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2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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3. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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4. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
5. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
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Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
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- 2020
6. Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries. OECD Education Working Papers. No. 258
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Organisation for Economic Cooperation and Development (OECD) (France), Covacevich, Catalina, Mann, Anthony, Santos, Cristina, and Champaud, Jonah
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The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
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- 2021
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7. 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)
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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.]
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- 2018
8. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
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- 2024
9. Education Policy Evaluation: Surveying the OECD Landscape. OECD Education Working Papers, No. 236
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Organisation for Economic Cooperation and Development (OECD) (France) and Golden, Gillian
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This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key challenges. It takes a view of policy evaluation as an activity that takes place throughout the entire policy cycle, before, during, and after a reform is implemented. It proposes a supporting framework for education policy evaluation that integrates institutional factors which can help to build robust underpinnings for policy evaluation. It also presents some specific considerations to take into account for individual policy evaluation processes. Analysis of more than 80 evaluations across OECD education systems provides an indication of the diversity of approaches taken in the policy evaluation process. Key findings refer to the "who", "when", "what", "how", "for what" and "what next" of policy evaluation processes through a comparative lens.
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- 2020
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10. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
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Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
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- 2020
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11. Simultaneous and Comparable Numerical Indicators of International, National and Local Collaboration Practices in English-Medium Astrophysics Research Papers
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Méndez, David I. and Alcaraz, M. Ángeles
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Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.
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- 2016
12. Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6
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McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, Childs, Peter E., McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, and Childs, Peter E.
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This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]
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- 2019
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13. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
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14. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
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Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
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The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
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- 2019
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15. 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
16. Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
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Cedefop - European Centre for the Development of Vocational Training
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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
17. 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
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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
18. Making Skills Transparent: Recognising Vocational Skills Acquired through Workbased Learning. OECD Education Working Papers, No. 180
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Organisation for Economic Cooperation and Development (OECD) (France), Kis, Viktoria, and Windisch, Hendrickje Catriona
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This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.
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- 2018
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19. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
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Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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20. Why Socrates Should Be in the Boardroom in Research Universities. Research & Occasional Paper Series: CSHE.3.10
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University of California, Berkeley, Center for Studies in Higher Education and Goodall, Amanda H.
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There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university's performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations. (Contains 7 figures and 27 footnotes.)
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- 2010
21. Fostering Language Acquisition in Daycare Settings: What Does the Research Tell Us? Working Papers in Early Childhood Development, No. 49
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Bernard Van Leer Foundation (Netherlands) and Beller, Simone
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The ways in which children learn a language--be it their mother tongue or their second language--can have a strong influence on their success in school. Researchers in linguistics and early child development have tried to determine the factors that can help and hinder language acquisition in young children, with some conflicting results. In this article, the author reviews the research and existing theories on language development, focusing on how pre-schoolers' social environment affects their ability to learn languages and their subsequent reading and writing skills. Because children from immigrant families and those with a low socio-economic status often have difficulty with language acquisition, this review looks in particular at language development initiatives for disadvantaged groups in daycare settings. Beginning with an overview of theories on language development, the author examines the sometimes-conflicting hypotheses that attempt to explain how children acquire their first language and how some become bilingual. Next, the role of the social environment is reviewed, beginning with the importance of verbal input for first language development, then looking at the complex phenomenon of second language acquisition. The author provides an overview of research on bilingualism and its various forms, focussing on children who learn a second language after they are already established in their mother tongue, as opposed to the less common cases of children who acquire two languages from birth. Looking in particular at research on migrant children, the paper explores the course and duration of second language acquisition, as well as the common linguistic behaviours that may arise. Conditions that influence children's adoption of a second language and culture are then examined, as well as similarities and differences between first and second language acquisition. Factors that influence the development of a second language such as age, motivation, interaction, educational style, socio-economic status, and experiences in daycare are discussed, and the impact of early language development on school success is examined. Finally, the author reviews several programmes aimed at fostering language development and literacy in infancy and early childhood in the United Kingdom, the United States, and Germany, and concludes with a discussion of the implications of the research, providing several recommendations for practice. A glossary is included. (Contains 24 footnotes.)
