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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

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.

Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.

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.

Individual teachers, administrators, and parents made tremendous efforts to continue educating the Commonwealth's children between March and June of this year. But no amount of dedicated individual effort could have overcome fundamental challenges: weak guidance to districts from the Department of Elementary and Secondary Education (DESE) against a backdrop of deficient knowledge and sophistication statewide with regard to virtual learning. Digital education has been empirically proven to be most successful when schools prepare and follow best distance learning practices. However, the Commonwealth lacks even the minimum technological infrastructure for virtual learning, as exemplified by districts scrambling to obtain electronic devices and internet connections during the school closure. It is encouraging that Governor Baker and the DESE have described a fall 2020 return to brick-and-mortar schooling--with appropriate health measures to maximize safety--as a significant priority. The present challenge is how to implement this much-needed return to school, optimally balancing the importance of in-person schooling with the countervailing importance of protecting against the virus. The following paper contributes important insights, based upon careful review of other countries that have already successfully reopened their schools. [Foreword written by David S. Clancy and Dr. John G. Flores.]

The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.

We examine the mortality effects of a 1947 school reform in Japan, which extended compulsory schooling from primary to secondary school by as much as 3 years. The abolition of secondary school fees also indicates that those affected by the reform likely came from disadvantaged families who could have benefited the most from schooling. Even in this relatively favorable setting, we fail to find that the reform improved later-life mortality up to the age of 87 years, although it significantly increased years of schooling. This finding suggests limited health returns to schooling at the lower level of educational attainment.

Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature "the implementation gap". This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a "top-down" perspective, but has progressively shifted towards a more "bottom-up" approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy.

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.

In July 2010, the Massachusetts Board of Elementary and Secondary Education (BESE) voted to adopt Common Core's standards in English language arts (ELA) and mathematics in place of the state's own standards in these two subjects. The vote was based largely on recommendations by Commissioner of Education Mitchell Chester and then Secretary of Education Paul Reville, and on the conclusions in three studies comparing the state's standards with Common Core's, all financed directly or indirectly by the Bill & Melinda Gates Foundation, and all issued by organizations that are among the primary boosters of Common Core (Achieve, Inc., Thomas B. Fordham Institute, and Massachusetts Business Alliance for Education). Nevertheless, annual state testing for school and district accountability continued as part of the Massachusetts Comprehensive Assessment System (MCAS) mandated by the 1993 Massachusetts Education Reform Act (MERA). To accommodate the adoption of Common Core's standards, tests were based on both the old standards and an annually increasing number of Common Core's standards until 2015, when all of the pre-Common Core standards in ELA and mathematics were archived, and the MCAS tests were presumably only Common Core-based. After the vote to adopt Common Core's standards in 2010, the state joined the testing consortium called Partnership for Assessment of Readiness for College and Careers (PARCC), funded by the United States Department of Education (USED) to develop common tests for its member states (about 25 initially), but with the costs for administering the tests to be borne by the states and local school districts. Since 2011, PARCC has been developing tests that BESE is expected to vote to adopt in the late fall of 2015 as the state's official Common Core-based tests in place of Common Corebased MCAS tests. (Indeed, the commissioner of education and his staff at the Department of Elementary and Secondary Education (DESE) have been implementing a transition to PARCC tests for several years.) BESE's official vote will be guided, again, by the recommendations of the same commissioner of education (who now also chairs PARCC's Governing Board), the current Secretary of Education James Peyser, and the conclusions reached in "external" studies comparing PARCC and MCAS tests as well as in about 20 studies directly authorized by PARCC. Two of the external studies are listed in the state's 2015 application to the USED for a waiver from No Child Left Behind Act requirements and are by organizations that had originally recommended adoption of Common Core. One, issued by the Massachusetts Business Alliance for Education in February 2015, claims that PARCC tests predict college readiness better than MCAS tests did. A second, to be completed by the Fordham Institute and a partner, is to be issued in time for BESE's vote. A third, issued in mid-October 2015 by Mathematica Policy Research (and requested by the state's Executive Office of Education) claims both tests are equally predictive of college readiness, although its report has major shortcomings. This White Paper will be a fourth external report on the question BESE's vote will address; it is motivated by our interest in providing an analysis of how MCAS and PARCC assess reading and writing. Much less national attention has been paid to Common Core-based assessments of reading and writing than of mathematics, yet reading and writing skills are just as important to readiness for college and career as is mathematics. This White Paper's central recommendation is that Massachusetts use a testing system for K-12 that is much less costly, more rigorous academically, and much more informative about individual student performance, and with much less instructional time spent on test preparation and administration, than the current PARCC tests. Both the PARCC tests and the current MCAS tests in grade 10 are weak, albeit for different reasons, and neither indicates eligibility for a high school diploma, college readiness, or career readiness. In essence, the authors recommend that BESE reject the PARCC assessment system and vote for the MCAS system but on the condition that the responsibility for developing and administering K-12 standards and tests be assigned to an organization in Massachusetts independent of DESE and the state's education schools. This organization must focus squarely on providing the best possible content standards from disciplinary experts in the arts, sciences, and engineering throughout the state and be capable of providing oversight of high school standards and tests. If carried out, these recommendations would ensure the legacy and future promise of MERA. The following are appended: (1) Critique of Criteria for Evaluating Common Core-Aligned Assessments, (2) Links to Public Hearings and Other Sources of Public Comment on MCAS or PARCC, and (3) A Randomly-Chosen Test Item Used on the 2014 Grade 10 MCAS Math Test. Also provided are additional recommendations, an about the authors section, and endnotes.

