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2. 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
3. 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
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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.]
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- 2014
4. 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
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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
5. 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.]
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- 2014
6. 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
7. 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
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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.)
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- 2012
8. 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.
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- 2001
9. 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
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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)
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- 1992
10. 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).
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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
11. 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
12. 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
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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
13. Higher Education Institutions and Development: Missions, Models, and Challenges
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Olo, Daniela, Correia, Leonida, and Rego, Conceição
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Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
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- 2021
14. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
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In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
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- 2023
15. Student Assessment of Teachers (SAT): Towards a Basket of Approaches
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Ubong, Bassey and Okpor, Mercy O.
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In some institutions of higher learning, one of the approaches to successful governance is through student assessment of teachers, dubbed Student Assessment of Faculty or Student Evaluation of Teaching and extensively used in the United States of America (USA). In schools and colleges, the usual largest bloc and primary stakeholders are the students. Students should therefore assess teachers for the purpose of improving the system for all stakeholders including themselves. Teaching is a service in a marketing framework and where it is offered, the buyer is in the best position to assess the offering for better performance. This paper advocates for student assessment of their teachers at the end of each teaching cycle and suggests a basket of approaches to reduce the dissonance that accompanies the exercise where applied. A template is suggested in the paper.
- Published
- 2019
16. Educational Research: What Strategies for Development in the European Research Area?
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Brown, Alan
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This is a report of the "European Educational Research Journal" (EERJ) Roundtable that sought to describe what national educational research programmes are doing, how they are working together, and how they might contribute to the developing European Educational Research Space. The Roundtable was an opportunity for one large consortium of national programmes to explain their intentions and create an opportunity for dialogue. Researchers from six national research programmes (United Kingdom, Finland, Sweden, Netherlands, Norway and France) have been working closely to develop a cooperative decision-making system; web-based knowledge-sharing; cooperative analyses of best practice; joint examination of common policy problems and opportunities; and pilot implementation of new approaches to research training and dissemination. The discussion, chaired by Martin Lawn ("EERJ" Editor), was introduced by short contributions from Andrew Pollard (University of Cambridge), Kirsti Klette (University of Oslo) and Hannele Niemi (University of Helsinki). A response was given by Filip Dochy (University of Leuven), President of the European Association for Research on Learning and Instruction (EARLI). There appeared to be almost universal agreement that the educational research community needs to pay greater attention to internationalisation of research processes. To this end, the collaboration of national research programmes did offer one way of achieving this through progressive interaction between partners and their associated research communities.
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- 2004
17. 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
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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.]
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- 2017
18. Motivational Factors in Telecollaborative Exchanges among Teenagers
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Jauregi, Kristi and Melchor-Couto, Sabela
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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
19. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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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.]
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- 2016
20. Teacher Competences for Telecollaboration: The Role of Coaching
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Melchor-Couto, Sabela and Jauregi, Kristi
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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
21. The European Project TILA
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Jauregi, Kristi, Melchor-Couto, Sabela, and Beltrán, Elina Vilar
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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
22. Demographics and Education: The 20 Richest Countries
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Marchant, Gregory J. and Johnson, Jessica J.
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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
23. Two Cultures, Two Dialogists and Two Intersecting Theories
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Ravenscroft, Lesley
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This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)
- Published
- 2012
24. Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage Gap: A Quantile Regression Analysis
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Icardi, Rossella
- Abstract
Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.
- Published
- 2021
25. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
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Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
- Published
- 2021
26. Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study?
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Murillo-Vargas, Guillermo, Gonzalez-Campo, Carlos Hernan, and Brath, Diony Ico
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This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.
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- 2020
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27. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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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
28. Agora IX: Alternative Education and Training Processes (Thessaloniki, Greece, June 26-27, 2000). CEDEFOP Panorama Series.
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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. Problematic Internet Uses and Depression in Adolescents: A Meta-Analysis
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Lozano-Blasco, Raquel and Cortés-Pascual, Alejandra
- Abstract
Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years ([mu]=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger's regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and [sigma]=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life.
