CIDREE Conference, Dublin, November 9, 2017

Wellbeing In Our Schools: International Perspectives

cover CIDREE Yearbook 2017Edited by Hal O'Neill

The CIDREE Yearbook 2017 presents a range of articles that explore the increasingly high-profile topic of learners’ wellbeing. Countries across Europe and well beyond are placing much greater attention on ensuring that their children and young people develop the knowledge, understanding and skills that will help them demonstrate positive wellbeing. Our 2017 Yearbook explores how 12 countries within the CIDREE network are developing their approaches to improving the wellbeing of children and young people in their schools.
Their different perspectives provide important insights into current definitions of wellbeing, as well as how wellbeing is supported by teachers and promoted effectively amongst learners.

YB_17_Wellbeing_In_Our_Schools (PDF)



CIDREE Conference, Edinburgh, November 10, 2016

Successful Approaches to Raising Attainment and Tackling Inequity
hosted by Education Scotland

#CIDREE 2016 (PDF)

Improving education… the Scottish way (PDF)

Introduction to the Yearbook (PDF)

Achieving and Equity in Scottish Education (PDF)

The Scottish Attainment Challenge in Glasgow (PDF)

Fife Council (PDF)

Dealing with complexity (PDF)

Article on the CIDREE Conference published in Teaching Scotland, issue 67, pages 47-49: Attainment and Inequity top the agenda (PDF)

CIDREE Conference, Budapest, November 5, 2015

Improving Literacy Skills across Learning
hosted by the Hungarian Institute for Educational Research and Development HIERD

On 5th November 2015, CIDREE held its annual conference in Budapest. The CIDREE yearbook 2015, Improving Literacy Skills across Learning, edited by HIERD, was launched at the conference. Dr József Kaposi, the Director General of HIERD and Alan Armstrong, President of CIDREE welcomed the participants.

CIDREE Conference Budapest 2015

The first keynote speaker, Dr Christine Garbe, coordinator of the European Literacy Policy Network, presented the aims and achievements of ELINET, while inviting CIDREE members to consider joining the network. The second keynote speaker, Dr Petra Aczél, Director of the Institute for Behavioural Sciences and Communication Theory at the Corvinus University of Budapest, spoke about the challenges of literacy education in the 21st century. The third keynote speaker of the day, Dr Gábor Halász, Director of the Centre for Higher Education Management at the Faculty of Education and Psychology of ELTE, and HIERD scientific advisor, presented Education in Hungary: Challenges and Recent Developments. Following the plenary session, a literacy café took place, conference participants could join in discussions at six different thematic tables.

After the discussions, Alan Armstrong launched the yearbook Improving Literacy Skills across Learning. The ten articles of the volume (edited by HIERD) centre on the topic of literacy, presenting national projects/case studies to improve literacy skills (Slovenia, Scotland), research articles about genres in textbooks (Netherlands) and teachers’ questions in relation to supporting text comprehension (Estonia), curricular changes to develop multiliteracy (Finland, France), tests of literacy (Sweden), the aim of literacy education (Ireland), and examples of European projects to tackle struggling readers (BaCuLit and ISIT). The Hungarian article, written by HIERD colleagues Katalin Varga, László Kojanitz, Ambrus Dobszay and Gergely Wintsche examined how the new generational textbooks improve literacy skills.

The yearbook was presented by editor Viola Bozsik. All countries seemed to acknowledge that literacy is the responsibility of all teachers, throughout secondary education. Awareness also characterised the articles as a common theme: being aware that the language of schooling can be very different from the language of the student. Similarly, reflection is expected from students and teachers and education experts alike. The Hungarian process of developing textbooks heavily relying on the feedback from teachers is also an outstanding example of this attitude, as well as the emphasis on formative assessment. Finally, the acknowledgment of complexity was present in all articles: the notion of multiliteracy has replaced traditional literacy, as the concept summing up what we expect from education. Also, more and more links are established between subjects, for example in the form of interdisciplinary learning modules, as a mapping of our complex world.

In the afternoon, four workshops were held about Cognizing literacy. At the end of the day, a panel of experts answered questions gathered by the rapporteurs from the literacy café and the workshops.

The CIDREE conference ended with a gala dinner, and it was followed by the CIDREE General Assembly the next day. The topic of the 2016 yearbook is raising attainment of low achievers, edited by Scotland, to which Hungary also plans to contribute.

