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2. Neo-Nationalism and Universities in Europe. Research & Occasional Paper Series: CSHE.7.2020
- Author
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University of California, Berkeley. Center for Studies in Higher Education and van der Wende, Marijk
- Abstract
The European Union is likely the most far-developed cross-border public space for higher education. The European Higher Education Area (EHEA) and the European Research Area (ERA) both span an even larger number of countries including associate and partner countries of the EU. Based on shared European values, such as academic freedom, cross-border cooperation, and mobility, these policy frameworks have been developed in Europe over the last decades and with much success. HE systems in this area are thus well-positioned to benefit from cross-border mobility and collaboration but may at the same time face a certain loss of control over HE, for instance with respect to access due to the cross-border flows of students. This seems to make them vulnerable to populist tendencies and neo-nationalist politics seeking to inhibit the free movement of students, scholars, and data. Such tendencies have never been completely absent on the "old continent" but resurged over the uneven outcomes of globalization, the effects of the global financial and consequent Euro crisis, and the refugee crisis. Meanwhile, the impact of the coronavirus crisis is still by and large unknown. Populist tendencies seem now to be turning against the EU, with its freedom of movement for persons (i.e. open borders) as one of its cornerstones and are therefore of concern for the HE sector. Countries such as the UK, Switzerland, Denmark, and the Netherlands have a different position in the European landscape but are all struggling with the complexity of combining the virtues of an open system with constrained national sovereignty. Sovereignty is required in terms of steering capacity in order to balance access, cost, and quality, i.e. the well-known "higher education trilemma." In open systems this is challenged by the "globalization trilemma", which states that countries cannot have national sovereignty, (hyper)globalization and democracy at the same time. How are the EU, its Member States, and the HE sector responding? Will the Union stay united (i.e. Brexit)? Are the legal competencies of the EU in HE strong enough? What about the many European university associations, leagues, and networks? And what do the millions of (former) Erasmus students have to say?
- Published
- 2020
3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
4. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
- Abstract
This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
- Published
- 2014
5. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
6. Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]
- Published
- 2014
7. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
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- 2013
8. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
9. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
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National Center for Education Statistics (ED), Office of Educational Research and Improvement (ED), and Lippman, Laura
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This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
- Published
- 2001
10. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
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United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
- Abstract
This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
- Published
- 1992
11. The Social Protection of Teachers in Europe. Papers presented at a Workshop of the World Confederation of Organizations of the Teaching Profession (Budapest, Hungary, May 9-11, 1992).
- Author
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World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).
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This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)
- Published
- 1992
12. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
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International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
13. Promotion of Cooperation amongst Research and Development Organizations in the Field of Vocational Training. Working Meeting Papers (Berlin, West Germany, September 11-12, 1986). First Edition. CEDEFOP Document.
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European Centre for the Development of Vocational Training, Berlin (West Germany).
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Eleven working papers are provided from a meeting to enable national training research and development organizations to present their current and future research and development priorities and exchange information and experience on projects of mutual concern. They cover a wide range of subjects in 11 of the 12 European Community Member States, but all the programs include work on changing qualification profiles needed to work effectively with new technologies. The papers include: "Summary of Major Research and Development Projects--AnCo (the Industrial Training Authority)--Ireland"; "Training Research Projects--The Centre for Studies and Research on Qualifications--France"; "Government Sponsored Research and Development on Vocational Training and New Technology--United Kingdom";"Work Results of the Federal Institute for Vocational Training--Federal Republic of Germany"; "Development of Research in the Field of Vocational Training--French- and German-Speaking Community, Onem, Belgium"; "Vocational Training by the National Manpower Service--Flemish Community, RVA, Belgium"; "Outline for Action in 1986--Institute for the Promotion of Workers' Vocational Training (ISFOL)--Italy"; "Summary Progress Report on the Training Research Programmes in Greece"; "Research Methods for the Investigation of Problems in the Linkage with the Labour Market in the Netherlands--University of Utrecht and PCBB"; "Vocational Training in Spain"; and "Development of Vocational Training in Small and Medium Craft Enterprises in the Grand Duchy of Luxembourg." (YLB)