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- 2008
22. Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners
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Joannidou, Shaunna and Sime, Julie-Ann
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As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
23. Internationalising Vocational Education and Training in Europe: Prelude to an Overdue Debate. A Discussion Paper. Conference on Internationalising Vocational Education and Training in Europe (Thessaloniki, Greece, May 25-27, 2000). CEDEFOP Panorama Series.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece)., Sogaard, Jorn, and Wollschlager, Norbert
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These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)
- Published
- 2000
24. 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
25. Why Are Child Poverty Rates Higher in Britain Than in Germany? A Longitudinal Perspective. Working Paper.
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Essex Univ., Colchester (England). Inst. for Social and Economic Research., Jenkins, Stephen P., and Schluter, Christian
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This study analyzed why child poverty rates were so much higher in Great Britain than in Western Germany during the 1990s, focusing on why child poverty exit rates were lower and child poverty entry rates were higher in Great Britain. Researchers used a form of decomposition analysis comparing cross-nationally the prevalence of events that triggered poverty (changes in household composition, household labor market attachment, and labor earnings) and the chances of making a poverty transition conditional on experiencing a trigger event. Results found that the latter type of difference was the most important for both poverty exits and poverty entries. The findings reflected differences between the German and British welfare states, with the German one providing a greater cushion against adverse events and better reinforcement of positive events. Differences in the prevalence rates of trigger events also played a role. A notable example was the greater risk of job loss in Great Britain compared to Western Germany. (Contains 29 references.) (SM)
- Published
- 2001
26. Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.
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Adult Learning Australia, Inc., Jamison. and Brown, Tony
- Abstract
This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)
- Published
- 2000
27. Management Skills. Skills Task Force Research Paper 3.
- Author
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Department for Education and Employment, London (England)., Johnson, Steven, and Winterton, Jonathan
- Abstract
A task force was convened to identify the nature, extent, and pattern of skill needs and shortages for managerial occupations in the United Kingdom (UK). The task force began by examining the key challenges facing managers in the UK. The following factors were among those considered: economic policies promoting liberalization and deregulation; increasingly fragmented and global product markets; and technological transformations arising from developments in microelectronics. The demand projections for managers and skills shortages (as demonstrated through recruitment problems for higher-level occupations) were reviewed along with the new skills and competencies demanded of managers. Skills related to the following management roles were detailed: managing operations, managing finance, managing people, and managing information. Each key role was subdivided into units of competence that were in turn subdivided into elements of competence. Performance criteria and range indicators were provided for each element of competence. The following key management roles were added to the original four: manage energy, manage quality, and manage projects. Existing management standards were reviewed and modified to reflect the new roles. Management training and development in schools and small and medium enterprises were discussed along with criticisms that have been leveled against competency-based management development. (Contains 112 references.) (MN)
- Published
- 1999
28. Immigrant Minority Languages and Multilingual Education in Europe: A Literature Review
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Elizabeth Pérez-Izaguirre, Gorka Roman, and María Orcasitas-Vicandi
- Abstract
Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.
- Published
- 2024
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29. Innovation from Necessity: Digital Technologies, Teacher Development and Reciprocity with Organisational Innovation
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Howard Scott and Matthew Smith
- Abstract
This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly "personal at a practitioner level" and shaped by need, before becoming driven by "collaboration at an organisational level" with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of "organisational change". This resonates with literature which shows innovation has three outcomes: "originality" (practitioner-based agency); "scale" (going beyond the site of creation) and "value" (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency.
