By James Calderhead
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Additional resources for Educational research in Europe
When young German research students, for example, begin to carry out a EUDISED search as a normal procedure just as he/she may already do an ERIC search, this will be noticeable progress. As far as bi- or multi-lateral research projects are concerned the main difficulty among researchers is not contact but funding. The programmes of the EC, especially ERASMUS and PETRA, are used already, but the networking could be stronger. The main problem these days is how to integrate the educational research communities of the Eastern part of Central and Eastern Europe.
Formerly a state of Yugoslavia before gaining its independence in 1990, Slovenia, like Romania and East Germany, has experienced a period of rapid social and educational change. Greater experimentation with the curriculum and teaching methods, a growing concern for catering for individual needs, and a determination to develop an educational system that will compare with that of other European countries are some of the factors that Darja Piciga and Cveta Razdevsek-Pucko suggest have stimulated considerable interest in educational research.
Britain, in contrast, has a relatively well organised and well funded educational research system, but, like other countries, attitudes towards educational research and the impact and take-up of educational research findings are problem areas. Furthermore, the UK lacks the integration into policy-making and evaluation that is characteristic of some Scandinavian countries. This has become especially so over the past decade in the UK, where substantial changes have occurred in the curriculum and organisation of schools.
Educational research in Europe by James Calderhead