- Published
- 1987
14. Global Knowledge Transfer Issues. Symposium 12. [AHRD Conference, 2001].
- Abstract
This document contains three papers on global knowledge transfer issues and human resource development (HRD). "Indigenizing Knowledge Transfer" (Gary N. McLean) explores examples of HRD in which ethnocentric perspectives predominate and argues that, unless a HRD develops a global perspective, efforts to transfer knowledge within academia and corporate HRD settings are nearly certain to fail. "How to Develop Human Resources: Technical Rationality or Social Moral Responsibility? A Comparison of Western and Chinese Human Resource Theory and Practice" (Baiyin Yang, De Zhang) proposes a theoretical framework for cross-cultural study in organizational behavior and uses the framework to compare U.S. and Chinese human resource theory and practice. The study demonstrates that Chinese managerial philosophy is centered on social morality whereas U.S. managerial philosophy is characterized as technical rationality. "Enhancing Commitment and Overcoming the Knowing-Doing Gap: A Case Study at the Technikon Northern Gauteng (TNG) in South Africa" (Hilda Martens, Jan Verhagen) reports on a case study during which a social constructionist framework was used to examine the problem of overcoming the knowing-doing gap and increasing commitment in an action research at a South African tertiary educational institution. All three papers include substantial bibliographies. (MN)
- Published
- 2001
15. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
16. Interaction Games to Boost Students' Engagement in Foreign Language Virtual Exchanges: The Case of Virtual Worlds and Video-Communication
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Canto, Silvia and Jauregi-Ondarra, Kristi
- Abstract
Game-based learning is gaining popularity in language education. For the present study, three games were developed with a central focus on intercultural interaction to be played internationally in dyads or small groups using Video-Communication (VC) tools or a Virtual World (VW). The interactions were carried out in Spanish as a Lingua Franca (LF) between 32 university students over a period of three weeks. Different sources of data were gathered in order to study how games, played in an intercultural setting in VWs and VC, influence or not key affective variables in language learning. Initial results of the final questionnaires show that the interaction games did boost students' engagement in virtual exchanges, but results were more promising for the VC than the VW condition. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
17. Telecollaborative Games for Youngsters: Impact on Motivation
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Jauregi, Kristi
- Abstract
The present paper describes a case study on the effects of telecollaborative games on learners' motivation. 12 learners from a Dutch and a British secondary school participated in the study. Different games, which included gamification elements, were developed on OpenSim. The overall educational goals of the games were to enhance cultural awareness and intercultural communication of German as a foreign language. Three different cross-cultural groups played the telecollaborative games in two different sessions. Data from pre- and post-surveys were gathered for measuring the impact of telecollaborative games on learners' motivation. At the end of the game sessions, focus group discussions were organised for evaluating the experience. The results indicate that telecollaborative games have a positive impact on learners' motivation. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
18. Mobile Learning and Teacher Education: Researching MLEARN Pilot Development
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Passey, Don and Zozimo, Joana
- Abstract
MLEARN, a European Union (EU)-funded project, is exploring and promoting teacher development of mobile learning practices in four member states--the Netherlands, the United Kingdom (UK) (England), Greece and Italy. This paper details the ways research findings have both fed into and been elicited from this pilot, supporting development and implementation of a teacher education programme for in-service teachers, focusing on mobile learning through appropriate pedagogic uses of mobile or handheld technologies. The research has focused on three dimensions to date: how contextual backgrounds for the programme can be considered and provided; a training needs analysis of trainers and teachers involved in the pilot; and gathering initial outcomes from teachers and learners after involvement in teacher education events and some one to two months of pilot uses in classrooms. The paper considers implementation outcomes to date, and what the next steps will be. [For the full proceedings, see ED562096.]
- Published
- 2015
19. Expert Views on How Language Education May Develop in the Next 20 Years and What CALL Could Contribute
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Koenraad, Ton
- Abstract
The celebration of EUROCALL's twentieth anniversary also provides a proper occasion to reflect on the future of language teaching and the role of CALL in these developments. In this paper we present the views of five authorities on language teaching and learning from different EU countries. Most of them are also CALL experts and well respected EUROCALL members, including the late Graham Davies. Our presentation is based on a summary of the Skype interviews in which they contributed to a symposium entitled "And now for another century of modern language teaching…" organised by the Dutch national Association of Language Teachers on the occasion of its first centennial in 2011. To provide a more global (or at least European) perspective the interviewees were asked to cover the same topics that were central to the live panel discussion by six Dutch participants representing a variety of perspectives: secondary and university teachers, students, curriculum experts and teacher educators. By way of preparation all involved had been given a number of challenging statements related to some aspects of the discussion theme: the characteristics of the future learning environment, teacher, learner, pedagogy and technology. In this audio-supported document we will focus on interesting points of view particularly related to pedagogy and technology expressed in the interviews. A video report summary of the live discussion (in Dutch) is available on the limited edition CD with recordings of the centennial festivities. [A version of this paper has also been published in "The EUROCALL Review" v22 n1 p59-68 Mar 2014 (see EJ1055213). For full proceedings, see ED565044.]