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- 2024
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30. Effect of Face Mask on Lowering COVID-19 Incidence in School Settings: A Systematic Review
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Luka Viera
- Abstract
BACKGROUND: The emergence of COVID-19 resulted in a substantial loss of education because of global school closures. Face masks are a potential measure to restrain the COVID-19 spread; therefore, this paper evaluated the effectiveness of face masks in reducing COVID-19 incidence in school settings. METHODS: A systematic review was conducted by searching the literature in the Cochrane COVID-19 Study Register and the World Health Organization COVID-19 global literature. Data were summarized in tabular forms, and the findings were presented as narrative synthesis. RESULTS: A total of 15,709 records were retrieved. The screening and selection led to the inclusion of 12 observational and 2 quasi-experimental studies. Nine studies were conducted in different states, counties, or districts of the United States, and the remaining 5 were reported from Germany, Finland, Spain, and the United Kingdom. The results of 10 out of 14 studies favored mask use in reducing school COVID-19 incidence. Three studies found no link between mask use and COVID-19 incidences, whereas 1 quasi-experimental study noted a higher COVID-19 incidence with mask use in students aged 6-11 years than no use of mask among preschool children aged 3-5 years. CONCLUSION: Mask mandates may lessen the incidence of respiratory infectious diseases in school settings during a pandemic; more well-designed studies are warranted to clarify further the evidence regarding mask use in school settings.
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- 2024
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31. 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
32. The Effectiveness of National Training Boards. Training Discussion Papers No. 110.
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International Labour Office, Geneva (Switzerland). and Wilson, David N.
- Abstract
This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)
- Published
- 1993
33. 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).
- Abstract
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
34. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
- Abstract
These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
- Published
- 2016
35. The Legacy of COVID-19 in Education. EdWorkingPaper No. 21-478
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Annenberg Institute for School Reform at Brown University, Werner, Katharina, and Woessmann, Ludger
- Abstract
If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality. [This paper was prepared for the XXIII European Conference of the Fondazione Rodolfo Debenedetti on "Long-term socio-economic consequences of the COVID-19 pandemic."]
- Published
- 2021
36. Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135
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Organisation for Economic Cooperation and Development (OECD) (France) and Kis, Viktoria
- Abstract
Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is too short will fail to attract employer interest. Ensuring that the design of work-based learning schemes balances the interests of both employer and trainee is key to successful implementation. Carefully organising what trainees do while in the workplace and integrating learning into productive work can yield higher benefits for firms, while maintaining the quality of learning. Strengthening capacity within firms to effectively manage work-based learning can help achieve this. Enhancing that capacity, for example through training for trainee supervisors can help employers reap more benefits from work-based learning schemes while meeting quality requirements. Two tables are appended.
- Published
- 2016
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37. Test-Taking Engagement in PIAAC. OECD Education Working Papers, No. 133
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Organisation for Economic Cooperation and Development (OECD) (France), Goldhammer, Frank, Martens, Thomas, Christoph, Gabriela, and Lüdtke, Oliver
- Abstract
In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee's native language. Appended are: (1) Country differences in test-taking engagement; and (2) Subgroup differences in test-taking engagement.
- Published
- 2016
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38. The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes. OECD Education Working Papers, No. 129
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Organisation for Economic Cooperation and Development (OECD) (France), Lane, Marguerita, and Conlon, Gavan
- Abstract
Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market. Contains the following annexes: (1) Country Literacy and Numeracy Profiles; and (2) Demographic Control Variables.
- Published
- 2016
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39. Transnational Higher Education Cultures and Generative AI: A Nominal Group Study for Policy Development in English Medium Instruction
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Peter Bannister, Elena Alcalde Peñalver, and Alexandra Santamaría Urbieta
- Abstract
Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.
