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2. Short Courses, Micro-Credentials, and Flexible Learning Pathways: A Blueprint for Policy Development and Action. Policy Paper. Flexible Learning Pathways in Higher Education
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United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP), van der Hijden, Peter, and Martin, Michaela
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Several concurrent trends are increasing the likelihood that short courses, microcredentials, and flexible learning pathways will become a regular and even dominant feature of education and training globally. This policy paper reflects on these trends with special reference to the post-secondary education sector, and explores ways to organize short courses and micro-credentials as effective tools for offering up-to-date, quality learning to much larger segments of the population, creating flexible learning pathways, fostering learner autonomy, and formally acknowledging competencies. The paper discusses existing definitions and proposes a universal working definition for micro-credentials developed by UNESCO. It also describes 10 challenges that potentially threaten the successful roll-out of microcredentials. Challenges range from concerns -- some justified, others less so -- about the quality of pedagogy to doubts about level, credit points, progression, coherence, assessment, certification, and labour market value. The paper assesses each challenge and identifies actions that could contribute to the successful roll-out of short courses and micro-credentials. These include a functioning national qualifications framework, transparent recognition procedures, internal and external quality assurance, reliable assessment, facilities for digital storage, funding for learners and providers, and stakeholder engagement. Lastly, success also requires the development of easily accessible digital registers of learners' achievements, micro-credential qualifications, short courses, providers, assessors, awarders, quality assurance agencies, credential evaluators, employers, and job and promotion opportunities. The paper draws on country experiences, studies, and projects from all world regions, and highlights good practices. It concludes with seven recommendations targeted at public policy-makers to foster coordinated action, including further research to better understand short-course provision at country level and obstacles to the development of micro-credentials, as well as their added value for individual learners, the economy, and society at large.
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- 2023
3. 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
4. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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5. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
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The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
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- 2019
6. 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
7. The Global Competition for Talent: The Rapidly Changing Market for International Students and the Need for a Strategic Approach in the US. Research & Occasional Paper Series. CSHE.8.09
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University of California, Berkeley, Center for Studies in Higher Education, Douglass, John Aubrey, and Edelstein, Richard
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There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)
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- 2009
8. Working and Learning: A Diversity of Patterns. OECD Social, Employment and Migration Working Papers, No. 169
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Organisation for Economic Cooperation and Development (OECD) (France) and Quintini, Glenda
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The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.
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- 2015
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9. Educational Applications of Communications Satellites in Canada. New Technologies in Canadian Education Series. Paper 12.
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TV Ontario, Toronto. and Richmond, J. Murray
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Canada has explored the use of satellites as a means to provide information and communications services to geographically isolated populations since 1962. Between 1972 and 1984, five series of satellites known as Anik A, B, C, and D and Hermes were launched. Each satellite provided expanded communications services, and each led to research and experiments in educational applications, some of which included joint ventures with other countries. For example, more than 20 Canadian organizations carried out technical and social experiments with the Hermes satellite, including direct-to-home television and radio broadcasting, tele-education, telemedicine, community interaction, administrative services, and native communications services. Research indicates that communications satellites far surpass their initial purpose of reaching remote populations. Current and future developments include two-way satellite technology, integration of satellites and computer assisted and managed instruction in distance education, and local and regional computer networking via satellite. Among the most important issues regarding the use of satellites for educational purposes are: (1) determining ownership and copyright of satellite programs; (2) integrating satellite educational services with existing terrestrial distribution systems; (3) determining cost-effectiveness of satellite delivered educational service; (4) evaluating student satisfaction and performance for educational services delivered by satellite; (5) establishing educational satellite consortia on a regional basis; and (6) deciding whether a satellite educational service should have one-way or two-way capabilities. (10 references) (DB)
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- 1984
10. Psychological Applications and Trends 2023
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Clara Pracana and Michael Wang
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This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
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- 2023
11. Multi-Level Classification of Literacy of Educators Using PIAAC Data
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Yalcin, Seher
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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
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- 2022
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12. Educational Use of Free and Open Source Software (FOSS): International Development and Its Implications for Higher Education
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Duan, Chenggui and Lee, Tracy K.