CIDREE Conference Report Budapest 2015 (PDF)

More information, presentations, pictures

CIDREE Conference, Oslo, November 13th, 2014

From Political Decisions to Change in the Classroom: 

Successful Implementation of Education Policy

hosted by The Norwegian Directorate for Education and Training

The CIDREE conference 2014 took place in Oslo on the 13th November 2014. The conference attracted members and guests from 15 different European Countries. In total, 50 participants from CIDREE member organisations, researchers and elsewhere were welcomed.

After some opening remarks from Petter Skarheim, Director General at The Norwegian Directorate for Education and Training and Alan Armstrong, President CIDREE 2014-2016, editor of the yearbook Frode Nyhamn made some reflections on the perspectives present in the yearbook before the actual launch of the yearbook took place.

Authors from four of the countries presented their articles in the yearbook:

  • A: “Change Laboratories” within Secondary Schools: Towards Accompaniment and Support of Teachers in the Appropriation of New Reforms in Priority Education (France)
  • B: Teachers Taking Ownership of Educational Change via Participation in Professional Learning Communities (Estonia)
  • C: Benefits and Risks of Phased Implementation: Analyzing the Norwegian Strategy for Lower Secondary Education 2013-2017 (Norway)
  • D: The Lenses and Cultures for Positive Change (Scotland)

Both the Norwegian author and the Scottish author challenged the starting point for the conference by questioning if implementation is really the issue. They did also present several alternative perspectives on how to address change processes in the education system, for example by stressing the importance of acknowledging and spreading good practice.

The afternoon program started with a keynote from Professor Sten Ludvigsen, Chair of a government appointed committee called “Pupils’ Learning in the School of the Future”. Professor Ludvigsen presented the main findings in an interim report from the committee, and reflected on some issues connected to the challenges of implementing change. The contribution from prof. Ludvigsen, was followed by a break up session. For this session, the participants were divided into groups and were given the different topics for discussion.

In the plenary closing session, the groups answered these questions, and they also posted some new questions for the conference to address.




CIDREE Conference, Utrecht, November 14th 2013

Balancing Curriculum Regulation and Freedom across Europe
hosted by SLO, The Netherlands

CIDREE_Conference_2013_Kuiper (PDF)
CIDREE_Conference_2013_Armstrong (PDF)
CIDREE_Conference_2013_Holappa (PDF)



CIDREE Conference, November 15 2012, Stockholm

Create learning for all - what matters?

The CIDREE conference 2012, a collaboration between CIDREE and the Swedish National Agency for Education/Skolverket, was held in Stockholm on November 15th. The CIDREE Yearbook 2012 was launched on the same occasion. The overall theme and common link between the conference and the yearbook was "Create learning for all - what matters?". Schools and their ability to support all students in their efforts to learn and achieve the learning goals and expected outcomes was the starting point. The conference deepened and complemented the book.

The conference programme was divided into three parts. Three invited keynote speakers highlighted different aspects of the topic, three authors gave a short presentation of their contributions in the yearbook, and in three parallel workshops the theme was further discussed. The conference attracted participants from fourteen European countries, altogether close to a hundred participants from the CIDREE member institutions together with participants from Swedish authorities and organizations, including Skolverket, the Ministry of Education, schools and other stakeholders.

Keynote speakers and their topics were: 

Conference Report (PDF)



CIDREE CONFERENCE Lyon November 9th, 2011

Beginning teachers: a challenge 
for educational systems
ENS de Lyon - Institut Français de l’Education (IFE)

On the occasion of the 2011 CIDREE General Assembly, which took place in Lyon, our French hosts organized a conference that was attended by the representatives of CIDREE member institutions from 14 countries, as well as by a large number of French educationalists and decision makers.

Speakers were Stefan C. Wolter, CIDREE President, Yves WINKIN, IFE Director, Paul Holdsworth, representative of the Directorate General for Education and Culture of the European Commission, Dirk Van Damme, Director of the Centre for Educational Research and Innovation (CERI), OECD as well as Luc Ria & Catherine Pérotin, from the Centre Alain Savary, IFE.

After an intensive exchange of ideas during the afternoon workshops, Prof. Winkin & Prof. Wolter concluded this highly successful conference with the launch of the 2011 CIDREE Year Book ‘Beginning teachers: a challenge for educational systems’.

Our sincere thanks to Yves Winkin, Séverine Bresciani and all the colleagues from IFE/ENS Lyon who turned this event into a great success.