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- 2024
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40. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
- Abstract
The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
41. Employment Patterns in OECD Countries: Reassessing the Role of Policies and Institutions. OECD Economics Department Working Papers No. 486
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Organisation for Economic Cooperation and Development, Bassanini, Andrea, and Duval, Romain
- Abstract
This paper explores the impact of policies and institutions on employment and unemployment of OECD countries in the past decades. Reduced-form unemployment equations, consistent with standard wage setting/price-setting models, are estimated using cross-country/time-series data from 21 OECD countries over the period 1982-2003. In the "average" OECD country, high and long-lasting unemployment benefits, high tax wedges and stringent anticompetitive product market regulation are found to increase aggregate unemployment. By contrast, highly centralised and/or coordinated wage bargaining systems are estimated to reduce unemployment. These findings are robust across specifications, datasets and econometric methods. As policies and institutions affect employment not only via their impact on aggregate unemployment but also through their effects on labour market participation -- particularly for those groups "at the margin" of the labour market, group-specific employment rate equations are also estimated. In the "average" OECD country, high unemployment benefits and high tax wedges are found to be associated with lower employment prospects for all groups studied, namely prime-age males, females, older workers and youths. There is also evidence that group-specific policy determinants matter, such as targeted fiscal incentives. The paper also finds significant evidence of interactions across policies and institutions, as well as between institutions and macroeconomic conditions. Consistent with theory, structural reforms appear to have mutually reinforcing effects: the impact of a given policy reform is greater the more employment-friendly the overall policy and institutional framework. Certain more specific interactions across policies and institutions are found to be particularly robust, notably between unemployment benefits and public spending on active labour market programmes as well as between statutory minimum wages and the tax wedge. Finally, it is shown that macroeconomic conditions also matter for unemployment patterns, with their impact being shaped by policies. (A bibliography is included. Contains 144 footnotes, 9 figures, 3 boxes and 27 tables.)
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- 2006
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42. Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD Education Working Papers, No. 9
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Organisation for Economic Cooperation and Development, Arbo, Peter, and Benneworth, Paul
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The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)
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- 2007
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43. Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
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Bozkurt, Aras, Xiao, Junhong, Lambert, Sarah, Pazurek, Angelica, Crompton, Helen, Koseoglu, Suzan, Farrow, Robert, Bond, Melissa, Nerantzi, Chrissi, Honeychurch, Sarah, Bali, Maha, Dron, Jon, Mir, Kamran, Stewart, Bonnie, Costello, Eamon, Mason, Jon, Stracke, Christian M., Romero-Hall, Enilda, Koutropoulos, Apostolos, Toquero, Cathy Mae, Singh, Lenandlar, Tlili, Ahm, Lee, Kyungmee, Nichols, Mark, Ossiannilsson, Ebba, Brown, Mark, Irvine, Valerie, Raffaghelli, Juliana Elisa, Santos-Hermosa, Gema, Farrell, Orna, Adam, Taskeen, Thong, Ying Li, Sani-Bozkurt, Sunagul, Sharma, Ramesh C., Hrastinski, Stefan, and Jandric, Petar
- Abstract
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
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- 2023
44. Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation
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Rapanta, Chrysi and Macagno, Fabrizio
- Abstract
Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e., several students participating) and constructive (i.e., students produce arguments of high complexity). Our goal is to analyze whether and how specific types of dialogue prompts can encourage students' engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. Method: We describe the implementation of our analytical approach to a large corpus of classroom interactions from five European countries. The corpus was segmented into dialogical sequences, which were then coded according to the argumentation dialogue goal expressed in the sequence. We also coded students' arguments according to Toulmin's elements and distinguished between low- and high-complexity arguments from a structural point of view. Findings: Our findings show the predominance of the so-called Discovery questions as prompts that are both productive and constructive and Inquiry questions as prompts of argumentative constructive interactions. We discuss the importance of these findings for teacher professional development purposes.
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- 2023
45. 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
- Abstract
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
46. Mapping the Evolution Path of Citizen Science in Education: A Bibliometric Analysis
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Yenchun Wu and Marco Fabio Benaglia
- Abstract
For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.
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- 2024
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47. Global Research Capacity Building among Academic Researchers
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Ewelina K. Niemczyk
- Abstract
Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.