- Published
- 2013
20. The TeCoLa Project: Pedagogical Differentiation through Telecollaboration and Gaming for Intercultural and Content Integrated Language Teaching
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]
- Published
- 2017
21. Motivational Factors in Telecollaborative Exchanges among Teenagers
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
Motivational factors play an important role in (language) learning processes and research indicates that this is also true for telecollaboration exchanges (Jauregi, de Graaff, van den Bergh, & Kriz, 2012; Melchor-Couto, 2017; in press). This short paper will introduce a study into how motivational factors play a role in telecollaboration exchanges by teenagers depending on the interaction constellation, the tools being used, and the telecollaborative experience. A total of 202 foreign language learners from different European countries took part in telecollaboration activities. All participants carried out an average of four telecollaborative sessions either by written chat or by video communication. Data from a survey measuring motivational factors, including self-efficacy beliefs, motivation, and anxiety, was gathered after every session. A small number of pupils were also interviewed on aspects related to motivation and anxiety. The results show: (1) a significant decrease in anxiety across conditions as sessions progress, especially for those communicating in Lingua Franca (LF) constellations using chat; (2) that pupils interacting with Native Speakers (NSs) seem to be the most confident concerning their perception of competence; and (3) that those communicating with NSs were significantly more positive about the learning potential of communicating with NSs. [For the complete volume, see ED578177.]
- Published
- 2017
22. Integrating Lifelong Learning Perspectives.
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United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. and Medel-Anonuevo, Carolyn
- Abstract
This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao). (YLB)
- Published
- 2002
23. Key Skills and Competencies. Symposium.
- Abstract
This document contains three papers on key skills and competencies and human resource development (HRD). "Career Related Competencies" (Marinka A.C.T. Kuijpers) reports findings from surveys completed by Dutch employees who identified these issues: self-reflection is more important than career control; age and gender influence attitude toward career actualization; employment level is related to self-presentation competence; and career actualization is highly related to an individual's perception of career success. Based upon the findings, an instrument for identifying and measuring competencies for goal and value achievement is presented. "Project Management Competencies Needed by HRD Professionals: A Literature Review" (Charlotte M. Nitardy, Gary N. McLean) reviews the current literature on project management competencies, which focus on scope, time and cost; and suggests their application to HRD responsibilities such as job evaluations, staff development, recruitment and selection, training needs analysis and planning, job descriptions, and assessments and appraisals. "The Determination of Key Skills from an Economic Perspective" (Jasper B. van Loo, Bert Toolsema) defines key skills based on an economically inspired framework and applies the theory to survey results of Dutch vocational education graduates, whose key skills were found to be problem-solving, independence, oral presentation/speaking, accuracy/carefulness, initiative/creativity, and contactual. All three papers have substantial bibliographies. (AJ)
- Published
- 2002
24. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
- Abstract
Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
25. Teacher Competences for Telecollaboration: The Role of Coaching
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Melchor-Couto, Sabela and Jauregi, Kristi
- Abstract
This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully. [For the complete volume, see ED571330.]
- Published
- 2016
26. The European Project TILA
- Author
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Jauregi, Kristi, Melchor-Couto, Sabela, and Beltrán, Elina Vilar
- Abstract
Telecollaboration for Intercultural Language Acquisition (TILA), is an EU-funded project within the Lifelong Learning Programme that will run between January 2013 and June 2015. TILA's overall objectives are: (1) to innovate, enrich and make foreign language teaching programmes more attractive and effective by encouraging the implementation of telecollaboration activities in secondary schools across Europe; (2) to assist teachers and teacher training programmes in developing information and communications technology (ICT) literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices; and (3) to study the added value that telecollaboration may bring to language learning in terms of intercultural understanding and motivation amongst younger learners. Our aim in this (albeit short) paper is to introduce the project, its background and outline the specific teaching needs of our participants with regards to languages and technology. [For full proceedings, see ED565044.]
- Published
- 2013
27. Demographics and Education: The 20 Richest Countries
- Author
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Marchant, Gregory J. and Johnson, Jessica J.
- Abstract
This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.
- Published
- 2012
28. Agora IX: Alternative Education and Training Processes (Thessaloniki, Greece, June 26-27, 2000). CEDEFOP Panorama Series.
- Author
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European Centre for the Development of Vocational Training, Thessaloniki (Greece).