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Purpose: Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong. Design/methodology/approach: The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010-2020 on the theme of "FOSS" was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends. Findings: This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students. Originality/value: Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is hoped that the findings will provide a reference for the study and application of FOSS in higher education in Hong Kong.
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- 2022
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13. External Didactic Transposition in Undergraduate Mathematics
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Bosch, Marianna, Hausberger, Thomas, Hochmuth, Reinhard, Kondratieva, Margarita, and Winsløw, Carl
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How is the content of university programs selected and structured? How does it evolve? In the anthropological theory of the didactic, external didactic transposition designates the processes through which knowledge to be taught is delimited and developed for delivery within a school institution, including universities. This paper presents a first international comparative research project focused on the external didactic transposition in European and Canadian undergraduate programs in mathematics. The project aims at analyzing the factors that motivate the evolutions of the programs, the procedures to develop them, as well as the constraints that limit broader modifications and can explain their current state. The exploratory study presented in this paper considers 10 case studies from universities in Canada, Denmark, France, Germany, and Spain. Data is mainly collected from semi-structured interviews with faculty having participated in recent design of undergraduate mathematics programs and syllabi. We identify both similarities and differences between programs and syllabi, with the differences being relatively significant between Canadian and European universities when it comes to the overall structure of programs, and less visible when considering the European programs, as well as the processes in general.
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- 2021
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14. 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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15. The Importance and Level of Individual Social Capital among Academic Librarians
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Wojciechowska, Maja
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Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.
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- 2023
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16. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
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- 2016
17. From Widening Horizons to Widening Participation: Transmitting the Experience of Global Citizenship to the School Classroom
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Hampton, Cathy and Demeure-Ahearne, Ariane
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This paper gives account of a project involving Year Abroad students of French at Warwick University challenged to select "realia" from their host countries in order to stimulate enthusiasm for language learning in local schools. It considers the cognitive and affective processes informing the "culture gathering" that took place: how did the responsibility to act as the interface between a foreign culture and their own inform these students' own intercultural and linguistic journeys? Assessing outcomes, the paper goes on to describe the implementation of a more ambitious second stage project involving the Routes into Languages Adopt a Class scheme, Warwick PGCE MFL students and staff, and students on the British Council assistantship and Erasmus programmes. [For the complete volume, "Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration," see ED565011.]
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- 2016
18. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
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- 2020
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19. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
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This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
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- 2014
20. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
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For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
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- 2012
21. The Uses of Globalization in the (Shifting) Landscape of Educational Studies
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Tarc, Paul
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The term "globalization" does more than represent a set of material (and ideological) processes that have impacts on education and schooling. Additionally, "globalization" operates as a conceptual lens or set of interventions, which is significantly impacting academic discourses in Education and in other disciplines. Not only has "Globalization and Education" (G&E) emerged as a new, trans-disciplinary field of Educational Studies, insights from this field and globalization studies more directly have impacted many other fields of Education. This paper summarizes major impacts of globalization on education and maps out a "first-wave" G&E discourse by analyzing a small set of key texts published around the turn of the century. The paper distills key uses of globalization from this "first-wave" G&E and more recent correctives to clarify the potential applications for--and implications of the "lens" of--globalization for educational scholarship. (Contains 9 footnotes.)
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- 2012
22. Second Language Teaching and Learning with Technology: Views of Emergent Researchers
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Research-publishing.net (France), Thouësny, Sylvie, Bradley, Linda, Thouësny, Sylvie, Bradley, Linda, and Research-publishing.net (France)
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The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)
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- 2011
23. A Transnational Comparative Study of Preservice Teachers' Critical Thinking Skills and Metaliteracy Self-Efficacy
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Michelot, Florent, Béland, Sébastien, and Poellhuber, Bruno
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Purpose: While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow's educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers' critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec). Design/methodology/approach: Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers' (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework "for engaging with individuals and ideas in digital environments" (Mackey and Jacobson, 2011, p. 70). Findings: This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study. Originality/value: Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers' country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.
