AAACE –American Association for Adult and Continuing Education

The mission of the American Association for Adult and Continuing Education (AAACE) is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives.

AACTE – American Association of Colleges for Teacher Education

The American Association of Colleges for Teacher Education is a national voluntary organization of colleges and universities that prepare the nation's teachers and other educational personnel. Located in Washington, D.C., AACTE is the leader for innovation in teacher education.

AACTE continues a tradition of more than a century and a half of professional service to the teacher education community. Our more than 740 members include liberal arts colleges, state universities and research institutions, and various education organizations. Combined, our member institutions produce more than two-thirds of new school personnel each year.

As the sole national organization representing the institutional interests of collegiate-based teacher education, AACTE gathers and disseminates data, proposes and analyzes public policy initiatives, supports professional advancement and networking, and represents the teacher education community before state and national governments.

AERA – American Educational Research Association

The American Educational Research Association (AERA), founded in 1916 and currently in its 86th year, is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results.

AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 22,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists.

The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science.

ASCD –Association for Supervision and Curriculum Development

ASCD, a community of educators, advocating sound policies and sharing best practices to achieve the success of each learner.

Founded in 1943, the Association for Supervision and Curriculum Development (ASCD) is a nonprofit, nonpartisan organization that represents 160,000 educators from more than 135 countries and more than 60  affiliates . Our members span the entire profession of educators—superintendents, supervisors, principals, teachers, professors of education, and school board members.

We address all aspects of effective teaching and learning—such as professional development, educational leadership, and capacity building. ASCD offers broad, multiple perspectives—across all education professions—in reporting key policies and practices. Because we represent all educators, we are able to focus solely on professional practice within the context of "Is it good for the children?" rather than what is reflective of a specific educator role. In short, ASCD reflects the conscience and content of education.

ASTI –Association of Secondary Teachers Ireland

The ASTI acts as a professional association voicing the concerns and interests of the teaching profession at second-level and as a registered trade union which protects teachers and fights for improvements in their pay and conditions of employment.

BERA –British Educational Research Association

CEA – Canadian Education Association

Founded in 1891, the Canadian Education Association is a bilingual, federally incorporated non-profit organization with charitable tax status, actively...

• linking students, parents, educators, researchers, writers, business, government, school administrators—and everyone who values education as a fundamental pillar of our society
• listening to voices across Canada and internationally—voices from all regions and all sectors—from First Nations and Inuit, professional associations, the voluntary and private sectors, and from all levels of government.
• learning from others and helping others learn through networks and communities of learning; fostering dialogues that encourage lifelong learning in new and novel ways.
• leading the effort to build knowledge about education and inspiring a commitment to the development of fresh ideas and innovative perspectives on education for all Canadians.

CEL – Centre for Educational Leadership

The Centre for Educational Leadership (CEL), based in the Department of Integrated Studies in Education, supports the continuing professional development of teachers, policy makers and educational leaders by providing them with state-of-the art programs for learning and service grounded in the current research.

CIDREE –Consortium of Institutions for Development and Research in Education in Europe

CIDREE is the Consortium of Institutions for Development and Research in Education in Europe. It is a self-managing network of educational bodies that play a recognised national role in the field of curriculum development and/or educational research.
CIDREE was set up in 1990 with a view to establishing closer working relationships among European educational systems.
CIDREE is run by the members, for the members.

CPRE – Consortium for Policy Research in Education

Created in 1985, the Consortium for Policy Research in Education (CPRE) unites researchers from five of the nation's leading research institutions -- the University of Pennsylvania , Harvard University , Stanford University , the University of Michigan , and the University of Wisconsin-Madison -- in an effort to improve elementary and secondary education through practical research.

ECER –Exceptional Child Education Resources

Exceptional Child Education Resources (ECER) is the world's most comprehensive database of resources in special education, gifted education, and related services.

A product of the Council for Exceptional Children (CEC), ECER contains more than 90,000 citations and abstracts of print and nonprint materials on the development and education of people of all ages who have disabilities or those who are gifted.