- Published
- 2020
30. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6
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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
31. Integrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned
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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. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
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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
33. A Landscape of Open Science Policies Research
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Manco, Alejandra
- Abstract
This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.
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- 2022
- Full Text
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34. The Business Case for Environmental and Sustainability Employee Education
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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. Vocational-Technical Education Reforms in Germany, Netherlands, France and U.K. and Their Implications to Taiwan.
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Lee, Lung-Sheng
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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
36. Conceptions and Expectations of Research Collaboration in the European Social Sciences: Research Policies, Institutional Contexts and the Autonomy of the Scientific Field
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Lebeau, Yann and Papatsiba, Vassiliki
- Abstract
This paper investigates the interactions between policy drivers and academic practice in international research collaboration. It draws on the case of the Open Research Area (ORA), a funding scheme in the social sciences across four national research agencies, seeking to boost collaboration by supporting "integrated" projects. The paper discusses the scheme's governance and its place within the European policy space before turning to awarded researchers' perceptions of its originality and impact on their project's emergence and development. Drawing on Bourdieu's field theory, we analyse the scheme's capacity to challenge researchers' habitual collaborative practice as well as the hierarchical foundations of the social science field. We relate the discourses of researchers, located in France, Germany, The Netherlands and the United Kingdom, to such structural dimensions of the academic profession as, disciplinary cultures, institutional environments and national performance management of research careers. The paper argues that the ORA introduced novel mechanisms of power sharing and answerability in social sciences research capable of unsettling the autonomy of the scientific field. This analysis offers a new perspective on the often unquestioned superiority of the model of international collaboration induced by schemes such as the ORA.
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- 2016
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37. Does Variation in the Extent of Generalized Trust, Individual Education and Extensiveness of Social Security Policies Matter for Maximization of Subjective Well-Being?
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Valeeva, Rania F.
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In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.
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- 2016
38. Cross-Border Higher Education Institutions in Mainland China: A Developmental Perspective
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Wu, Mei and Li, Shengbing
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Cross-border higher education institutions are considered a main way to fulfill the educational internalization in Mainland China; to some extent they represent the attitude of entering the international market. In this paper, the history, status quo, and future of Chinese-foreign cooperatively-run schools are analyzed and discussed. Cross-border higher education institutions in Mainland China have experienced the process from accidental and disorder to a systematic and quality orientation.
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- 2015
39. Limits to Mobility: Competence and Qualifications in Europe
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Le Deist, Francoise and Tutlys, Vidmantas
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Purpose: This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe, considering the influences of different socio-economic models of skill formation on the processes of design and provision of qualifications. Design/methodology/approach: The paper is based on a meta analysis of three European projects that used literature review, documentary analysis and interviews with practitioners and policy makers. Findings: The main methodological and practical challenges posed by varieties of competence and qualifications to inter-country comparability of qualifications are shown to be related to different socio-economic models of skill formation. Research limitations/implications: The research is limited to 13 countries and four sectors but these were carefully selected to maximise coverage of European diversity with respect to competence models, training regimes and approaches to qualifications. There is clearly a need for further research involving more countries and sectors. Practical implications: The paper offers recommendations for improving the potential of the European Qualifications Framework to promote comparability of qualifications and hence mobility of labour. These recommendations will be of interest to policy makers and practitioners involved in using the EQF and similar instruments. Originality/value: This is the first systematic attempt to explore the methodological and practical difficulties of establishing comparability between qualifications. (Contains 4 tables.)
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- 2012
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40. Same but Different? Measurement Invariance of the PIAAC Motivation-to-Learn Scale across Key Socio-Demographic Groups
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Gorges, Julia, Koch, Tobias, Maehler, Débora B., and Offerhaus, Judith
- Abstract
Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.
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- 2017
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41. 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
42. A Comparative Analysis of Transitions from Education to Work in Europe (CATEWE). Final Report [and] Annex to the Final Report.
