VOLUME 1: SURVEY OF DISTANCE TRAINING IN THE EUROPEAN UNION |
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Executive summary |
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Zusammenfassung |
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Summario Ejecutivo |
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Acknowledgements |
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Introduction |
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Chapter 1 |
Orientation |
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PART I: Case studies of distance training in the European Union |
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Chapter 2 |
Case studies introduction |
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Chapter 3 |
Centre National d‘Enseignement à Distance, Poitiers |
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Chapter 4 |
Centro para la Inovación y Desarrollo de la Educación a Distancia (CIDEAD), Madrid |
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Chapter 5 |
Bestuur Afstandsonderwijs, Brussels |
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Chapter 6 |
Enseignement à Distance, Brussels |
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Chapter 7 |
Leidse Onderwijsinstellingen, Leiden |
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Chapter 8 |
Danmarks Kursuscenter (The Danish Education Centre Ltd), Copenhagen |
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Chapter 9 |
Kilroy‘s College: Irish Correspondence College, Dublin |
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Chapter 10 |
Deutsche Weiterbildungsgesellschaft, Pfungstadt |
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Chapter 11 |
Elliniko Anikto Penepistemio (Hellenic Open University), Patras |
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Chapter 12 |
Universidad Nacional de Educación a Distancia, Madrid |
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Chapter 13 |
Universitat Oberta de Catalunya, Barcelona |
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Chapter 14 |
Open University of the United Kingdom, Milton Keynes |
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Chapter 15 |
Heriot-Watt University, Edinburgh |
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Chapter 16 |
University of Oulu, Oulu |
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Chapter 17 |
Linköping University, Linköping |
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Chapter 18 |
Università degli Studi di Roma Tre, Rome |
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PART II: National Profiles |
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Chapter 19 |
Introduction |
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Chapter 20 |
Survey of distance training in Austria |
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Chapter 21 |
Survey of distance training in Belgium |
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Chapter 22 |
Survey of distance training in Denmark |
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Chapter 23 |
Survey of distance training in Finland |
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Chapter 24 |
Survey of distance training in France |
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Chapter 25 |
Survey of distance training in Germany |
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Chapter 26 |
Survey of distance training in Greece |
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Chapter 27 |
Survey of distance training in Ireland |
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Chapter 28 |
Survey of distance training in Italy |
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Chapter 29 |
Survey of distance training in Luxembourg |
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Chapter 30 |
Survey of distance training in the Netherlands |
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Chapter 31 |
Survey of distance training in Portugal |
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Chapter 32 |
Survey of distance training in Spain |
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Chapter 33 |
Survey of distance training in Sweden |
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Chapter 34 |
Survey of distance training in the United Kingdom |
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PART III: Target groups for distance education in the European Union |
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Chapter 35 |
The role of target groups |
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Chapter 36 |
Parity of provision for men and women |
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Chapter 37 |
Distance training for the disabled |
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Chapter 38 |
Distance education in prisons |
VOLUME 2: ANALYSIS OF DISTANCE TRAINING IN THE EUROPEAN UNION |
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Chapter 38 |
Analysis of distance education: Introduction |
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PART I: Vocational education and training (VET) and distance training in the European Union |
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Chapter 39 |
Vocational education and training |
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Distance Education - A Service business
Bernd Schachtsiek |
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PART II: Theoretical analysis of distance training in the European Union |
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Chapter 40 |
Theoretical analysis |
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Learning and Teaching in Distance Education
Otto Peters |
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PART III: Didactic analysis of distance training in the European Union |
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Chapter 41 |
Didactic analysis |
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PART IV: Legal analysis of distance training in the European Union |
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Chapter 42 |
Legal analysis |
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Distance Education For Disabled Students In The European Union
Rainer Ommerborn |
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PART V: Literary analysis of distance training in the European Union |
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Chapter 43 |
Literary Analysis |
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Distance Education in Germany
R. Manfred Delling |
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PART VI: Market analysis of distance training in the European Union |
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Chapter 44 |
Market analysis |
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Distance Learning in the Further Education Sector in the United Kingdom
Christine Ward |
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PART VII: Methodological analysis of distance training in the European Union |
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Chapter 45 |
Methodological analysis |
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The Delphi methodology
Norman C. Dalkey |
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PART VIII: Model analysis of distance training in the European Union |
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Chapter 46 |
Model analysis |
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The Competitive advantages of distance teaching universities
Desmond Keegan |
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PART IX: Statistical trends - analysis of distance training in the European Union |
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Chapter 47 |
Statistical trends |
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Quantitative and structural data on distance training in France
Patrick Chevalier and Eric Ecoutin |
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PART X: References |
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Chapter 48 |
References |
VOLUME 3: EVALUATION AND CERTIFICATION OF DISTANCE TRAINING IN THE EUROPEAN UNION |
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Introduction |
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Emma Nardi, Dipartimento di Scienze dell‘Educazione, Università degli Studi di Roma III |
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Chapter 49 |
Overview |