- Abstract
This document contains the agenda and papers presented at the Agora IX meeting in Thessaloniki, Greece in June 2000 on alternative education and training processes. The papers are "Integration of Migrant Pupils in the Danish Education System" (Bang); "Support Services for Inclusive Education" (De Vroey); "Single Sex Schooling or Coeducation?" (Schrodt); "Serving the Needs of Gifted Individuals: The Optimal Match Model" (Monks); "The Common Culture Needed for the Democratic Transformation of Schools" (Rochex); "Danish Production Schools" (Ljung); "A Review of the Training Workshops and Craft Centres in Extremadura" (Lucas); "Combating Social and Economic Exclusion" (Brodigan); "The Irish Leaving Certificate Applied: Trojan Horse or Contrived Equilibrium?" (Gleeson); "Contribution of Mr. Manfred Schneider from the BBJ-Unternehmensgruppe" (Manfred Schneider); "Strategies to Combat Failure at School: A Comparison of Italian and European Experiences" (Montedoro); "Nightriders Tailoring Training to Young People's Lifestyles" (Lavelle); "Comprehensive Education or Removal of Pupils: The Dilemma Facing Education Systems in Responding to School Failure" (Casal); "The New Skills Approach The Roles of those Involved' (Rue); "The Relationship Between Centralised and Decentralised Learning in Vocational Training" (Vogel); "Company Role and Responsibility in Education and Training" (Suomalainen); and "The Role of Local Authorities in the Integration of Disadvantaged Young People in Germany" (Schlegel). The document contains a list of event participants. (SLR/CL)
- Published
- 2003
29. Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]
- Abstract
This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course requirements in universities in Australia, the United Kingdom, and the United States and discusses the credibility of relationship theories of mind and enactment theories of transformational learning. "Employee Strategies in Organizing Action Learning Programs" (Rob F. Poell, Ferd J. Van der Krogt) presents a theoretical framework for the organization of action learning and uses the framework to analyze four learning-project cases from different work contexts in the Netherlands. "Comparing Action Learning Programs at Six Universities on Three Continents: Similarities and Differences" (Robert L. Dilworth) examines action learning programs at six universities in Australia, England, and the United States and draws the following conclusions: action learning has proven its value and deserves broader application in higher education; action learning can be counter-intuitive to academics; action learning can be counter-cultural to organizations because of its underlying egalitarianism; and action learning is a manifestation of adult learning theories in practice. The papers contain reference sections. (MN)
- Published
- 2000
30. Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis
- Author
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Peng, Ying and Yan, Weirong
- Abstract
Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF) formats. Two reviewers independently searched Medline, Web of Science, ProQuest, Google scholar, ERIC and Elsevier databases for relevant studies between 1st January, 1990 and 30th December, 2016. Studies in English language providing information on educational outcomes after Internet-based training in public health courses compared with no-intervention or a pre-intervention assessment, or with FTF control group were retrieved, reviewed, and assessed according to the established inclusion/exclusion criteria in the current study. There were 16 eligible studies with 1183 participants in total. Heterogeneity in results was detected across studies. A random effects model was used to pool effect sizes for knowledge outcomes. The pooled effect size (standardized mean difference, SMD) in comparison to no intervention was 1.92 (95% CI: 1.05 to 2.78; P<0.0001), favoring Internet-based interventions. Compared with FTF formats, the pooled effect size was 0.39 (95% CI: -0.06 to 0.83; P = 0.09). The study suggested that Internet-based learning was superior to no-intervention in improving students'/professionals' public health knowledge. Compared with traditional FTF formats, Internet-based learning showed a similar effect. [For the complete proceedings, see ED579335.]
- Published
- 2017
31. Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned
- Author
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Jauregi, Kristi
- Abstract
The TILA project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year project, 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils' communicative competence, intercultural awareness and motivation. [For full proceedings, see ED564162.]
- Published
- 2015
32. PETALL: A European Project on Technology-Mediated TBLT
- Author
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Lopes, António
- Abstract
The Common European Framework of Reference (CEFR) lays strong emphasis on task-based language teaching (TBLT). However, this approach constitutes a challenge for many foreign language teachers, not so much because they are not familiar with the approach or its benefits, but because of the requirements and practical conditions to be met. Most national curricula are clear about the importance of TBLT. The reality of the classroom does not mirror it. The consortium, coordinated by the University of Algarve, is constituted by Higher Education Institutions and secondary schools working in tandem from ten countries (Germany, Greece, Hungary, Italy, the Netherlands, Portugal, Serbia, Spain, Turkey, and the UK). The consortium proposes to build on the outcomes of previous Comenius projects, extending previously acquired knowledge to other partners and constructing a transnational strategy for information and communications technology (ICT)-based task design management. This entails setting up regional networks to promote the languages of the partners involved in the project. [For full proceedings, see ED565087.]
