References of "2013"
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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 ▲]

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See detailLa integración social en América Latina: Más profunda y más conflictiva?
Zapp, Mike UL

Scientific Conference (2013)

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See detailHow can coaching make a positive impact within educational settings?
Devine, Mary; Meyers, Raymond UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2013), 93

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent ... [more ▼]

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent discussions and research. Much of the research comes from the UK, USA and Australia and these will be reviewed to provide an overview of some of the approaches that have been used. A systematic literature search has been done using the keywords “coaching” and “education”, followed by a manual search based on references. Articles, books and reports were read in order to extract the most relevant and the most interesting studies. There is an emerging evidence-base that coaching is a powerful tool to support learning and development for students, teachers, school leaders and their educational establishments. A variety of coaching approaches have been used successfully. These approaches are outlined: behavioral coaching, solution-focused coaching, cognitive and cognitive-behavioral coaching, instructional coaching, executive coaching, peer coaching, and positive organizational leadership. The coaching approaches are also reviewed based on their focus on the three main educational actors: students, teachers, and school leaders. The contributions made by positive psychology for creating learning cultures within schools are also reviewed. All coaching approaches can provide valuable contributions, but ultimately school improvement will fail if coaching remains on an individual level. Therefore, systems of collective and collaborative learning are necessary to generate a collective learning culture. [less ▲]

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See detailThe OHADA Cooperative Regulation
Hiez, David UL; Tadjudje, Willy UL

in Ficy, Henry (Ed.) International handbook of cooperative law (2013)

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See detailInter-organizational knowledge management in a coopetitive context in the aeronautic and space industry
Salvetat, David; Geraudel, Mickaël UL; D'Armagnac, Sophie

in Knowledge Management Research and Practice (2013), 11

Coopetition analyses the simultaneity of competitive and cooperative behaviours between rival firms. Scholars have focused their attention on strategic alliances, but specific coopetition issues are ... [more ▼]

Coopetition analyses the simultaneity of competitive and cooperative behaviours between rival firms. Scholars have focused their attention on strategic alliances, but specific coopetition issues are seldom addressed through in-depth studies. On the basis of inter-organizational relationships, coopetition provides partners with a competitive advantage by enhancing their knowledge creation and transfer, but exposes firms to the risk that rivals may capture their own knowledge. In this, it becomes necessary for firms to mix knowledge creation and transfer strategies with knowledge protection practices. This paper reports on a qualitative study of 37 firms and sheds light on the specific knowledge development process for the partners engaged in coopetition. [less ▲]

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See detailThe Signs of Safety. Comprehensive Briefing Paper. Deutsche Übersetzung
Turnell, Andrew; Gaiswinkler, Wolfgang; Kriegl, Peter et al

Book published by University of Luxemburg (2013)

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See detailUn calcul d'anneaux de déformations potentiellement Barsotti--Tate
David, Agnès UL; Caruso, Xavier; Mézard, Ariane

E-print/Working paper (2013)

Detailed reference viewed: 79 (0 UL)