9,369 results
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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. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes 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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- 2019
5. 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.
- Abstract
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
6. CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016)
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Research-publishing.net (France), Papadima-Sophocleous, Salomi, Bradley, Linda, and Thouësny, Sylvie
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The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)
- Published
- 2016
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. Can I Take a Look at Your Notes?: A Phenomenological Exploration of How University Students Experience Note-Taking Using Paper-Based and Paperless Resources
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Bravo Palacios, Emmi and Simons, Maarten
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The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience.
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- 2021
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9. Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.
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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. 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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12. 'High' Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Marie, Olivier, and Zölitz, Ulf
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This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students' course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students' study effort. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
- Published
- 2015
13. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
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Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
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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. Constructive Accountability, Transparency and Trust between Government and Highly Autonomous Schools in Flanders. OECD Education Working Papers, No. 199
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Organisation for Economic Cooperation and Development (OECD) (France), Shewbridge, Claire, Fuster, Marc, and Rouw, Rien
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Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective, particularly accountability of equity funding in primary and secondary education. The paper shows that accountability mechanisms are not highly developed, specifically to the Flemish government and to the public. As a result, it proved hard to examine if resources were used effectively and efficiently. The paper argues that a long-term perspective and step-by-step approach is needed to create a culture of evaluation and accountability. It is emphasised that a long-term strategy should start with building horizontal and more specifically professional accountability mechanisms, based on a clear picture of how accountability relates to the overall aims and vision of education. The paper suggests furthermore to strengthen the use of knowledge, both tacit knowledge among others from students, as well as knowledge from research.
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- 2019
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16. Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
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Organisation for Economic Cooperation and Development (OECD) (France) and Keslair, François
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This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
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- 2018
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17. Dilemmas of Central Governance and Distributed Autonomy in Education. OECD Education Working Papers, No. 189
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Organisation for Economic Cooperation and Development (OECD) (France), Frankowski, Andrea, van der Steen, Martijn, Bressers, Daphne, Schulz, Martin, Shewbridge, Claire, Fuster, Marc, and Rouw, Rien
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Prepared for a Strategic Education Governance learning seminar, this working paper analyses the ways in which the Dutch government tried to reach overarching goals in education, in a system characterised by a high degree of distributed autonomy of education institutions and the participation of multiple actors, and consequently a government highly dependent on the collaboration with stakeholders. The paper introduces four perspectives on governance: 'traditional public administration', 'new public management', 'network governance' and 'societal resilience'. In practice, these perspectives do not exclude each other. Based on three cases the paper shows that the Dutch government used simultaneously different perspectives in each case and across the cases, in various combinations. Each combination proved to have its pros and cons. The paper argues for a deliberate consideration and choice of governance perspectives as an important element of policy preparation.
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- 2018
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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. Used paper tissues for pathogen identification in acute respiratory infection.
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Rector A, Bloemen M, Van Ranst M, and Wollants E
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- Humans, Belgium, Male, Adult, Female, Middle Aged, Aged, Specimen Handling methods, Adolescent, Young Adult, Nasopharynx virology, Nasopharynx microbiology, Child, Child, Preschool, SARS-CoV-2 isolation & purification, SARS-CoV-2 genetics, Aged, 80 and over, Virus Diseases diagnosis, Virus Diseases virology, Acute Disease, Respiratory Tract Infections virology, Respiratory Tract Infections diagnosis, Respiratory Tract Infections microbiology, Viruses isolation & purification, Viruses classification
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During the Belgian winter and spring season 2022-2023, we investigated the potential of used paper tissue (UPT) as a noninvasive sampling method for the diagnosis of acute respiratory infections. Screening for respiratory pathogens was done using an in-house developed respiratory panel for simultaneous detection of 22 respiratory viruses and seven nonviral pathogens. The method allowed the identification and typing of respiratory pathogens in symptomatic individuals, as well as in collective samples taken at a community level. Pathogens that were identified in nasal swabs could also be detected in concurrent UPT from the same patient. In all cases that tested positive on an antigen-detection rapid diagnostic test, the corresponding virus could be detected in UPT. The collection of UPT could be useful in epidemiological surveillance of severe acute respiratory syndrome coronavirus 2 and other coronaviruses, as well as other respiratory pathogens such as influenzavirus, respiratory syncytial virus, entero/rhinoviruses including EV-D68, parainfluenzaviruses, and Streptococcus pneumoniae. Multiple respiratory pathogens could be detected in UPTs of collectivities, confirming its applicability for community testing. This is especially interesting for screening in nursing homes, centers for the disabled, schools or other settings were taking nasal or nasopharyngeal samples is cumbersome., (© 2023 Wiley Periodicals LLC.)
