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Relating to students
(2013)
The EVE curriculum framework
(2013)
Family
(2013)
Assignments, curriculum framework and background information as the base of developing lessons
(2012)
1. What are the general strengths of the assignments? 2. Structure of the assignment 3. Resources of the assignment 4. Fostering self-expression 5. How could you improve the assignment? 6. Lack of specific examples 7. Not relating the issue to the students 8. Language Problems 9. Infeasibility to adaptation 10. In what ways was the additional information useful ? How could this be improved? 11. Was the framework useful for you and in what way? 12. In what ways did the assignments reflect the steps identified in the framework?
Developing Critical Thinking
(2012)
Deepening Understanding
(2012)
Teaching patterns and trends
(2012)
1. Outline 2. Definition 3. Why is it important (or not) to teach about patterns and trends? What are the strengths and weaknesses of teaching patterns and trends? 4. How were patterns and trends offered in the original assignments? 5. What did the student teacher change in practice? How did it go? 6. Suggestions for improving patterns and trends
The Dutch school system
(2012)
Developing critical thinking
(2012)
Relating to students
(2012)
1. The Assignment 'Devotion to Religion and acitive Citizenship' 2. The Assignment 'How are religious spread across Europe' 3. The Assignment 'Is football as important as religion?' 4. The Assignment 'Why be religious?' 5. The Assignment 'Lucky charms' 6. The Assignment 'No Creo en el Jamas' (Life after death) 7. The Assignment 'Religion and its influence on politics ans policies' 8. The Assignment 'Secularisation in Europe' 9. The Assignment 'The meaning of religious places' 10. The Assignment 'Unity in diversity' 11. Which conceptions did you find?
Religion
(2012)
Videos related to the maps
(2012)
The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research programme on basic human values. The main topic of its second stage was family values in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.
This study follows the debate in comparative public administration research on the role of advisory arrangements in central governments. The aim of this study is to explain the mechanisms by which these actors gain their alleged role in government decision-making. Hence, it analyses advisory arrangements that are proactively involved in executive decision-making and may compete with the permanent bureaucracy by offering policy advice to political executives. The study argues that these advisory arrangements influence government policy-making by "institutional politics", i.e. by shaping the institutional underpinnings to govern or rather the "rules of the executive game" in order to strengthen their own position or that of their clients. The theoretical argument of this study follows the neo-institutionalist turn in organization theory and defines institutional politics as gradual institutionalization processes between institutions and organizational actors. It applies a broader definition of institutions as sets of regulative, normative and cognitive pillars. Following the "power-distributional approach" such gradual institutionalization processes are influenced by structure-oriented characteristics, i.e. the nature of the objects of institutional politics, in particular the freedom of interpretation in their application, as well as the distinct constraints of the institutional context. In addition, institutional politics are influenced by agency-oriented characteristics, i.e. the ambitions of actors to act as "would-be change agents". These two explanatory dimensions result in four ideal-typical mechanisms of institutional politics: layering, displacement, drift, and conversion, which correspond to four ideal-types of would-be change agents. The study examines the ambitions of advisory arrangements in institutional politics in an exploratory manner, the relevance of the institutional context is analyzed via expectation hypotheses on the effects of four institutional context features that are regarded as relevant in the scholarly debate: (1) the party composition of governments, (2) the structuring principles in cabinet, (3) the administrative tradition, and (4) the formal politicization of the ministerial bureaucracy. The study follows a "most similar systems design" and conducts qualitative case studies on the role of advisory arrangements at the center of German and British governments, i.e. the Prime Minister’s Office and the Ministry of Finance, for a longer period (1969/1970-2005). Three time periods are scrutinized per country; the British case studies examine the role of advisory arrangements at the Cabinet Office, the Prime Minister's Office, and the Ministry of Finance under Prime Ministers Heath (1970-74), Thatcher (1979-87) and Blair (1997-2005). The German case studies study the role of advisory arrangements at the Federal Chancellery and the Federal Ministry of Finance during the Brandt government (1969-74), the Kohl government (1982-1987) and the Schröder government (1998-2005). For the empirical analysis, the results of a document analysis and the findings of 75 semi-structured expert interviews have been triangulated. The comparative analysis reveals different patterns of institutional politics. The German advisory arrangements engaged initially in displacement but turned soon towards layering and drift, i.e. after an initial displacement of the pre-existing institutional underpinnings to govern they laid increasingly new elements onto existing ones and took the non-deliberative decision to neglect the adaption of existing rules of the executive game towards changing environmental demands. The British advisory arrangements were mostly involved in displacement and conversion, despite occasional layering, i.e. they displaced the pre-existing institutional underpinnings to govern with new rules of the executive game and transformed and realigned them, sometimes also layering new elements onto pre-existing ones. The structure- and agency-oriented characteristics explain these patterns of institutional politics. First, the study shows that the institutional context limits the institutional politics in Germany and facilitates the institutional politics in the UK. Second, the freedom of interpreting the application of institutional targets is relevant and could be observed via the different ambitions of advisory arrangements across countries and over time, confirming, third, that the interests of such would-be change agents are likewise important to understand the patterns of institutional politics. The study concludes that the role of advisory arrangements in government policy-making rests not only upon their policy-related, party-political or media-advisory role for political executives, but especially upon their activities in institutional politics, resulting in distinct institutional constraints on all actors in government policy-making – including their own role in these processes.