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- 2022
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24. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
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This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)
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- 2006
25. 'You're Facing That Machine but There's a Human Being behind It': Students' Affective Experiences on an Online Doctoral Programme
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Kennedy, Eileen and Gray, Morag
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Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell's exploration of affective practice to theorise learners' responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning.
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- 2016
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26. 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
27. Synchronous Video Communication for Distance Education: The Educators' Perspective
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Themelis, Chryssoula
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The paper reports on the experienced educator perspective regarding human-to-human connection in distance education. The research questions aimed to fill gaps in the existing research literature, to investigate the role of the educator, to discover how learning and subject content are affected by contextual factors, to find out if it enhances the sense of togetherness (immediacy and intimacy). The Informed Grounded Theory and the Community of Inquiry model provided a scaffolding framework for designing interview questions and analyzing findings. The outcome of the analysis formulated a new theory called tele-proximity, which gives an explanation of how presences could work in synchronicity. The findings may help educators gain insight into how to use Synchronous Video Communication (SVC) and lead future research to dig deeper into the field of synchronicity and the importance of audiovisual cues.
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- 2014
28. Exploring Teacher Identity in International Schools: Key Concepts for Research
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Bailey, Lucy and Cooker, Lucy
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This paper explores the identity of teachers in international schools who are embarking on postgraduate studies in education. Based on semi-structured interviews with 20 teachers starting an international qualification, it establishes key aspects of their identity and notes that they feel distinct from teaching professionals in their passport countries. From this discussion, a tool-box of concepts for understanding the identity of international school teachers is suggested, together with a typology of international school teachers echoing Hayden & Thompson's (2013) typology of international schools. It is suggested that these concepts require further exploration and empirical substantiation in order both to understand their implications for addressing teacher shortages and to understand the knowledge, skills and attitudes that teachers with non-conventional qualifications and backgrounds may offer to schools.
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- 2019
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29. An Assessment of the Growth in Coverage of Social and Environmental Issues in Graduate Accounting Courses
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Green, Sharon and Weber, James
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The paper examines if there has been an increase in the attention paid to social and environmental issues (SEI) in accounting curricula. Using schools participating in the Aspen Institute's Beyond Grey Pinstripes (BGP) program, we measure the increase in the number of accounting courses incorporating SEI across the biennial application years of 2005, 2007 and 2009. We also examine the percentage of SEI coverage in accounting courses between 2007 and 2009. Our findings suggest that there was not an appreciable increase in the number of accounting courses dealing with SEI between 2005 and 2007, but that the increase was significant during the period from 2007 to 2009. Further, the increase over the four-year period from 2005 to 2009 was also significant. In addition, there is a significant increase in the percentage of SEI coverage in accounting courses between 2007 and 2009. Implications of these findings are discussed.
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- 2013
30. Teaching and Learning against All Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education
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Muhirwa, Jean-Marie
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Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries. (Contains 2 figures, 1 table and 2 footnotes.)
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- 2009
31. Entrepreneurship and Self-Employment Training in Technical and Vocational Education.
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Lasonen, Johanna L.
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The increasing emphasis on entrepreneurship and self-employment training in vocational education and training (VET) worldwide was examined. Special attention was paid to the following themes: (1) the content and various concepts of entrepreneurship, including the distinction between external and internal entrepreneurship; (2) trends in entrepreneurship education in different countries, the implications of entrepreneurship and entrepreneurship education, and the necessity of broad occupational skills and occupational mastery to education and learning in general; (3) the societal and education system contexts of entrepreneurship education; (4) problems of access to training and entrepreneurship as exemplified by the position of women; and (5) the future of entrepreneurship education in light of a critical examination of the emphases, contents, and goals of entrepreneurship education and a brief consideration of the challenge that entrepreneurship and entrepreneurship education present to educational institutions and the operation and organization of the public sector. It was concluded that, in general, the existing goals of entrepreneurship training place too much emphasis on the instrumental value of learning and knowledge and economic and material values. It was recommended that pedagogical approaches in VET be adjusted so as to enable teaching and learning fostering creative and innovative citizens who are able to employ themselves. (Contains 21 references.) (MN)
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- 1999
32. 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).