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.

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.

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.

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.

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.

Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children's early experiences with education systems, with implications for children's relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity -- and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment.

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.

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.

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.

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.]

Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]

As globalization and the knowledge economy spreads, the demand for highly skilled workers has increased and developing countries are engaged in cross-border higher education to develop high level human resources for their nations. Using data on a cross-border higher education program between Malaysia and Japan, namely the Higher Education Loan Project (HELP1 and HELP2), this paper explores whether publicly funded cross-border higher education programs have yielded their expected outcomes (i.e., employment immediately after graduation) over the last ten years in the context of the rapidly changing Malaysian economic and higher education landscape. Our findings indicate that the program has met its intended outcomes, that is, the graduates have been absorbed in the industries they intended to work in or have continued with further studies, which are both conducive to Malaysian national development. However, our findings on the rates of graduates staying after completing their degrees imply that factors such as the host country's immigration policies may influence the decision by graduates on where to work. (Contains 10 tables, 7 figures, 10 annexes, and 23 footnotes.) [This report was produced by the JICA (Japan International Cooperation Agency) Research Institute. It has been prepared as a part of a research project of the Japanese International Cooperation Agency Research Institute (JICA-RI) entitled "Cross-Border Higher Education for Regional Integration and Labor Markets," co-led by Kazuo Kuroda and Takako Yuki.]

The increasingly competitive and globalizing environment of today's higher education market has compelled many colleges and universities around the world to revamp their academic programs and organizational structures by responsively addressing various contemporary issues raised by internal as well as external stakeholders. It is no exception that Japanese colleges and universities have gone through a period of dramatic transition over the last decade under considerable pressure and influence of the central government's stringent policy mandates. Although the government-led reforms have intended to support the domestic institutions of higher education in gaining a competitive edge and assuring the quality of teaching and research, a series of reform attempts are documented to have increased the workload of Japanese professors tremendously, while shifting their work balance from teaching- and research-oriented activities towards more administrative or service-related tasks. It is a shared concern that the excessive workload of administrative responsibilities on professors deteriorates the quality of student instruction and research productivity delivered by the academic staff. This study focuses on the amount of time spent by the faculty on administrative tasks and examines how their workload is influenced by the organizational scale and composition of supporting staff members as well as faculty colleagues. Our finding suggests that a mere increase of support staff would not necessarily reduce the faculty time spent on administrative or service-related tasks in Japanese universities. An increase in employment of part-time administrative assistants per se could indeed add heavier burdens on professors, due to their growing responsibilities in managing the larger scale of their organizations. Further simulation results demonstrate that the faculty workload in administrative tasks would most effectively be alleviated with the support from research assistants, provided that the same budgetary constraint is assigned to the organizational unit.