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- 2023
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20. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
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This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
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- 2014
21. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
22. The Evolution of Gender Gaps in Numeracy and Literacy between Childhood and Adulthood. OECD Education Working Papers, No. 184
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Choi, Álvaro, and Paccagnella, Marco
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Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
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- 2018
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23. Education Systems, Education Reforms, and Adult Skills in the Survey of Adult Skills (PIAAC). OECD Education Working Papers, No. 182
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Organisation for Economic Cooperation and Development (OECD) (France) and Liu, Huacong
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This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution. Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles. Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution. Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.
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- 2018
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24. Can We Close Gaps in Literacy by Social Background over the Life Course? Evidence from Synthetic 1950-1980 Birth Cohorts. OECD Education Working Papers, No. 178
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Organisation for Economic Cooperation and Development (OECD) (France) and Chmielewski, Anna K.
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It is well-known that there are large disparities in academic achievement between children of different socio-economic status (SES) backgrounds. This study examines the evolution of disparities in literacy skills between adults of different SES backgrounds. It compares countries' patterns in the evolution of disparities in literacy by SES background as cohorts age and asks which patterns of educational and labour force participation predict a narrowing rather than a widening of these disparities. Since there is no international longitudinal study of skills across the entire adult life span, this study uses three cross-sectional international adult studies (International Adult Literacy Survey, Adult Literacy and Lifeskills and Programme for the International Assessment of Adult Competencies) and matches birth years to create synthetic cohorts. Results indicate that there is large cross-national variation in the evolution of skills disparities associated with SES background. Disparities in literacy proficiency tend to widen when SES disparities in high school completion, professional and blue-collar employment increase. Disparities narrow when workers exit the labour force, a finding that is explained by the large inequalities in the employment experiences of individuals from different SES backgrounds, measured by differences in use of literacy skills at work. These results help to explain cross-national variation in the evolution of skills disparities by SES background, which has implications for policies aimed at closing skills gaps over the life course. [Funding from the OECD Thomas J. Alexander Fellowship Programme.]
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- 2018
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25. 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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26. Globalisation and Privatisation: The Impact on Childcare Policy and Practice. Working Papers in Early Childhood Development, No. 38
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Bernard Van Leer Foundation (Netherlands) and Vanderbroeck, Michel
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This paper concentrates on the impact of globalisation on childcare since the late 1970s, particularly in the last two decades. It looks at how our views about children, parents and public services have changed as a result. In particular, the paper examines the case in Belgium, where the consequences of globalisation are also analyzed in terms of quality and accessibility of services and the shifting power relations between the state, childcare providers, parents and experts in the field of early childhood education. In order to understand our present-day views on the services provided to young children and their families, it is necessary to have some historical context. The paper therefore also investigates how childcare institutions have emerged over the history of western Europe, with special emphasis on Belgium, before examining their evolution in a more international context, looking at recent research from different countries. The paper concludes by distilling the situation into three apparently contradictory situations, and asking if they can be resolved. (Contains 3 figures and 3 footnotes.)
