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See detailLa mondialisation de l'éducation: comment les organisations internationales definissent l'agenda politique mondial de l'"apprentissage tout au long de la vie
Zapp, Mike UL

Scientific Conference (2013)

Tandis qu'au cours des années 1970 les concepts d'"éducation permanente" (Conseil de l'Europe), d'"éducation tout au long de la vie" (UNESCO) et d'"éducation recurrente" (OECD) étaient considérés en vue ... [more ▼]

Tandis qu'au cours des années 1970 les concepts d'"éducation permanente" (Conseil de l'Europe), d'"éducation tout au long de la vie" (UNESCO) et d'"éducation recurrente" (OECD) étaient considérés en vue de la mise en oeuvre d'une nouvelle politique d'éducation, aujourd'hui, l'"apprentissage tout au long de la vie" a remplacé ces derniers et est devenu un terme emblématique proposé par une multitude d'acteurs politiques et éducatifs dans le monde entier. Malgré cette unanimité sur le mot choisi, les définitions, les interprétations et les politiques associées à ce concept diffèrent considérablement d'un acteur à l'autre. Parmi ces acteurs, les organisations internationales jouent un rôle de plus en plus important. En analysant quantitativement et qualitativement plus d'une centaine de documents et projets de 55 organisations actives dans la diffusion de "l'apprentissage tout au long de la vie", cette étude a pour objectif d'identifier les différentes positions, qui sont parfois très conflictuelles. En nous basant sur des prémisses du néoinstitutionalisme sociologique, nous montrerons que certaines de ces organisations – notamment la Banque Mondiale, l'UNESCO, l'OECD et l'Union Européenne – se font concurrence et aspirent à remplir la fonction de théoricien principal en dominant le discours mondial et l'agenda politique [less ▲]

Detailed reference viewed: 76 (3 UL)
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See detailLa integración social en América Latina: Más profunda y más conflictiva?
Zapp, Mike UL

Scientific Conference (2013)

Detailed reference viewed: 39 (0 UL)
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See detailGlobalizing and Regionalizing Lifelong Learning - International Organizations' Role in the Diffusion of Lifelong
Zapp, Mike UL

Scientific Conference (2013)

While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning (LLL)' has become the ... [more ▼]

While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning (LLL)' has become the single buzz word and catch-all term for reform in above all (pre-) primary, higher and adult education in both national and international education policy making. Both highly industrialized and less industrialized countries embrace the term, in many cases motivated by international and supranational organizations. Yet, literature and empirical investigation on the content of their LLL concepts and their diffusion mechanisms remain, at best, scant. Based on the premises of world polity theory, the paper first wants to demonstrate the worldwide diffusion of concepts of lifelong learning as found in national education reports and international organizations' statements. It then sheds light on the particular lifelong learning positions in the concepts of the European Union, the World Bank and UNESCO. Particular attention will be given to international organizations as 'theorists' or 'norm catalysts' in applying cognitive and normative diffusion mechanisms. [less ▲]

Detailed reference viewed: 53 (6 UL)
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See detailGlobalizing Lifelong Learning - International Organizations' Strategies of Lifelong Learning
Zapp, Mike UL

Scientific Conference (2012)

While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning' has become the single buzz ... [more ▼]

While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning' has become the single buzz word and catch-all term for reform in above all (pre-) primary, higher and adult education in both national and international education policy making. Both highly industrialized and less industrialized countries embrace the term, in many cases motivated by international and supranational organizations. Yet, literature and empirical investigation on the concepts, models and strategies those organizations promulgate and pursue remains, at best, scant. The paper first wants to demonstrate the worldwide diffusion of concepts of lifelong learning as found in national education reports and international organizations' statements. It then sheds light on the particular lifelong learning positions in the concepts of the European Union, the World Bank and UNESCO. Additionally, national development agencies' position towards lifelong learning will be assessed since it constitutes one specific type of international policy making. Particular attention will be given to trends of convergence and divergence in international organizations' concepts and implementation strategies of lifelong learning, especially in light of highly different socioeconomic and sociocultural conditions of industrialized and less industrialized countries. [less ▲]

Detailed reference viewed: 48 (4 UL)
See detailMuslime in der Psychotherapie – Ein kultursensibler Ratgeber
Zapp, Mike UL; Rezapour, Hamid

Book published by Vandenhoeck & Ruprecht (2011)

Detailed reference viewed: 88 (3 UL)
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See detailTheorizing Global Social Policy: A Research Agenda
Zapp, Mike UL

Scientific Conference (2010)

Detailed reference viewed: 35 (6 UL)
See detailTheories of National Social Policy in Light of Emerging Global Social Policy Patterns
Zapp, Mike UL

Bachelor/master dissertation (2009)

Detailed reference viewed: 100 (13 UL)