- Published
- 2014
33. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
34. The Business Case for Environmental and Sustainability Employee Education
- Author
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National Environmental Education Foundation, Gullo, Krista, and Haygood, Leah
- Abstract
This white paper examines the business case for environmental and sustainability (E&S) employee education and engagement. The "business case" is defined as both quantifiable measures of the business value for the sustainability program (e.g. money saved, energy use reduction, etc.) as well as less easily measurable assets such as reputation enhancement. Information in the white paper is primarily based on qualitative, anecdotal data and interviews, a review of company reports and Web sites as well as media articles, books and recent reports from Green Impact, ICF International (ICF) and MIT Sloan Management Review. The examples outlined in this white paper build on cases documented in "The Engaged Organization" report from Cisco, Clean Clothes, Hewlett-Packard (HP), Stonyfield and Walmart. Additional company case study examples from Baxter, Citigroup, Darden, eBay, IKEA, Intel, Lockheed Martin, Kimberly-Clark and Sodexo are also presented. Company Profiles is appended. (Contains 2 footnotes and 14 resources.) [Funding for this paper was provided by Kimberly-Clark.]
- Published
- 2010
35. Collaborative Learning in a VLE Based Common Module
- Author
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Toth, Peter
- Abstract
The Masters Level Opportunities and Technological Innovation in Vocational Teacher Education project (http://motivate.tmpk.bmf.hu/) aims to develop the use and management of virtual learning environments [VLEs] in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both technical and educational expertise. This paper gives an overall picture of the first results and products of the contribution. The author touches upon the goals, the assessments and the learning process of using "multimedia and e-learning: E-learning methods and tools" module in details. The main collaborative tools in virtual learning environment from point of view of pedagogical approach are presented. The communication during collaborative learning, the structured debate on forum and the benefits of collaborative learning in VLE are interpreted at the end of this paper. (Contains 2 figures and 2 tables.)
- Published
- 2010
36. Intergenerational Programmes: Public Policy and Research Implications--An International Perspective.
- Author
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United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education., Hatton-Yeo, Alan, Ohsako, Toshio, Hatton-Yeo, Alan, Ohsako, Toshio, and United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.
- Abstract
This document consists of 12 papers that, together, summarize the key issues underpinning future research and policy development related to intergenerational programs (IPs). "Introduction" (Alan Hatton-Yeo) discusses the project out of which the papers developed. "A General Assessment of IP Initiatives in the Countries Involved" (Ann-Kristin Bostrum, Alan Hatton-Yeo, Toshio Oshako, Yukiko Sawano) considers the historical and cultural roots of IPs, the role of IPs as instruments for solving priority social problems in given countries, the status of IPs, the training of IP professionals, and future needs and assessment of IPs. "Public Policy and Research Recommendations: An International Perspective" (Alan Hatton-Yeo, Jumbo Klerq, Toshio Oshako, Sally Newman) presents general recommendations, recommendations concerning four specific impact areas of IPs in public policy (economy and employment, society, lifelong learning, health), and recommendations concerning IP development and implementation strategies. The remaining papers, which focus on the past, present, and future of IPs in specific countries, are as follows: "China" (Sun Maintao); "Cuba" (Raul Hernandez Castellon); "Germany" (Ludger Veelken); "Japan" (Yukiko Sawano); "The Netherlands" (Jumbo Klerq); "Palestine" (Nora Kort); "South Africa" (Cathy Gush); "Sweden" (Ann-Kristin Bostrum); "The United Kingdom" (Alan Hatton-Yeo); and "The United States" (Sally Newman). The bibliography contains 47 references. (MN)
- Published
- 2000
37. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
38. Occupational Standards: International Perspectives.
- Author
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Ohio State Univ., Columbus. Center on Education and Training for Employment., Oliveira, Joao, Oliveira, Joao, and Ohio State Univ., Columbus. Center on Education and Training for Employment.
- Abstract
These nine papers from a conference of the International Research Network for Training and Development focus on occupational classification, standards, and certification. "Introduction" (Joao Oliveria) presents synopses with highlights from the papers. Part I offers an overview of recent developments in the United States in "Occupational Standards and Certification: Past-Current-Future Trends in the United States" (David Fretwell, Sandra Pritz); Canada in "The Delimitation and Certification of Occupations in Canada" (David N. Wilson); and France, Germany, and the United Kingdom in "Industrial Certification: Lessons from Europe" (W. G. McDerment). The papers highlight issues of delimitation and certification, the role of governments, and the weight of social traditions and institutional forms in shaping new solutions. Part II allows the reader to compare how three countries--the United States, Ireland, and the Netherlands--converge on the essentials while maintaining their own ways of going about the business of occupational delimitation in "An Examination of the Work of Purchasing Managers in the United States Using Job Comparative Techniques" (Eugene W. Muller); "The Development and Implementation of National Vocational Qualifications in Purchasing: Some Issues of Validity and Value" (Andrew Erridge); and "Job Profiles of Purchasing Professionals" (M. Mulder, M. Bellemakers). Part III highlights three emerging issues. "Basic Skills: An Approach to Occupational Classification" (Joao Oliveira) suggests ways in which basic skills may form a conceptual foundation to occupational delimitation, standard setting, and certification. "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England and Wales" (Tim Oates) characterizes factors that affect convergence and divergence in the academic and vocational pathways in the education and training system. "Occupational Standards and Business Ethics" (Judith Marquand) introduces an empirical and conceptual framework for addressing ethical considerations related to occupational standards and certification. (YLB)
- Published
- 1995
39. Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.