- Published
- 2006
27. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
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The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
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- 2017
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28. Sectoral Training Systems in a Knowledge Economy. Discussion Paper = Sektorale Ausbildungssysteme in der Wissensgesellschaft. Diskussions papier = Les systemes sectoriels de formation dans une economie de la connaissance. Document de discussion. CEDEFOP Panorama.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Warmerdam, John
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Based on an explorative study of sectoral training systems, this paper looks at the opportunities and limitations of a sectoral approach to training from the perspective of the knowledge economy. After the definition of the sector concept, the paper presents a theoretical analysis of the main elements and processes of sectoral training systems, considered as dynamic social systems unfolding in time through joint interactions of sectoral agencies and bodies. Four basic elements are described: sectoral agencies and bodies; training agreements between agencies; sectoral training policies and provisions; and training activities at the level of the firms. A discussion of these four basic processes follows: articulation, negotiation, policy creation, and implementation. An overview is given of the actual state of affairs in Belgium, France, and the Netherlands, three countries with well-developed sectoral training systems in a number of branches. Discussed next are the opportunities of sectoral training systems in relation to the educational system and in relation to employment and innovation, such as flexibility of the educational system, adaptation of qualifications, reduction of unemployment, and transfer of innovations. The paper concludes with a discussion of the main limitations of a sectoral approach to training. (German, English, and French versions appear in side-by-side columns. (Contains 15 references.) (YLB)
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- 1997
29. Reflections on Post-16 Strategies in European Countries. Interim Report of the Leonardo da Vinci/Multiplier Effect Project III.3.a. Priority 2: Forging Links between Educational Establishments and Enterprises (1997-2000) ID 27009. Working Papers, No. 9.
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Jyvaskyla Univ. (Finland). Inst. for Educational Research., Stenstrom, Marja-Leena, Stenstrom, Marja-Leena, and Jyvaskyla Univ. (Finland). Inst. for Educational Research.
- Abstract
This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)
- Published
- 1999
30. 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
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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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31. Association between Literacy and Self-Rated Poor Health in 33 High- and Upper-Middle-Income Countries. OECD Education Working Papers, No. 165
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Organisation for Economic Cooperation and Development (OECD) (France), Kakarmath, Sujay, Denis, Vanessa, Encinas-Martin, Marta, Borgonovi, Francesca, and Subramanian, S. V.
- Abstract
We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
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- 2018
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32. Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995).
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Lancaster Univ. (England). Dept. of Continuing Education., Hamilton, Mary, and Withnall, Alexandra
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The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?--The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the Self" (Linden West); "Group Research Projects in Adult Continuing Education" (Joan Unwin); "Adult Self-Directed Learning in the Community and Its Implications" (Keith Percy); "Creativity Training for Design Engineers in Heavy Plant Industries" (Graham Thompson, Martina Lordan); "The Leeds Adult Learners at Work Project: Knowledge and Control in Employee Development Schemes" (John Payne, Keith Forester); "'Personal Troubles and Public Issues': University Researchers, Adult Educators and Adult Learners in Rural Areas" (John Payne); "Voluntary Organisations. Citizenship, Learning and Change" (Konrad Elsdon); "Inside Perspectives: Ex-Prisoners' Views on Prison Education" (Sally Malin, Ina J. Kell); "Mainstreaming, Critical Histories and Cultural Identities" (Tom Steele); "Responding to Language Shift among Young People" (Heini Gruffudd); "Accessing the Imagination: Creative Writing in Community Education" (Rebecca O'Rourke); "Learning from Working Together: Experiencing Collaborative Research as Education" (Sue Shuttleworth et al.); "The Challenge of Linking Research and Practice: Ways of Learning in Adult Basic Education" (Mary Hamilton, Wendy Moss); "Disability Voice" (Mal Leicester); "Returners, Mathematics and Targeting" (Roseanne Benn); and "Access of Adult to the University: A Comparative UK/Belgian Study" (Barbara Merrill, Jean-Luc Guyot). Many papers contain substantial bibliographies. (MN)
- Published
- 1995
33. The Determinants of Transitions in Youth. Papers from the Conference Organized by the ESF Network on Transitions in Youth, CEDEFOP and GRET (Universitat Autonoma de Barcelona) (Barcelona, Spain, September 20-21, 1993). 2nd Edition. CEDEFOP Panorama. Second Edition.
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European Centre for the Development of Vocational Training, Berlin (Germany).