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PART I: Distance education as an educational environment |
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Benedetto Vertecchi, Centro Europeo dell‘Educazione, Università degli Studi di Roma III |
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Chapter 50 |
The end of an era |
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Chapter 51 |
A quality model for distance learning |
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Chapter 52 |
Increased interaction in distance learning through Testing |
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PART II: Distance Teaching in European Union Documentation |
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Stefano Volpi, Università degli Studi di Roma III |
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Chapter 53 |
Distance Teaching in European Union Documentation |
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PART III: Evaluation and Testing in Distance Learning Courses |
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Chapter 54 |
Planning a questionnaire on testing strategies
Luigia Acciaroli, Università degli Studi di Roma III |
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Chapter 55 |
The measurement tools and their administration
Anna Salerni, Università degli Studi di Roma III |
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Chapter 56 |
The archive of EU distance teaching institutions
Luigia Acciaroli, Università degli Studi di Roma III |
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Chapter 57 |
Definition of the sample and method of administration
Luca Piria, Università degli Studi di Roma III |
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Chapter 58 |
Questionnaire on evaluation strategies
Giorgina Brown, Università degli Studi di Roma III |
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PART IV: Documentation |
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Chapter 59 |
The evaluation questionnaire
Emma Nardi, Università degli Studi di Roma III |
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Chapter 60 |
Questionnaire on evaluation strategies,
Emma Nardi, Laboratorio di Pedagogia Sperimentale, Università di Roma III |
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Chapter 61 |
Overall stratified sample according to "type of institute" |
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Chapter 62 |
Sixteen country samples |
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Chapter 63 |
General bibliography |
VOLUME 4: TRANSFERABILITY OF DISTANCE EDUCATION QUALIFICATIONS |
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Introduction |
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PART I: Transferability of Distance Training Qualifications - the European Union |
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Chapter 64 |
Legal background |
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Chapter 66 |
Austria |
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Chapter 67 |
Belgium: The Flemish community in Belgium |
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Chapter 68 |
Belgium: the French speaking community in Belgium |
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Chapter 69 |
Denmark |
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Chapter 70 |
Finland |
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Chapter 71 |
France |
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Chapter 72 |
Germany |
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Chapter 73 |
Greece |
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Chapter 74 |
Ireland |
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Chapter 75 |
Italy |
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Chapter 76 |
Luxembourg |
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Chapter 77 |
Netherlands |
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Chapter 78 |
Portugal |
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Chapter 79 |
Spain |
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Chapter 80 |
Sweden |
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Chapter 81 |
United Kingdom |
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PART II: Transferability of Distance Training Qualifications - Central and Eastern Europe
Ulrich Grochmann, Alice Kraft-Dittmar and Martin Sander - ZIFF |
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Chapter 82 |
CEPES-UNESCO - General Information |
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Chapter 83 |
A new Council of Europe / UNESCO Convention on Academic Recognition |
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Chapter 84 |
The establishment of the Enic network |
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Chapter 85 |
Co-operation with the Naric network |
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Chapter 86 |
ECTS |
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Chapter 87 |
Enic Network |
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Chapter 88 |
INQAAHE |
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Chapter 89 |
Phare |
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Chapter 90 |
Albania |
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Chapter 91 |
Belarus |
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Chapter 92 |
Bosnia and Herzegovina |
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Chapter 93 |
Bulgaria |
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Chapter 94 |
Croatia |
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Chapter 95 |
Czech Republic |
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Chapter 96 |
Estonia |
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Chapter 97 |
Hungary |
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Chapter 98 |
Latvia |
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Chapter 99 |
Lithuania |
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Chapter 100 |
Former Yugoslav Republic of Macedonia |
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Chapter 101 |
Moldova |
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Chapter 102 |
Poland |
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Chapter 103 |
Romania |
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Chapter 104 |
Russia |
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Chapter 105 |
Slovak Republic |
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Chapter 106 |
Slovenia |
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Chapter 107 |
Ukraine |
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Chapter 108 |
Bibliography and Appendix |
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PART III: Transferability of Distance Tranining Qualifications: An Empirical Analysis |
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Chapter 109 |
Transferability of educational and vocational certificates in a member state of the European Union: An empirical analysis
Holger Föllmer, ZIFF |
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PART IV: Transferability of Distance Qualifications - The Voctade Database |
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Chapter 110 |
The Voctade database |
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Chapter 111 |
Database for Distance Education Courses FUKUR as an element of Voctade |
VOLUME 5: SKETCH OF A VIRTUAL INSTITUTE FOR DISTANCE EDUCATION - CONCLUSIONS |
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Introduction |
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Chapter 112 |
Overview |
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Chapter 113 |
The dating of data |
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Part I: Sketch of a Virtual Institute for Distance Training in the European Union |
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Chapter 114 |
Sketch for the design of a Virtual Institute for Distance Training in the European Union |
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PART II: Conclusions |
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Chapter 115 |
Conclusions |
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PART III: Contributors and partners |
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Chapter 116 |
List of special reports |
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Chapter 117 |
The Delphi Group of experts on distance training in the European Union |
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Chapter 118 |
List of authors |