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Manning, Sabine and Dif, M'Ham
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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)
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- 2001
33. Eating a Home: Food, Imaginary Selves and Study Abroad Testimonials
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Hanna, Barbara E.
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Discourses around Study Abroad (SA) consistently portray a transformational experience for participants who return home forever changed. This article investigates how such change is inscribed in texts addressed to Australian tertiary students considering SA. Acknowledging the significant role of the non-study component of SA in triggering change, this paper focuses on the non-academic domain of food, recurrent in the corpus, 102 SA testimonials from returnees from French-speaking environments of Canada, France and Switzerland, posted on an Australian Group of Eight university website. It investigates the templates provided to shape the imaginary of the readers as to their ideal selves and to legitimize and ascribe value to particular foods and related practices. Are students guided towards the perpetuation of their habits, or in these "foreign fields", is there an opportunity to shift habitus, with food contributing to the reconstructed self? Drawing on Bourdieu and on theories of motivation and of the ideal self, the article proposes a reading that resolves the tension between the integrative use of food, and the future exploitation of the SA experience as a mark of distinction.
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- 2016
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34. Impacts of Academic R&D on High-Tech Manufacturing Products: Tentative Evidence from Supercomputer Data
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Le, Thanh and Tang, Kam Ki
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This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.
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- 2015
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35. Global Higher Education in Need of More and Better Learning Metrics. Why OECD's AHELO Project Might Help to Fill the Gap
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Van Damme, Dirk
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In this paper, I argue for more and better learning metrics in higher education, eventually through an international, comparative assessment of students' learning outcomes. Better learning measures may help to improve transparency in the system by addressing the information asymmetry problem. If not addressed adequately, the lack of transparency could lead to "bubbles" comparable to those in financial markets. On a systemic level, the higher education community has a definite interest in filling the information gaps by making decisive steps forward in the development of valid and reliable learning metrics.
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- 2015
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36. How Has the Global Economic Crisis Affected People with Different Levels of Education? Education Indicators in Focus. No. 1
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Organisation for Economic Cooperation and Development
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This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.
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- 2012
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37. The Global Picture. Recession to Recovery
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Universities UK (England)
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The objectives of this study were to: (1) document government and HE (higher education) sector responses to the recession within a select number of key countries which compete with the UK; and (2) compare these responses and analyse them by theme to draw out any common patterns. The focus of the work was to find, where possible, an evidence base that enables genuine like-for-like comparison, and to provide a high-level commentary and analysis on general country responses. The report begins by describing the impact of the global economic crisis on different regions, and how countries around the world have responded, particularly in reference to spending on HE. The focus then turns to the impact of changes to public spending on the sector itself, examining changes to patterns of demand and supply in specific countries, as well as the impact on research, particular subject areas and access. Finally, how universities have responded to the changed environment is investigated, including attempts to reduce costs and diversify income. Interview list is appended. (Contains 5 figures and 9 endnotes.) [This paper has been prepared by Pricewaterhouse Coopers (PwC).]
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- 2010
38. Continuing Higher Education in Germany Now and in the Future--What Can We Learn from an International Comparison?
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Schaeper, Hilde
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Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and systematically relate them to the country-specific institutional context. Our analysis suggests that the present situation and the future development of CHE are strongly path-dependent and context-bound. This systemic character of CHE restricts the transferability of particular features of a country's CHE system. Nonetheless, there remain several lessons to be learned from other countries.