- Abstract
This document consists of the 24 papers delivered at a conference that had five workshops examining various dimensions of the social and occupational transition of young people. The papers are arranged by workshop/session. A summary report precedes the other papers presented during a session. The papers in the session on perspectives on systems, institutions, and change are as follows: "Summary Report" (Karl Ulrich Mayer); "Understanding Change in Youth Labour Markets" (David Ashton); "Different Systems of Vocational Training and Transition from School to Career" (Hans-Peter Blossfeld); "Tracks and Pathways" (David Raffe); "On the Interest of Longitudinal Approaches in the Analysis of Vocational Transitions" (Jose Rose); and "Education and Training in Transition" (Karen Schober). Session 2 on labor market itineraries of secondary school leavers contains the following: "Summary Report" (Jose Rose); "Entry into Employment of Young People Who Have Successfully Completed Their Secondary Technical and Vocational Education in French-Speaking Brabant and Charleroi" (Simon Cabitsis, Adinda Vanheerswynghels); "Explaining the Differences in the Occupational Insertion of Educationally Lesser Qualified Young People" (Didier Demaziere, Brigitte Monfroy); "Transition to the Labour Market of Vocational and Technical Secondary School Leavers" (Jan Denys); "Complex Training Routes and the Results of Insertion among Young People" (Jordi Planas); "Time Spent in Education and Lack of Job Security" (Simon Cabitsis, Nouria Ouali, Andrea Rea); and "Analysis of the Use of Government Integration Measures Made by Young People Leaving Secondary Education" (Thomas Couppie, Patrick Werquin). The session on transitions in youth--social and household dimensions--includes these papers: "Summary Report" (Alessandro Cavalli); "Transition Behaviour and Career Outcomes in England and Germany" (Walter R. Heinz); "French Women Entering the Labour Process and Setting Up Households in the 1980's" (Annick Kieffer, Catherine Marry); "From Youth to Adulthood Project" (Matti Vesa Volanen); and "Main Features of the Structure of the Working Population" (Luis M. Larringa, Ascen M. F. de Landa). Session 4 on the process and consequences of education differentiation contains the following: "Summary Report" (Walter Mueller); "Transition from Education to the Labour Market for Young People in Sweden" (Karin Arvemo-Notstrand, Ingegerd Berggren); "Secondary Technical Education Qualifications" (Marcelo Ossandon, Pol Dupont); "Transition from School to Work" (Wim Groot, Hans Rutjes); "Returns to Education" (Richard Breen, Damian F. Hannan); and "Competition on the Labour Market" (Rolf van der Velden, Lex Borghans). Session 5 on labor market itineraries of higher education graduates consists of the following: "Summary Report" (Francois Pottier); "'How Does a Changing Labour Market Affect the Transition from Higher Education to Work?'" (Clara Aase Arnesen, Jane Baekken, Terje Naess); "Training and Employment in Hospitals" (Mateo Alaluf, Adinda Vanheerswynghels); "Family Social Status and Paths of Youths in the Systems of Education and on the Labour Market" (Lea Battistoni); and"Training and Occupational Routes of New University Graduates in Catalonia" (Josep M. Masjuan, Helena Troiano, Jesus Vivas, Miguel Zaldivar). (YLB)
- Published
- 1994
34. 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.)
- Published
- 2007
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35. Penn Working Papers in Educational Linguistics, Volume 6, Number 1.
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Pennsylvania Univ., Philadelphia. Graduate School of Education., Hardman, Joel, Hardman, Joel, and Pennsylvania Univ., Philadelphia. Graduate School of Education.