- Author
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Lee, Lung-Sheng
- Abstract
Three major models of vocational education and training provision for the 16- to 19-year-old age group have been identified: schooling model, which emphasizes full-time schooling until age 18; dual model, which involves mainly work-based apprenticeship training with some school-based general education; and mixed model. Germany is an exemplar of the dual model; the Netherlands and France provide the schooling model; provision in the United Kingdom (UK) is the mixed model. Although the dual system will continue to dominate the secondary vocational-technical education and training in Germany, German full-time vocational schools may be gradually incorporated into general education. More and more university students in Germany seek two-fold qualification--university studies and practical vocational training--to enhance their job prospects. In the Netherlands, some measures, such as encouraging more employers' organizations, trade unions, and industry involvement, have been taken to reform the senior secondary vocational school system. No significant recent reform efforts are found in France. The former polytechnics in the UK recently changed their name to universities to expand their capacities for student recruitment and program offerings. The implication for secondary and postsecondary vocational-technical education in Taiwan is that it is too school-based to adapt to the labor market and that there is a need for stronger links with the labor market. (Contains 15 references.) (YLB)
- Published
- 1994
40. Adult Education and the Impacts of the COVID-19 Pandemic: An International Perspective
- Author
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Dikhtyar, Oksana, Helsinger, Abigail, Cummins, Phyllis, and Hicks, Nytasia
- Abstract
The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labor market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' reemployment prospects. This qualitative study examines measures taken in response to COVID-19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees. [This paper was published in: "Widening Participation and Lifelong Learning" v23 n1 p201-210 Jun 2021.]
- Published
- 2021
- Full Text
- View/download PDF
41. Measurements of Quality in Higher Education. International Working Conference Proceedings (1st, Washington, D.C., May 23-24, 1991).
- Author
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National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
- Abstract
This volume contains 14 papers from international sources that outline fundamental concepts and research interests connected to the measurement of quality in postsecondary education. Some of the papers consist of concept papers and others are more extensive reports of research underway or findings from recently concluded studies. The papers are as follows: "Quality in Higher Education and the National Education Goals" (Sal Corrallo); "The Role of American Higher Education in Making America First in the World in Science and Mathematics by the Year 2000 (Goal #4)" (Michael Nettles); "Comparative Aspects of Quality Assurance in Higher Education" (Edgar Frackmann); "Questions of Quality in UK (United Kingdom) Higher Education" (John Brennan); "Conceptualization of College Quality" (Jeffery Gilmore); "Taxonomy and Comparison of Approaches to Quality Assurance in Higher Education" (David Woodhouse); "Using Student Persistence Research to Strengthen the Quality of Teaching and Institutional Processes" (Robert Froh); "An International Perspective on Assessing Baccalaureate Program Outcomes" (Trudy W. Banta, Homer S. Fisher); "Institutional Research and Planning to Support Decentralization and Privatization: Building Self-Correction and Accreditation Systems" (Robert Froh); "Developing the Tools for Using National and International Data Bases: The Relationship to Issues of Content, Assessment, and Attainment" (E. Stephen Hunt); "New Approaches to Evaluation in Austrian Higher Education" (Hans Pechar); "Assessing the Quality of Higher Education: A Mexican Perspective" (Felipe M. Rizo); "The Research-oriented Dynamism of Education" (Jose Strubbe); "Explaining Differences in Dropout between Faculties in Dutch University Education" (Riekele Bijleveld). Appendixes list participants and offer information on the National Center on Postsecondary Teaching, Learning and Assessment. (JB)
- Published
- 1991
42. Using Multilevel Analysis To Assess School Effectiveness: A Study of Dutch Secondary Schools.
- Author
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Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. and Kreft, Ita G. G.