ECER covers all types of exceptionalities, including giftedness; talent (artistic giftedness); creativity; physical disabilities; hearing and visual impairments; mental retardation and developmental disabilities; learning disabilities; behavior disorders and emotional disturbances; mental disorders; autism; speech and communication disorders; chronic illnesses (medically fragile); special health problems (e.g., eating disorders, cancer, AIDS); child abuse and neglect; and children "at risk" due to disabilities, physical or psychological problems, minority/ethnic status, or family or environmental factors. ECER also covers resources in all areas of related services (including services provided by audiologists, speech therapists, occupational therapists, physical therapists, and educational psychologists).

ECER dates from 1966 to present, and is updated monthly.

EERA – European Educational Research Association

EERA was set up in 1994 as a learned society specifically for the purposes of:

• encouraging collaboration amongst educational researchers in Europe
• promoting communication between educational researchers and international governmental organisations such as the EC, Council of Europe, OECD and UNESCO
• improving communication amongst educational research associations and institutes within Europe
• disseminating the findings of educational research and highlighting their contribution to policy and practice.

ENIRDEM – European Network for Improving of Research and Development in Educational Management

ENIRDEM was created in 1991 following the opening up of the former Soviet block to the rest of Europe. ENIRDEM stands for European Network for Improving Research and Development in Educational Management.

ENIRDEM is a truly horizontal network which brings together school leaders, educational administrators, trainers, researchers and consultants in the field of educational management. Its Board of six people (3 of each gender; 6 different countries) is renewed by 50% annually and the Chairperson is the organiser of the next annual conference. It has no permanent secretariat or institutional base.

Its members engage in organised networking (annual conference in late September; web-site; joint research and development projects; publication of books, conference proceedings and a twice-yearly newsletter) and self-generated activities (materials exchange; study visits; visiting lectureships; invitation to give lectures and workshops; etc.)

Mission statement: "ENIRDEM seeks to improve the quality of educational management, development and research across the whole of Europe. It does it through the initiative and energy of its participants through mutually generated activities within and especially between Central, Eastern and Western Europe.”

European Associations and Social Partners in the field of education

An electronic version of the directory of more than seventy European associations, networks and social partners active in the field of education is available. The data contained in this document- which will be updated regulary- are a practical tool for all those concerned with education in Europe.

ESHA – European School Heads Association

Europäische Schulleitervereinigung

ESHA was formed in 1988 at a Conference on "Educating Tomorrow's Europeans" in Maastricht, sponsored by the E.U. and by Philips, which involved representatives from all E.U. countries. A general board was elected with one representative from each country and Anton VAN ROOIJEN, Principal of Cals College in Nieuwegein, The Netherlands, was elected President with Luc KENTER as Secretary General-Treasurer.
A number of pilot projects were initiated between 1989 and 1994 and a further Conference on "Education and Industry: Partnership in Action", was held in Bath, Great Britain, in November 1990. At this Conference the Philips Education Award was awarded to the first winner, Lagan College, Belfast, Ireland, for their work in new technology.
A follow-up report of the second conference conducted by external researchers suggested a number of possible future projects for ESHA, which the Board agreed in 1992.
In 2000, ESHA in partnership with the European Schoolnet and the City of Helsinki Education Department were involved in a new project called the School Managers Centre. This project was funded by the European Commission under the Socrates/ Minerva initiative.

The membership of ESHA now stands at around 52.000, covering all the E.U. states plus new associate members in Belarus, Bulgaria, Czech Republic, Estonia, Fyrom, Hungary, Iceland, Latvia, Lithuania, Macedonia, Norway, Poland, Romania, Slovakia, Switzerland and Ukraine.
More countries, especially from Eastern Europe, are expected to follow suit, as well as more associations within member countries.
ESHA has been responsible for uniting various separate Heads' associations in a number of countries, and has provided an umbrella organisation under which they could meet together, sometimes for the first time, e.g. in Belgium and Ireland, Czechia, and Ukraine. Each member country has its own national ESHA organisations with a President and Constitution. Ideas and suggestions move to and from these national organisations to the main board

ICSEI – International Congress for School Effectiveness

The purpose of ICSEI is to provide a forum for researchers, policy makers and local politicians, school leaders and teachers, district administrators, and professional developers to share and discuss ideas, to promote research, and to encourage practices that will enhance the quality and equity of education for all students. Our goal is to learn from each other, through research, discussions and dialogue and development opportunities, how to address issues of equity and excellence in schools across contexts as varied as Africa, Asia, the Pacific Islands, North and South America and Europe. At the same time we are a forum for critical discussions of political, social, cultural, educational and research challenges and issues that affect school effectiveness and improvement. One of the important issues in contemporary education that is discussed extensively within ICSEI is the challenge of societal and cultural diversity.

