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Water literacy has become a fundamental aspect in today's society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed. ; Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762).

In 2008 the Basque Ministry for Education published a document called "Priority lines for educational innovation" which contained the guidelines for educational innovation in the Basque Autonomous Community. The principles of inclusion, diversity, equity and perspectives for the future are the elements governing the policy for change in the Basque Country. The priority areas promoted by the Government are multiculturalism, multilingualism, school autonomy, coexistence, ICTs, science education and educational quality. The purpose of this article is to describe and analyse the policies developed by the Ministry for Education in the BasqueAutonomous Community. The method of research was a mixed (quantitative and qualitative) expost facto study, and data was collected by means of questionnaires, interviews and discussion groups. The sample population included 143 schools providing compulsory education. The results of the research showed that teachers in the Basque Country consider the Government's action as highly dispersed, not focusing on the more important objectives, and covering too many areas; the teaching staff dissatisfied with the help they receive, they feel the criteria used to select training and innovation projects is not adequate, and, lastly, they claim that the schools should have more autonomy in terms of human resources management. The most innovative schools in the Basque Country are characterised by greater degree of team reflection, having clear rules and guidelines governing working in groups, showing more dedication to the project, better time management, and a higher degree of satisfaction among the teaching staff with support received from the school administration.

Seit einigen Jahren wird in verschiedenen wissenschaftlichen Disziplinen die wachsende Relevanz sozialer Netzwerke für Innovationen im Bildungsbereich beobachtet. Gleichwohl mangelt es an Studien über die Etablierung von Bildungsinnovationen, die auf empirische Techniken der Sozialen Netzwerkanalyse zurückgreifen. Soziale Netzwerkanalysen helfen dabei zu verstehen, wie normative und komplexe Konzepte realisiert werden sowie was die Möglichkeiten innovativer Ideen im erziehungswissenschaftlichen Kontext sind. Der Beitrag adressiert den Forschungsmangel und wendet sich der Bedeutung sozialer Netzwerke im Kontext der Etablierung von Bildungsinnovationen zu. Präsentiert werden Ergebnisse theoretisch geleiteter Sozialer Netzwerkanalysen, die in fünf unterschiedlichen Kommunen durchgeführt wurden. Es wird gezeigt, dass die Innovationsnetzwerke auf der einen Seite gekennzeichnet sind durch dichte Cliquenstrukturen und zentrale Akteure, die die Herausbildung gemeinsamer Werte und Vertrauen fördern. Auf der anderen Seite unterstützen Akteure mit Brokerfunktionen die Diffusion von Innovationen. Insgesamt weisen die Ergebnisse auf den Nutzen der Sozialen Netzwerkanalyse in Bezug auf ein besseres Verständnis der Implementation von Innovationen im Bildungswesen hin. (DIPF/Orig.).;;;Scholars of diverse disciplines have begun to observe the growing importance of social networks for educational innovations. However, there is still a lack of studies that analyze the implementation of educational innovations by drawing on empirical techniques of Social Network Analysis (SNA). SNA research is critical to help us understand both how normative and complex social innovations are realized and what the possibilities of innovative ideas in educational contexts are. This article addresses the research gap and seeks to better understand the role of social networks in the implementation of educational innovations. It presents results of theoretically based empirical studies that implement SNA in five different German municipalities. It shows, for example, that the innovation networks are characterized by both dense cliques and central actors that foster the formation of shared values and trust, on the one hand, and brokerage positions that support the diffusion of innovations, on the other hand. Altogether, results point to the value of SNA methodology in understanding implementation of educational innovations. (DIPF/Orig.).