- Abstract
Separate but related developments in the new generation of school effectiveness research are discussed. The first part of the report presents a short historical overview that traces the change from a largely individualistic research approach to one that is more holistic. Whether schools make a difference is explored, and, if so, what makes them effective. Two competing theories are described that offer different explanations for student effects: the student body hypothesis and school climate hypothesis. These two theories are also the basis for a discussion about the merits of private versus public education in the United States. The second part of the paper reviews the accompanying search for an appropriate data analysis model. The third part describes a new way of analyzing hierarchically nested data by using a large data set (5,310 students in 70 secondary schools in Amsterdam) that represents the different forms of secondary education existing in the Netherlands (comprehensive, administrative, college and university preparatory, gymnasium/lyceum, and miscellaneous). The effects of selection policies in the Dutch educational system are clearly indicated through a statistical tool, homogeneity analysis, that is especially suited for analysis of multilevel data. Results are compared with those from studies of school systems in the United Kingdom and the United States. The selection policies of schools have consequences for student achievement. Eight tables, four figures, and a 44-item list of references are included. An appendix describes the Dutch school system. (SLD)
- Published
- 1990
43. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
- Author
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
- Abstract
Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
44. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6
- Author
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National Science Foundation, National Science Board and White, Karen
- Abstract
This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]
- Published
- 2019
45. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
- Author
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University of New Hampshire, Carsey School of Public Policy, Ettlinger, Michael, Hensley, Jordan, and Vieira, Julia
- Abstract
In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, "Comparing Public Spending and Priorities Across OECD Countries" (ED606844).]
- Published
- 2019
46. Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research
- Author
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Education Endowment Foundation (EEF) (United Kingdom), Mann, Anthony, Rehill, Jordan, and Kashefpakdel, Elnaz T.
- Abstract
This study, commissioned by the Education Endowment Foundation (EEF), is designed to review current evidence on the most effective ways in which employers can support schools to improve pupil educational and economic outcomes. It is a study in three parts. It aims, first, to conceptualise employer engagement in education as a strategic tool, developing a new typology to make sense of it, second, to review high quality research literature through the lens of the new typology, and, finally, to discuss the practical implications of the study for policy-makers and practitioners. The paper, moreover, seeks to provide an evidenced overview of promising approaches and programmes to support schools intending to undertake activities with employers. The report assesses the prospective impacts of employer engagement in terms of both educational and economic outcomes, focusing on pupils in both primary and secondary education. Specifically, the study: (1) identifies the different types of employer engagement in terms of what is intended by policymakers and users and the related evidenced outcomes; (2) identifies areas and interventions of promise, highlighting where further research is needed; and (3) identifies key features of successful practice. [This report was co-published by Education and Employers.]
- Published
- 2018
47. Geographical and Occupational Mobility of Workers in the Aircraft and Electronics Industries, Regional Trade Union Seminar (Paris, 21st-22nd September, 1966). Final Report and Supplement.
- Author
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Organisation for Economic Cooperation and Development, Paris (France). Social Affairs Div.
- Abstract
The trade unions in the European aerospace and electronics industries have become concerned with the sweeping and rapid economic and technical changes taking place in the industries. This seminar enabled trade union representatives from Belgium, France, the Netherlands, and the United Kingdom aerospace industry and the electronics sector working for the aircraft industry to discuss their problems and acquire an understanding of each other's attitudes and policies. The participants focused their argument upon the broad economic policies affecting the destiny of their respective national industries. The British delegation reported particularly upon the nature of the issues in their country and the alternatives they were considering to maintain employment for the present work force and the other three delegations supplied information on the issues in their countries. The outstanding conclusion to be drawn from these discussions is the high priority assigned by trade-unionists to broad economic and political policy when jobs are in danger and their expectations are being frustrated. Background papers, speeches, and supplementary papers are included. (HC)
- Published
- 1967
48. Developing a Conceptual Framework: The Case of MAGICC
- Author
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Natri, Teija and Räsänen, Anne
- Abstract
This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication competence, instructional designs to promote these in higher education language teaching, and multidimensional forms of assessment aligned with the learning outcomes established--all presented in an academic ePortfolio that expands the features of the existing European Language Portfolio (ELP) to the higher education level. "Starting with systematic desk research into the existing conceptualisations of multi/plurilingual and multi/ intercultural competences as well as lifelong learning and employability skills, the next step was to collect and analyse the data gathered from all partner institutions and existing national and European projects on descriptors already in place for academic level competences, practices and assessment. […] To ensure the social relevance of the framework, the third step was to develop questionnaires for students, faculty, and employers and ask them to rank the synthesised skill and competence descriptors in terms of their importance for the academic and professional competences graduates would need for study purposes as well as for the global labour market. The first draft of the conceptual framework was revised on the basis of this stakeholder consultation and led to the version presented to a new group of selected stakeholders in a consultation seminar" (Räsänen 2014: 66-67). [For the complete volume "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]
- Published
- 2015
49. Facing Up to the Learning Organization Challenge: Selected European Writings. Volume II. CEDEFOP Reference Series.
- Author
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European Centre for the Development of Vocational Training, Thessaloniki (Greece)., Nyhan, Barry, Kelleher, Michael, Cressey, Peter, Poell, Rob, Nyhan, Barry, Kelleher, Michael, Cressey, Peter, Poell, Rob, and European Centre for the Development of Vocational Training, Thessaloniki (Greece).