- Abstract
The working papers contained in this volume include the following: "Creating Successful Learning Contexts for Biliteracy" (Nancy H. Hornberger), which focuses on characteristics of linguistic minority students in two classrooms situated in contrasting communities, programs, and language contexts; "Narrative Skills and Literacy Learning" (Deborah Hicks), an examination of storytelling by four first-grade children of differing ethnic and socioeconomic backgrounds; "Language Learning through Interaction: What Role Does Gender Play?" (Teresa Pica, Dom Berducci, Lloyd Holliday, Nora Lewis, Jeanne Newman), an analysis of differences in interactions of native-speaker and non-native-speaker in same- and cross-gender dyads; and "The 'Other Language': Language Planning in Belgium" (Michele Valasek), an examination of the ways status planning activities and legislation influence the use of Netherlandic and French in the northern provinces. (MSE)
- Published
- 1990
36. Age, Ageing and Skills: Results from the Survey of Adult Skills. OECD Education Working Papers, No. 132
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Organisation for Economic Cooperation and Development (OECD) (France) and Paccagnella, Marco
- Abstract
This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to "naturally" decline with age. Age differences in proficiency are, at first sight, substantial. On average across the OECD countries participating in PIAAC, adults aged 55 to 65 score some 30 points less than adults aged 25 to 34 on the PIAAC literacy scale, which is only slightly smaller than the score point difference between tertiary educated and less-than-upper-secondary educated individuals. However, despite their lower levels of proficiency, older individuals do not seem to suffer in terms of labour market outcomes. In particular, they generally earn higher wages, and much of the available empirical evidence suggests that they are not less productive than younger workers. Older and more experienced individuals seem therefore able to compensate the decline in information processing skills with the development of other skills, generally much more difficult to measure. On the other hand, proficiency in information-processing skills remain a strong determinant of important outcomes at all ages: this makes it important to better understand which factors are the most effective in preventing such age-related decline in proficiency, which does not occur to the same extent in all countries and for all individuals. Two broad interventions seem to be particularly promising in this respect. First, it is important to ensure that there is adequate and effective investment in skills development early in the life-cycle: as skills beget skills, starting off with a higher stock of human capital seems also to ensure smaller rates of proficiency decline. Second, it is equally important that policies are in place that provide incentives to individuals (and firms) to invest in skills across the entire working life. In this respect, changes in retirement policies can not only have the short-term effect of providing some reliefs to public finance, but have the potential to radically reshape incentives to stay active, to practice their skills and to invest more in training, thus helping to maintain high levels of proficiency. One table, Age Differences and Age Effects, is appended.
- Published
- 2016
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37. 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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38. 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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39. 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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40. The Evolution of University-Based Knowledge Transfer Structures. The EUIMA Collaborative Research Project Papers
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European University Association (EUA) (Belgium), Trueman, Stephen, Borrell-Damian, Lidia, and Smith, John H.
- Abstract
The modernisation process of universities has historically highlighted the necessity of providing support structures to facilitate contacts and relationships between research groups and the outside environment, with the objective of increasing the quantity and improving the quality of collaborative research activity. The first steps in this direction have been the internal Knowledge Transfer Offices (KTOs). Universities have created these internal technostructures within a typically administrative culture. Whilst the benefit of such structures has been undeniable, a number of cultural issues have emerged which need to be considered within the overall picture of how to develop a KTO system. On the one hand, the existence of a technostructure within a highly traditional administrative culture such as the university administration has created a series of acceptability issues with administrative colleagues. On the other hand, research staff who are not used to accessing expert support from their internal administration have not immediately been prepared to profit from the new opportunities made available. The activities carried out by these structures were initially aimed at pioneering communication with external players. However, as the collaborative culture of research has undergone incremental growth and the quantity of relationships and contracts has increased, so these internal offices have adapted their activities to the immediate requirements of their internal clients (researchers) by providing more routine support such as standard procedures and methodologies. At the same time, the growth of external collaboration has motivated in particular the more active universities to extend their KTO activities and take them closer to the market, as well as to create "Innovation Ecosystems." The authors have found a wide variety of models across the case studies that they have examined and herein provide an overview of these solutions in relation to their regional contexts. These ecosystems range from externalised offices fully owned by the university or, more often, by local institutional partners (including in some cases private partners), to science parks or joint laboratories which all maintain elements of the original university KTO services. Findings also showed that in the case of well-established KTO strategies, many universities had clear mission statements linking their research objectives to economic regional development. Finally, it was found that the development of KTO activity as a whole is linked to: (1) the internal "research culture" of universities and their ability to converse with companies; (2) the external "technology and innovation culture" and its level of confidence in research structures; (3) the KTO's own capacity to invest; and (4) the level of development of the regional KT ecosystem. Where external KTOs (external to universities, science parks, and other joint facilities) were created, these new organisations were generally planned as complementary to existing KTOs, not as a substitute. Examples of this trend are Chalmers University of Technology: Innovation Office and Chalmers Innovation; Hamburg University of Technology: Innovation Office and TuTech Innovation; and Ruhr University Bochum: Internal KTO and Rubitec.
