of Urban Education, 237–41. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_15.

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Mitter, Wolfgang. « A Decade of Transformation : Educational Policies in Central and Eastern Europe ». Dans Comparative Education, 75–96. Dordrecht : Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-007-1094-8_5.

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Zgaga, Pavel. « Autonomy and Accountability in Higher Education, Eastern Europe ». Dans Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht : Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_161-1.

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Zgaga, Pavel. « Autonomy and Accountability in Higher Education, Eastern Europe ». Dans The International Encyclopedia of Higher Education Systems and Institutions, 144–46. Dordrecht : Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_161.

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Cwynar, Andrzej. « Financial literacy and financial education in Eastern Europe ». Dans The Routledge Handbook of Financial Literacy, 400–419. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003025221-31.

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Actes de conférences sur le sujet "Education – Europe, Eastern"

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Roliak, Angelina. « FOREIGN LANGUAGE COMPETENCY LEVELS IN MILITARY EDUCATION ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_22.

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Hanhal, Artur, et Volodymyr Biloshytskyi. « INTERIORIZATION OF EDUCATIONAL NORMS AND VALUES AS A COMPOSITION OF FORMATION OF PROFESSIONAL QUALITIES IN HIGHER EDUCATION SYSTEM ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_48.

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Chupakhina, Svitlana. « INFORMATION TECHNOLOGIES IN INCLUSIVE EDUCATION : FUTURE TEACHERS READINESS ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_31.

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Kharchenko, Inna. « PERSPECTIVES OF DEVELOPMENT OF THE PHILOLOGICAL EDUCATION IN UKRAINE ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_27.

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Bilichenko, Oleksandr. « WAYS TO IMPROVE EFFICIENCY OF FUTURE NURSES’ ETHICAL EDUCATION ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_9.

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HÖSCHL, CYRIL. « CHALLENGES IN DEVELOPING MODELS FOR PSYCHIATRIC EDUCATION IN EASTERN EUROPE ». Dans IX World Congress of Psychiatry. WORLD SCIENTIFIC, 1994. http://dx.doi.org/10.1142/9789814440912_0255.

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Zhou, Zhenyu, et Yana Levchnko. « CONTINUING EDUCATION OF MUSIC ART TEACHERS IN THE PR CHINA ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_30.

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Shapovalova, Katya. « FOLK TRADITIONS IN THE SYSTEM OF PATRIOTIC EDUCATION IN MODERN ELEMENTARY SCHOOL ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_33.

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Khomenko, Irina, et Katerina Kuzmina. « FEATURES OF MASTERING THE PROGRAM MATERIAL CONTENT BY FUTURE PHYSICAL EDUCATION SPECIALISTS ». Dans Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_74.

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Andries, A., O. Rusu, P. Bogatencov et G. Secrieru. « Regional cross-border fiber connections implementation in Eastern Europe ». Dans 2013 RoEduNet International Conference, 11th Edition : Networking in Education and Research. IEEE, 2013. http://dx.doi.org/10.1109/roedunet.2013.6511730.

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Rapports d'organisations sur le sujet "Education – Europe, Eastern"

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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk et I. Varfolomyeyeva. The application of geographic information systems in schools around the world : a retrospective analysis. IOP Publishing, mars 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук et Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World : a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук et Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World : a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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Résumé :
The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Haider, Huma. Fostering a Democratic Culture : Lessons for the Eastern Neighbourhood. Institute of Development Studies, août 2022. http://dx.doi.org/10.19088/k4d.2022.131.

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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, janvier 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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Education Equity Now ! A regional analysis of the situation of out of school children in Central and Eastern Europe and the Commonwealth of Independent States. (All Children in School by 2015 : Global Initiative on Out-of-School Children). UNICEF Regional Office for CEE/CIS, 2013. http://dx.doi.org/10.15220/uis-unicef-reg-cee/cis-2013-en.

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