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Economic and Social Research Inst., Dublin (Ireland)., Economic and Social Research Council, Edinburgh (Scotland). Centre for Educational Sociology., Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France)., Smyth, Emer, Gangl, Markus, Raffe, David, Hannan, Damian F., and McCoy, Selina
- Abstract
This project aimed to develop a more comprehensive conceptual framework of school-to-work transitions in different national contexts and apply this framework to the empirical analysis of transition processes across European countries. It drew on these two data sources: European Community Labor Force Survey and integrated databases on national school leavers' surveys in France, Ireland, the Netherlands, Scotland, and Sweden. Three broad types of national systems were identified: countries with extensive vocational training systems at upper secondary level, linked to occupational labor markets (Germany, the Netherlands); countries with more general education systems with weaker institutionalized linkages to the labor market (Ireland); and Southern European (SE) countries with less vocational specialization and lower overall attainment than the other groups. In "vocational" systems, young people tended to make a smoother transition into the labor market, while those in SE countries found it more difficult to achieve a stable employment position. Educational level was highly predictive of transition outcomes, which varied by gender, social class, and national origin. Early educational failure had serious negative consequences for young people across all systems. Sixty-three references are listed. A separate annex contains these 17 working papers: "Education and Unemployment" (Brauns, et al.); "Position of Young People and New Entrants in European Labor Markets" (Couppie, Mansuy); "New Entrants and Experienced Workers on European Labor Markets" (Couppie, Mansuy);"European Perspectives on Labor Market Entry" (Gangl); "Education and Labor Market Entry Across Europe over the Last Decade" (Gangl); "Changing Labor Markets and Early Career Outcomes" (Gangl); "Transition from School to Work in Southern Europe" (Iannelli); "Educational Attainment of Young People in the European Union (EU)" (Mueller, Wolbers); "Integration of Young People into the Labor Market Within the EU" (van der Velden, Wolbers); "Learning and Working" (Wolbers); "Transition Process" (Grelet, et al.); "Route to Skills" (Hartkamp, Rutjes); "Apprenticeship in Ireland, the Netherlands, and Scotland" (Hartkamp, Rutjes); "School Effects on Youth Transitions in Ireland, Scotland, and the Netherlands" (Iannelli, Soro-Bonmati); "Young Immigrants on the Labor Market in France and Sweden" (Mansuy, Schroeder); "Relative Labor Market Disadvantage Among the Least Qualified in Ireland, the Netherlands, and Scotland, 1979-97" (McCoy); and "Gender Differentiation in Education and Early Labor Market Transitions" (Smyth). (YLB)
- Published
- 2001
43. 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) (3rd, Edinburgh, Scotland, September 20-23, 2000).
- Author
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WIFO (Research Forum Education and Society), Berlin (Germany)., Manning, Sabine, and Raffe, David
- Abstract
These 24 papers represent the proceedings of a program presented by the research network on vocational education and training (VET). They include "School-Arranged or Market-Governed Workplace Training?" (Ulla Arnell-Gustafsson); "Prospects for Mutual Learning and Transnational Transfer of Innovative Practice in European VET" (Alan Brown, Jens Bjornavold); "Powerful Learning Environments in Vocational Education" (Elly de Bruijn, Trudy Moerkamp); "Searching for the Meanings of Learnings at Work" (Kaija Collin); "Induced Labor Mobility Through Continuing Vocational Training" (M'hamed Dif); "Expectancies and Realities--Evaluations and Research on Engineering Students' Experiences of Their First Semesters" (Elinor Edvardsson-Stiwne, Dan Stiwne); "International Dimension in Dutch VET" (Wil Van Esch); "Demand of Education as a Strategic Demand in a Context of Job Rationing and Job Scarcity" (Benedicte Gendron); "Learning and Work Experience" (Toni Griffiths, David Guile); "Alternance and Workplace Training: Interns' Experiences" (Marcelle Hardy, Carmen Parent); "FLEX-VET Project in Finland: Vocational Training Including Mechatronics and the Training Needs of the Finnish Metal Industry" (Lilli