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- 2008
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39. Academic Mobility and Immigration
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Tremblay, Karine
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In the late 1990s, sustained economic growth in most Organisation for Economic Cooperation and Development (OECD) countries and the development of the information economy led to a considerable increase in migration of highly skilled individuals, especially in science and technology. Some OECD countries relaxed their immigration policies to attract highly qualified foreigners to sectors facing labour shortages. In the context of increasing internationalization of education, academic mobility appears as a potential source of qualified workers from host countries' perspective, either during their studies or through subsequent recruitment. Study abroad can be part of a deliberate immigration strategy from the perspective of students. The article reviews the links between academic mobility and immigration and assesses impact on immigration policies. Indeed, some OECD countries are allowing foreign students to apply for resident status from within their territory as part of an immigration recruitment strategy. The impact for sending countries is also envisaged. (Contains 1 figure and 7 tables.)
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- 2005
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40. Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. In Five Volumes. Volume V -- In Two Parts. Part 1 [Report of the Commissioner of Education]
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Department of the Interior, United States Bureau of Education (ED)
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This is the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see "Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III" (ED622083).]
- Published
- 1896
41. Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II
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Department of the Interior, United States Bureau of Education (ED)
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This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]
- Published
- 1895
42. Youth Policies and Programs in Selected Countries.
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William T. Grant Foundation, Washington, DC. Commission on Work, Family, and Citizenship. and George, Rosemary
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Youth unemployment is hardly new, but in the 1980s it poses unprecedented problems because economic growth no longer seems to provide the necessary jobs. Youth labor markets are being stripped of entry-level jobs by new technologies, changes in the global division of labor, and the upgrading of occupational structures. This paper describes government policies and practices on youth in selected countries that have a bearing on the transition from youth to adulthood. Data were gathered in extensive interviews with embassy officials and through analysis of documents provided by them, national education authorities, and the Organization for Economic Cooperation and Development (OECD). The countries surveyed were: Australia; Britain; Canada; Finland; France; Federal Republic of Germany; Hungary; Ireland; Japan; Norway; and Sweden. Findings are presented in the following areas: (1) Demography of Youth; (2) National Policies; (3) Administrative Structures; (4) Education and Training; (5) Socioeconomic and Gender Inequalities; (6) Guidance, Counseling, and Placement; (7) Financial Support; (8) National Service; and (9) Youth Organizations. Data are presented on five tables and three appendices. (BJV)
- Published
- 1987
43. Hands of Knowledge. 'Adult Education, Development and Peace.' Report of the World Assembly of Adult Education (Buenos Aires, Argentina, November 22-30, 1985).
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International Council for Adult Education, Toronto (Ontario). and Stultz, Erma
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This report, written in popular education style and designed to be readable both by adult educators and by the people with whom they work, describes a week-long meeting of the World Assembly of Adult Education. Under the general themes "Where are we?""Where are we going?" and How to do it" the report provides synopses of the reports of 17 working groups on the following topics: peace and human rights, popular theater and communications, participatory research, rural adult education, adult education and prisons, adult education and indigenous peoples, workers' education, adult education and self-management, adult education and new technology, literacy and post-literacy, history of adult education, adult education and women, adult education and older adults, civic adult education, training of adult educators, adult education and primary health care, and adult education and the disabled. The report also includes comments from numerous participants from around the world, as well as officials of UNICEF, UNESCO, the International Conference on Adult Education, the presidents of Argentina and France, and other dignitaries. The report includes numerous drawings and photographs. The meeting agenda and a list of participants are included. (KC)
- Published
- 1986
44. Linking Teachers to the World of Technology.
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Marker, Gerald and Ehman, Lee
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Discusses how to prepare teachers to use educational technology and how to affect their attitudes toward change. Technology in public schools in Indiana is examined, and the international Long Distance Learning Network Project (LDLN), which was designed to determine the effectiveness of long-distance learning in elementary and secondary schools, is described. (LRW)
- Published
- 1989
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