ICSEI was founded in January 1988, with the first ICSEI congress held in London. Two major vehicles spurred its growth: annual conferences held at sites throughout the world and an international journal containing refereed papers and book reviews. Since 2004 ICSEI has extended its association to eleven journals from various part of the world and in three languages: English, German and Spanish. Since 1988, ICSEI has held conferences in Europe, North America, the Middle East, Australia and Asia. Over the years, the ICSEI conferences have grown in membership and diversity. In total, thousands of people from more than 70 countries have attended our conferences.

IMD – International Institute for Management Development

IMD is one of the world’s leading business schools with over 50 years’ experience in developing the leadership capabilities of international business executives at every stage of their careers. The majority of our program participants come from medium to large corporations and all have an international orientation to their businesses. Many companies, who begin by sending their managers to IMD programs, go on to develop their relationship with the institute to a closer level and become part of the IMD Learning Network, which provides still further learning advantages.

ISANA –International Education Association

International Education Association is an association of Australian and New Zealand international education professionals whose members are dedicated to the advancement of international education through:

• leadership, promotion and advocacy of best practice standards in the service of international education;
• the facilitation of relevant forums, training and information exchange for its membership and the community; and
• working in partnership with stakeholder organisations including international students, educational, government, business and community groups

ISLLC – Interstate School Leaders Licensure Consortium

No longer an active project, the Interstate School Leaders Licensure Consortium (ISLLC) was established in 1994, under the guidance of the Council of Chief State School Officers (CCSSO).  ISLLC was a consortium of 32 education agencies and 13 education administrative associations that worked cooperatively to establish an education policy framework for school leadership.  The consortium's vision of leadership was based on the premise that the criteria and standards for the professional practice of school leaders must be grounded in the knowledge and understanding of teaching and learning.  The purpose of the consortium was to provide a means through which states could work together to develop and implement model standards, assessments, professional development, and licensing procedures for school leaders.  The overarching goals of ISLLC were to raise the bar for school leaders to enter and remain in the profession, and to reshape concepts of educational leadership.

OISE – Ontario Institute for Studies in Education of the University of Toronto

• Created in 1996 by the merger of the Ontario Institute for Studies in Education (OISE) and the Faculty of Education of the University of Toronto (FEUT)
• Offering an extensive Graduate Studies program leading to Masters and Doctoral degrees
• Offering one of the largest and most innovative Teacher Education program in Canada
• Provider of Ontario's leading edge Additional Qualifications program for teachers
• Home to the Education Commons dedicated to state of the art technology in teaching, schooling and learning and housing the fifth-ranking education library in the world
• Committed to service to schools and communities, in Ontario and elsewhere

UCEA – University Council for Educational Administration

The University Council for Educational Administration is a consortium of major research universities with doctoral programs in educational leadership and policy. The dual mission of UCEA is to improve the preparation of educational leaders and promote the development of professional knowledge in school improvement and administration.

More than 50 years ago, the University Council for Educational Administration (UCEA) was founded by 15 universities, the Kellogg Foundation, and the regional Centers for Educational Administration, all of whom recognized the need for inter-university collaboration to build a knowledge base of research and effective practice for the field of educational administration. As the years passed, the organization grew. So that today, UCEA has become the collective of top research institutions with programs in educational leadership and administration.

UCET –Universtities Council for the Education of Teachers

UCET is an independent, professional organisation funded solely by its member institutions, ie universities and university-sector colleges in the UK involved in teacher education, all of which are represented on its Governing Council and its Standing Committees.