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.

This paper describes the various barriers to comprehension that learners may encounter when viewing feature films in a second language. Two clusters of interfacing factors that may contribute to comprehension hot spots emerged from a quantitative analysis of problems noted in student logbooks. One cluster had a strong acoustic basis, whereas the other had a more cognitive or memory and attention basis. Acoustically-based misperceptions include the following: phonological misperception of consonant/vowel segments through addition/loss/substitution; misperception of proper nouns and foreign words and expressions; misperception based on loss, deletion, or substitution of entire syllables, especially if weakly stressed; faulty segmentation of word boundaries; phonological dialect or foreign accent difference; what the listener expects or does not expect the interlocutor to say; the listener's lack of information (or correct information) with respect to the topic under discussion; and the speaker's use of idiom or colloquialism. Among the suggestions for mitigating these barriers to understanding are pre-teaching foreign words, technical language, idioms, and colloquialisms; sensitizing learners to varieties of spoken English; encouraging the learners to reflect on what their assumptions are about the target film's genre and structure; and segmenting the film into scenes and then clustering and labeling the scenes according to learner generated analysis. (KFT)

Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB)

This paper discusses literacy, language education, language achievement, and bilingual education policies and practices in Japan. The paper first describes the Japanese writing system (consisting of the "kana" and "kanji" scripts) and notes that students typically study English from grade 7 to the first 2 years of college. The paper then addresses the historical background and current practice of language. The paper next notes the lack of an official definition for "literacy"; that various studies have come up with different "illiteracy" rates for Japan; and that Japanese children tend to score better on mathematics tests than students from other countries, but worse on vocabulary and reading comprehension. The paper then addresses language and education, noting that girls are better than boys in kana acquisition, the area in which the children grow up did not make any difference; and that kanji characters are learned easily and can be used to make compound words. The last section (1) notes that the percentage of students who did not read any books steadily increased while the acquisition rate of kanji characters remains high; (2) once students achieve a reasonably fast speed in word coding, its efficiency no longer distinguishes their overall language ability; (3) research suggests that a contextual approach to language teaching should receive more emphasis, especially for those with low language proficiency; and (4) bilingual education has not received much attention in Japan, which is regarded as a monolingual nation. Contains 44 references. (RS)

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.

This paper focuses on learner autonomy, noting that learner autonomy is not a matter of institutional mode but of learners' internal attitudes, and that learner autonomy entails an awareness of both self-direction and collaboration between the teacher and students and between students and students. The paper suggests that a teacher's attitude toward his or her students might hold the key to learner autonomy. After describing learner autonomy and learner development, the paper examines several studies that investigated students' attitudes toward the learner's role and classroom learning. Data from focus group interviews, individual interviews, and journals written by English-as-a-Foreign-Language students at a Japanese university indicate that students were aware that they needed to be active as learners, and they seemed to seek interactions with others in their classroom learning. The main problem appeared to be in the gap between their awareness and their actual behavior (their internal perceptions of their need to participate versus their external passivity). (Contains 37 references.) (SM)

There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)

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.)

This publication contains three papers on college student exchange between Japan and the United States. The first paper, entitled "The University of Massachusetts and Hokkaido University: A Case Study in Educational Cooperation," by Barbara B. Burn, describes the long-standing relationship between these two institutions in order to identify some of the main characteristics that have contributed to this relationship and as a means to explore some of the deterrents or impediments to educational cooperation between universities and colleges in Japan and the United States. The second paper, "Student Exchanges and the Use of Technology" by Jackson H. Bailey, discusses the diverse conflicts and difficulties that arise out of student exchanges between Japan and the United States and argues that these issues must be resolved because effective educational exchange is so important to education and technology in both nations. The third paper, "Morehouse College Offers a New Direction in Japanese African American Relations" by Lee Gallo, describes the in-progress development of a Japan-United States friendship commission and argues for the increased participation of black students in international exchange programs. (JB)