- Published
- 2014
41. 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
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42. Subsidies and Levies as Policy Instruments to Encourage Employer-Provided Training. OECD Education Working Papers, No. 80
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Organisation for Economic Cooperation and Development, Muller, Normann, and Behringer, Friederike
- Abstract
This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies. Training funds in combination with levy schemes in OECD and non-OECD countries are appended. Individual sections contain endnotes. (Contains 1 figure and 1 table.)
- Published
- 2012
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43. Integration of Immigrants in OECD Countries: Do Policies Matter? OECD Economics Department Working Papers, No. 564
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Organisation for Economic Cooperation and Development, Causa, Orsetta, and Jean, Sebastien
- Abstract
This working paper assesses the ease of immigrants' integration in OECD labour markets by estimating how an immigration background influences the probability of being active or employed and the expected hourly earnings, for given individual characteristics. Applying the same methodology to comparable data across twelve OECD countries, immigrants are shown to significantly lag behind natives in terms of employment and/or wages. The differences narrow as years since settlement elapse, especially as regards wages, reflecting progressive assimilation. Strong differences in immigrant-to-native gaps are also observed across countries, and the paper shows that they may, to a significant extent, be explained by differences in labour market policies, in particular unemployment benefits, the tax wedge and the minimum wage. In addition, immigrants are shown to be overrepresented among outsiders in the labour market and, as such, highly sensitive to the difference in employment protection legislation between temporary and permanent contracts. (Contains 36 footnotes, 1 figure and 10 tables.)
- Published
- 2007
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44. ICT and Initial Teacher Education: National Policies. OECD Education Working Papers, Number 61
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Organisation for Economic Cooperation and Development and Rizza, Caroline
- Abstract
This working paper aims to give an overview of the national policies that exist in the field of information and communication technology (ICT) and initial teacher education. Information on this topic was initially gathered via a survey, in the form of a country questionnaire, which was conducted as part of the analytical strand of the the Organisation for Economic Cooperation and Development (OECD) study entitled "ICT and Initial Teacher Education." All of this work has been carried out under the auspices of the "New Millennium Learners" project. Responses to the survey were received from the following countries: Austria, Australia, Belgium (Flanders), Chile, Denmark, Finland, Poland, Slovakia, Spain, and the United Kingdom. Some of the responses have been used in this report. In addition, desk research was conducted for 31 OECD countries. Special attention was given to the dates and to the last revisions of the documents in order to ensure the relevance of the information collected. Official country reports, work plans, official texts (decrees, laws) and articles constitute the main material of this study. Multiple sources have been used: databases, official government websites, key stakeholders. The review was completed in January 2009; therefore, reforms and updates of the policies implemented after January 2009 have not been taken into account. On the basis of these documents, three categories are proposed for understanding the extent to which countries have addressed the issue of ICT and initial teacher education: (1) Lack of relevant information concerning ICT and initial teacher education; (2) Category 2: Developing awareness of the stakes of ICT and initial teacher education; and (3) Category 3: Inclusion of ICT in initial teacher education at several levels. The first part of this report presents a comparison of national policies by classifying each of them in one of these three categories. The second part of this report proposes a complementary analysis of these results by first discussing some limits to the initial broad classification of countries in these categories and then presenting key elements of comparison in order to estimate the level of coherence of these policies. Country Questionnaire is appended. (Contains 4 tables and 41 notes.)
- Published
- 2011
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45. Can I take a look at your notes?: A phenomenological exploration of how university students experience note-taking using paper-based and paperless resources.