- Abstract
This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning--Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn--Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization--Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning--Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning--Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network--Transformation of a Social Research Institute" (Franz); and "Relationship Between Critical Reflection and Learning--Experiences Within Dutch Companies" (van Woerkom et al.). The first of four chapters in Part 3, Human Resource Development (HRD) in Support of Organizational Learning, gives a general overview; the next two chapters report on empirical studies; and the final chapter discusses future challenges for HRD from a European perspective. They are "Learning Organization and HRD in the Knowledge Economy" (Tomassini); "Changing Role of HRD Practitioners in Learning-Oriented Organizations" (Sambrook et al.); "Experiences of HRD Consultants in Supporting Organizational Learning" (Poell, Chivers); and "HRD in Europe--At the Crossroads" (Nyhan). (YLB)
- Published
- 2003
50. Current Research in European Vocational Education and Human Resource Development. Proceedings of the Programme Presented by the Research Network on Vocational Education and Training (VETNET) at the European Conference of Educational Research (ECER) (4th, Lille, France, September 5-8, 2001).
- Author
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Manning, Sabine and Dif, M'Ham
- Abstract
These proceedings are comprised of 23 presentations on research in European vocational education and human resource development. Papers include "Developing Information and Communication Technology Capability in Higher Education in the United Kingdom (UK)" (Nick Boreham); "Methodological Issues in the Study of Organizational Learning, with Reference to the Framework V Project ORGLEARN--Organizational Learning in the Chemical Industry and Its Implications for Vocational Education and Training (VET)" (Nick Boreham); "Forms and Implications of Work Related Identity Transformation: Preliminary Findings of "FAME" Project Investigation in the French Case" (M'hamed Dif); "Promoting Social Capital in a 'Risk Society': A New Approach to Emancipatory Learning or a New Moral Authoritarianism?" (Kathryn Ecclestone, John Field); "The Value of a Three-Year Upper Secondary Vocational Education in the Labor Market" (Erika Ekstrom, Asa Murray); "Taking Control of Their Lives? Agency in Young Adult Transitions in England and the New Germany" (Karen Evans); "Tacit Skills and Work Inequalities: A UK Perspective on Tacit Forms of Key Competences and Issues for Future Research" (Karen Evans); "Does Training Have Any History? The Enduring Influence of Behaviorism in Britain, 1940-1966" (John Field); "Training Policies Valuation in European Enterprises by Studying the Valuation Practices/Comprendre les Politiques de Formation d'Entreprises Europeennes par l'Etude de Leurs Pratiques d'Evaluation" (Gerard Figari et al.); "Work Process Knowledge in the Context of Socio-Technical Innovation" (Martin Fischer); "'I Couldn't Wait for the Day': Young Workers' Reflections on Education During the Transition to Work in the 1960s" (John Goodwin, Henrietta O'Connor); "Typology of Work Experience: Analysis of the Workplace Training Process in Quebec" (Marcelle Hardy, Louise Menard); "Apprenticeship in France, Ireland, the Netherlands, and Scotland: Comparisons and Trends" (Jannes Hartkamp); "Gender and Qualification: Are Gender Differences Ignored?" (Anke Kampmeier); "From Normatively Constructed Identity to New Identities in the Contexts of 'Double' Transition Processes. The Case of Estonia" (Krista Loogma et al.); "The Consideration of Relevant Features for the Processes of Identity Formation in Current VET Policies" (Fernando Marhuenda); "The Hidden Labor Market of the Academic" (Anne Rouhelo); "Developing a Model of Factors Influencing Work-Related Learning: Findings from Two Research Projects" (Sally Sambrook); "Transition from Higher Vocational Education to Working Life: Different Pathways to Working Life" (Marja-Leena Stenstrom); "WEPP--The Work Environment Pedagogy Project: Individuals' Discovering, Interpreting, and Changed Perception of Work and Learning Environments" (Arvid Treekrem); "Continuing Vocational Training in Belgium: An Overview" (Els Vanhoven, Dirk Buyens); "Training Incidence and Job Mobility in Switzerland" (Stefan Wolter); and "The Role of Human Resource Development in Creating Opportunities for Lifelong Learning: An Empirical Study in Belgian Organizations" (Karen Wouters et al.). (YLB)
- Published
- 2001
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