The article describes the different approaches to the interpretation of educational innovations and innovations in education. The modern labor market requires graduates ability to operate such technologies and knowledge that meet the needs of the information society, prepare young people for new roles in this society.
It is necessary to distinguish between the concepts "educational innovations" and "innovations in education". Innovation in education is a broader concept than educational innovation. They include educational, scientific and technological, infrastructural, economic, social, legal, administrative and other innovations. Educational innovations are understood as a procedure or method of educational activity that differs significantly from established practice and is used to increase the level of efficiency in a competitive environment. Educational innovations include pedagogical innovation, scientific and methodological innovation, educational and technological innovation. It is substantiated that the education market is one of the most important elements of the national innovation system. Higher education institutions that have chosen an innovation-based development, become competitive leaders on the education market. The formation of new forms of education and the use of perfect controlling mechanisms at each educational institution will give the opportunity to create single educational space, which is able to meet the needs of society in quality education with specific opportunities of customers in the educational market. The main components of the innovation development of higher education institutions are determined

The Government of Cantabria 2007-2011 Action Plan encourages equal opportunity, equity and opening schools to the community. The plan is divided into fourteen specific objectives designed to achieve higher ratings of suitability, improve the image of teaching staff, promote multilingual competence, integrate ICTs into the curriculum, and modernise the management of the Public Administration and the schools within the Autonomous Community.The purpose of this article is to describe and analyse the policies that support innovation in the schools in the Autonomous Community of Cantabria. The method of research was a mixed (quantitative and qualitative) study, and data was collected by means of questionnaires, discussion groups and case studies. The sample population included 45 schools providing compulsory education.The results of the research showed that the teaching staff is well informed about the general guidelines governing the region's innovation policy, satisfied with the work carried out in the past legislature, and does not always agree with the Administration's criteria for selecting projects or with the help they receive for developing the projects. The innovative schools in Cantabria are characterized by their dedication to the project; the greater number of processes of group reflection, more productive working time, and a higher degree of satisfaction among the teaching staff with the support they receive.

Refrigeration is one of the technology sectors that has suffered the most changes in the last twenty years, because of the negative impact of the fluids used in the refrigeration cycles, i.e., refrigerants, due to their impact on the ozone layer and their contribution to global warming. As a result of their negative effects, the European Union has established several directives to restrict the use of refrigerant fluids, and the sector therefore needs to adapt to the new regulations. This process of adaptation of the refrigeration sector to the new regulations must be carried out by all the agents involved, including those engaged in the training and education of the future refrigeration technicians. To allow this to be accomplished, a project called CO2LD was developed to introduce the future technology in High Degree Professional Training in Refrigeration. The objective of the project consisted in introducing more efficient and more sustainable refrigeration systems, namely R134a/CO2 cascade cycles, into the Advanced Vocational Training in Refrigeration studies, and in creating a collaborative framework among students, secondary schools, refrigeration technicians, refrigeration companies, and the University in order to facilitate the transfer of know-how. This paper presents the objectives of the project, describes its development, and analyzes its main conclusions ; Peer Reviewed

Refrigeration is one of the technology sectors that has suffered the most changes in the last twenty years, because of the negative impact of the fluids used in the refrigeration cycles, i.e., refrigerants, due to their impact on the ozone layer and their contribution to global warming. As a result of their negative effects, the European Union has established several directives to restrict the use of refrigerant fluids, and the sector therefore needs to adapt to the new regulations. This process of adaptation of the refrigeration sector to the new regulations must be carried out by all the agents involved, including those engaged in the training and education of the future refrigeration technicians. To allow this to be accomplished, a project called CO2LD was developed to introduce the future technology in High Degree Professional Training in Refrigeration. The objective of the project consisted in introducing more efficient and more sustainable refrigeration systems, namely R134a/CO2 cascade cycles, into the Advanced Vocational Training in Refrigeration studies, and in creating a collaborative framework among students, secondary schools, refrigeration technicians, refrigeration companies, and the University in order to facilitate the transfer of know-how. This paper presents the objectives of the project, describes its development, and analyzes its main conclusions ; Peer Reviewed

Cover -- Half Title -- Title -- Copyright -- Original Title -- Original Copyright -- Contents -- Editor's introduction -- 1 Innovation - the name of the game -- 2 The counter - attack on innovation -- 3 The extent and the nature of the change -- 4 The prospect of planned social change -- 5 Case studies of change -- 6 Innovation and the community -- 7 Students and innovation -- 8 Conclusion -- References and name index -- Subject index.