- Author
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Bravo Palacios, Emmi and Simons, Maarten
- Subjects
- *
NOTETAKING , *EDUCATION research , *PHENOMENOLOGY , *COLLEGE students , *HIGHER education - Abstract
The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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46. What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, No. 22
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Organisation for Economic Cooperation and Development and Nusche, Deborah
- Abstract
Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]
- Published
- 2009
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47. Measuring User-Created Content: Implications for the ICT Access and Use by Households and Individuals Surveys. OECD Digital Economy Papers, No. 139
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Organisation for Economic Cooperation and Development and van Beuzekom, Brigitte
- Abstract
This paper reviews recent measurement work on User-Created Content (UCC) undertaken in OECD countries. It shows that UCC is emerging as a significant area of economic and social activity worthy of consideration for official measurement and discusses the implications for the OECD Model Survey on ICT Access and Use by Households and Individuals. (Study summary and questionnaires are annexed. Contains 10 footnotes, 6 figures and 1 table.)
- Published
- 2008
- Full Text
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48. Levels of bisphenol-A in thermal paper receipts from Belgium and estimation of human exposure.
- Author
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Geens T, Goeyens L, Kannan K, Neels H, and Covaci A
- Subjects
- Air Pollutants, Occupational adverse effects, Belgium, Benzhydryl Compounds adverse effects, Humans, Occupational Exposure, Phenols adverse effects, Air Pollutants, Occupational analysis, Benzhydryl Compounds analysis, Environmental Exposure, Paper, Phenols analysis
- Abstract
Bisphenol-A (BPA) is a commonly used color developer in thermal paper. In this application, BPA is present in its free, unbound form and can be readily released, making thermal paper a potential source for human exposure. In this study, BPA was determined in 44 thermal paper samples collected in Belgium. BPA was detected in all the samples; 73% of the samples had concentrations between 0.9% and 2.1% (between 9 and 21 mg BPA/g paper), while the remaining 27% of the samples had concentrations below 0.01% (0.1mg BPA/g paper). The BPA concentrations measured in thermal paper were comparable with those reported in other international studies. Since thermal paper is a feedstock for paper recycling processes, contamination of other "BPA-free" papers can occur. An estimation of human exposure through thermal paper results in a median intake of 445 ng BPA/day for the general population, which corresponds to an exposure of 6.4 ng/kg bw/day for a person of 70 kg. The exposure of those people who come occupationally in contact with thermal paper can be much higher., (Copyright © 2012 Elsevier B.V. All rights reserved.)
- Published
- 2012
- Full Text
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49. Public Spending Efficiency: Institutional Indicators in Primary and Secondary Education. OECD Economics Department Working Papers, No. 543
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Organisation for Economic Cooperation and Development, Gonand, Frederic, Joumard, Isabelle, and Price, Robert
- Abstract
This paper presents composite indicators of the institutional and policy characteristics of educational systems, collated from the questionnaire responses of 26 Member countries. These indicators provide an overview of the institutional framework in the primary and secondary education sector and are constructed so as to be used for the analysis of international differences in spending efficiency. The key features of the institutional setting in the non-tertiary education sector are grouped under three headings: (1) the ability to prioritise and allocate resources efficiently (through decentralisation and mechanisms matching resources to specific needs); (2) the efficiency in managing spending at the local level (through outcome-focused policies and managerial autonomy), and (3) the efficiency in service provision (through benchmarking and user choice). For each country, an intermediate indicator is computed for each of these six institutional properties. Composite indicators then combine the six intermediate indicators of spending efficiency into a single, aggregate measure. Results are presented and some of their implications are discussed. Overall, the characteristics of the institutional framework in the non-tertiary public education sector seem to be very favourable, compared to OECD average, in the United Kingdom, Australia, Norway, Denmark and the Netherlands, whereas results are less favourable for the Czech Republic, Greece, Luxembourg, Japan, Turkey, Hungary, Belgium (French speaking community), Switzerland and Austria. (Contains 3 tables, 15 figures and 14 endnotes.) (Abstract altered to meet ERIC guidelines.)
- Published
- 2007
- Full Text
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50. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
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Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
- Abstract
The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
- Published
- 2012
- Full Text
- View/download PDF
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