Heiskanen, Pauliina Jokinen); "Learner/Manager's Uncertainty of Their Capacity for Innovative Problem Solving: Information-and-Communication Technology Based Solution" (M.E.A. Holmes, S.A. Geertshuis, D. Clancy, A. Bristol); "'Key Qualifications'--A New Framework for Analyzing the Modernization of Vocational Qualifications and Curricula" (Pekka Kamarainen); "What Can We Learn from Dually Oriented Qualifications?" (Sabine Manning); "End User Computing at a South African Technikon" (Cecille Marsh); "New Deal and the Colleges" (Ken Marsh); "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); "Special Features of the Finnish Labor Market and Challenges for Education" (Anne Rouhelo, Tarita Ruoholinna); "Factors Influencing Learners' Perceptions of the Quality of Computer-Based Learning Materials" (Sally Sambrook); "Exploring Capacity-Building" (Terri Seddon); "European Strategies for Reforming Initial Vocational Education" (Marja-Leena Stenstrom, Johanna Lasonen); "Human Resource Development (HRD) in Learning-Oriented Organizations in Belgium, the Netherlands, and the United Kingdom" (Saskia Tjepkema, Martin Mulder); "Factors Influencing Change in a Scope of Individual VET Qualifications" (Petr Vicenik, Maarit Virolainen); and "What Works in Enhancing HRD Effectiveness?" (Ida Wognum). (YLB)
- Published
- 2000
44. 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
45. International Numeracy Survey. A Comparison of the Basic Numeracy Skills of Adults 16-60 in Seven Countries.
- Author
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Basic Skills Agency, London (England).
- Abstract
An international numeracy scale compared how well adults in seven countries--the United Kingdom, France, Netherlands, Sweden, Japan, Australia, and Denmark--handled some basic tasks involving numbers. The questionnaire comprised a set of 12 numeracy tasks that respondents were asked to complete using pen and paper. Within each country, the numeracy tasks were posed to a representative sample of adults aged 16 or 18 to 59/60. Tasks included adding and subtracting decimals, simple multiplication, calculating area, calculating percentages, and using fractions. Comparing the percentage of respondents who managed to give the correct answer for all tasks, Japan emerged at the top with 43 percent, followed by France (40 percent), and the Netherlands (38 percent). Respondents in the United Kingdom performed least well with only 20 percent accurately completing all 12 tasks. When results were reviewed for the proportion of respondents getting most answers right, UK respondents could achieve an average of only 7.9 correct. All other nations achieved an average of 9 or more correct. Most difficulty overall was experienced with questions where respondents were asked to use fractions. Analyses inferred that the typical UK resident who struggled with basic numeracy was young, female, and from a working class household. (The report includes the full tabulated results for each question, summary tables, and these appendixes: technical notes, survey details by country, and the 12 tasks.) (YLB)
- Published
- 1997
46. Part-Time Higher Education in Western Developed Countries.
- Author
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Tight, Malcolm
- Abstract
The paper looks at part-time higher educational services for students in the educational systems of Australia, Canada, Germany, France, Italy, Japan, The Netherlands, New Zealand, Spain, Sweden, the United Kingdom, and the United States. A comparative examination of the nature and importance of part-time higher education is then presented. (DB)
- Published
- 1991
47. Are National-Level Research Evaluation Models Valid, Credible, Useful, Cost-Effective, and Ethical?
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Coryn, Chris L. S. and Scriven, Michael
- Abstract
The evaluation of government-financed research has become increasingly important in the last few decades in terms of increasing the quality of, and payoff from, the research that is done, reducing the cost of doing it, and lending public credibility to the manner in which research is funded. But there are very large differences throughout the world in the extent to which systems used promote these results. This paper briefly presents the dimensional results of a study designed to comparatively evaluate the national-level research evaluation models in sixteen countries on five merit-defining dimensions. (Contains 6 figures.)