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- 2024
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48. Institutional Logics as a Theoretical Framework: A Comparison of Performance Based Funding Policies in the United Kingdom, Germany, and France
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Ian Baker
- Abstract
Beginning in the mid-1980s, European governments have increasingly implemented performance-based funding systems for higher education. While a focus on the transnational pressures that contributed to the widespread adoption of performance-based funding in Europe accounts for the impetus for performance-based funding policies, it fails to address how and why the resultant performance-based funding policies are as distinct and different as they are. In this paper, I argue that an institutional logics perspective offers a theoretical account of the performance-based funding policy formation process. I use the United Kingdom (UK), Germany, and France as case studies. I contend that in these three cases, different local logics drove the performance-based funding policy formation process.
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- 2024
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49. Student Concerns about Their Stay Abroad: A Comparison between British and German Student Concerns before and after Their Time Abroad
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Leahy, Christine
- Abstract
While an extended stay abroad is generally assumed to be a valuable experience, some students are reluctant to take up the opportunity. To understand this phenomenon better, this study looks at students' concerns before they embark on their time abroad (to undertake a study placement, work placement, or a language assistantship) and looks at returning students' perceptions, to see the extent to which their initial concerns materialised. The research is based on two questionnaires distributed to over 800 participants at two universities (one in the UK, one in Germany). Besides quantitative data, qualitative responses give additional insights into the students' perceptions. The results show marked differences between the two cohorts and also produce evidence of a considerable shift in students' perceptions after their return: a high percentage of students noted that their anticipated concerns were not realised. The results of this study are useful in shedding some light on students' concerns and can inform student support and Year Abroad (YA) preparation. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]
- Published
- 2020
50. Bringing about Curriculum Innovations. OECD Education Working Papers, No. 82
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Organisation for Economic Cooperation and Development and Karkkainen, Kiira
- Abstract
Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only "what" should be taught to students, but also "how" the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. This paper characterises two contrasted approaches to curriculum decision making and bringing about innovations in education. At one extreme, a prescriptive central curriculum implicitly places the initiative for educational innovations at the level of the central administration. This approach provides strong incentives for schools and teachers to adapt innovations that would not otherwise take place. Innovations, supported by policy measures and informed by research, are brought within the reach of all schools and teachers in an equitable manner. The challenge is then to accommodate local needs and ensure the commitment to and implementation of innovations by schools and teachers. At the other extreme, decentralised curriculum decision making provides schools--and perhaps even teachers--with room to create their own educational innovations. This approach allows for experimentation relevant to individual students and local communities. Innovations are meant to spread through horizontal networks of schools and teachers. The challenge is then to provide incentives for individual schools and teachers to innovate or adapt innovations and ensure that they have equal capacity to do so. The paper provides an overview of various possible approaches linking curriculum policy to educational innovation, it shows that OECD countries can mix these approaches and it discusses elements that can affect those innovations in reality. Focusing on public lower-secondary education, it draws on various OECD and UNESCO data. First, the paper suggests that OECD education systems differ clearly when looking at formal curriculum decision making, although no system relies on a purely central or school-based approach to curriculum innovations. Second, several elements can reduce the "innovation power" of the central curriculum and the "innovation flexibility" of the decentralised curriculum. Third, stakeholders--such as experts, teachers and parents--are able to influence curriculum innovations differently at central and school levels. Innovations in central-level curriculum appear to have widespread possibilities to rely on expert knowledge with consultation with practitioners, parents and the wider public. School level curriculum innovations appear to build mainly on principals and teachers' knowledge with an indirect influence from experts and parents. Annexed are: (1) Emerging Curriculum Themes in OECD Countries; (2) Approaches to Bringing About Competence-Based Curriculum; (3) Central Level Curriculum in OECD Countries; (4) Details on the Implicit Approaches to Curriculum Innovations; and (5) Roles of Parents in Decision Making on Education Policy. (Contains 13 tables, 4 charts, 5 boxes and 20 notes.)
- Published
- 2012
- Full Text
- View/download PDF
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