- Published
- 2007
48. Reports on the Interviews about Reception and Use of International Indicators
- Abstract
This article presents seven reports on the interviews about reception and use of international indicators among respondents from Belgium, Denmark, France, Italy, The Netherlands, Spain and United Kingdom. The first report is based on interviews with 5 respondents occupied with different aspects of the macro level of the Flemish educational system. It focuses on the content of the interviews and is structured upon seven headlines referring to the BEQUAD interview schedule. The second report is based on six interviews with respondents placed at different levels of the Danish educational system. This report is written on the basis of the interviews and the structure of the report is built upon seven headlines referring to the guideline of interview headings including a summary and a conclusion. The third is based on six interviews conducted during the months of May and June, 2002, with a union representative with the SNES (secondary education teachers) (A), the Director of School Education (B), a Counsellor at the "Cour des Comptes" and Chairman of the Higher Council for School Assessment (C), a counsellor and Director of Programming and Development (D), a Senator (E) and a Deputy Director of Higher Education (F). Most of the interviewees expressed their views on the best-known publications by the OECD and French education system. All interviews give emphasis on the use of indicators to serve specific ends. The fourth is based on interviews with 6 people engaged in key positions in the Italian Educational system. The fifth is based on interviews with six people occupying different key positions in the Dutch educational system. The report summarises the content of the interviews and is based on the seven headings of the BEQUAD interview schedule. Next is a report based on interviews with 6 people occupying key positions in the Spanish educational scene. The interviews aimed at getting relevant information about their perceptions on the possible influences of international indicators to decision-making processes and public information. The last report is based on interviews with three groups of respondents in the UK. The report summarises the content of the interviews and the Department of Education and Skills (DFES) written response and is structured using the seven section headings of the BEQUAD interview schedule. (Contains 2 footnotes.)
- Published
- 2004
49. Promotion of Cooperation amongst Research and Development Organizations in the Field of Vocational Training. Working Meeting (Berlin, West Germany, September 13-14, 1988).
- Author
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European Centre for the Development of Vocational Training, Berlin (West Germany).
- Abstract
This document reports the proceedings of a research forum on vocational training. Following an introduction that outlines the course of the meetings, the following 13 papers are included in the proceedings: "Report by the National Employment Office (ONEM)" (Belgium); "Training Research and Development" (National Manpower Service, Belgium); "Vocational Teacher Training--Current Features of Research and Development Work" (Denmark); "Report on the Activities of the Federal Institute for Vocational Training" (Berlin/Bonn); "Report on Research by the Centre d'Etudes et de Recherches sur les Qualifications" (Paris); "Progress Report on Summary of Investigations and Activities" (Institute for Technological Education, Athens); "Summary of Major Research and Development Projects" (Training and Employment Authority, Dublin); "Report on Training Development in Italy" (Istituto per lo Sviluppo della Formazione Professionale, Rome); "Report of the Chamber for the Promotion of Craft Trades in the Grand Duchy of Luxembourg"; "Current and Recently Completed Research in the Netherlands" (Vocational Education Research and Support Centre and State University of Utrecht); "Report of the Institute of Employment and Vocational Training" (Lisbon); "National Research and Development Projects" (National Employment Institute, Spain); and "Government Sponsored Research and Development in Vocational Education and Training in the United Kingdom" (Training Commission, Sheffield). A list of conference participants is included in the report. (KC)
- Published
- 1988
50. Towards a General Model of Quality Assessment in Higher Education.
- Author
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Van Vught, Frans A. and Westerheijden, Don. F.
- Abstract
A model of quality assessment for higher education that incorporates both accountability (representing extrinsic values) and peer-review/collegiality (reflecting intrinsic values) is outlined. It is presented in both a historical context and the context of experiences with quality assessment in North America and Western Europe. (Author/MSE)
- Published
- 1994
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