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2. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2018
3. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]
- Published
- 2018
4. 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
- Abstract
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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5. 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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6. The Relevance of General Pedagogical Knowledge for Successful Teaching: Systematic Review and Meta-Analysis of the International Evidence from Primary to Tertiary Education. OECD Education Working Papers, No. 212
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Organisation for Economic Cooperation and Development (OECD) (France) and Ulferts, Hannah
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This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.
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- 2019
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7. 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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8. 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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9. 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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10. 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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11. 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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12. 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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13. 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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14. 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.
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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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15. 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
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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.
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- 2016
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16. 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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17. Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135
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Organisation for Economic Cooperation and Development (OECD) (France) and Kis, Viktoria
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Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is too short will fail to attract employer interest. Ensuring that the design of work-based learning schemes balances the interests of both employer and trainee is key to successful implementation. Carefully organising what trainees do while in the workplace and integrating learning into productive work can yield higher benefits for firms, while maintaining the quality of learning. Strengthening capacity within firms to effectively manage work-based learning can help achieve this. Enhancing that capacity, for example through training for trainee supervisors can help employers reap more benefits from work-based learning schemes while meeting quality requirements. Two tables are appended.
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- 2016
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18. 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
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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.
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- 2016
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19. 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
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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.
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- 2016
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20. On the Year Abroad Experience and Positive Wellbeing
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Potter, Hilary
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This chapter examines the impact of the Year Abroad (YA) on mental health and wellbeing, arguing that whilst we tend to be systemically and culturally inclined to focus on and mitigate negative impact, we overlook the benefits. Drawing on qualitative and quantitative data from students surveyed on placement in Germany and Austria, and on mental health research, this chapter highlights the positive impact of the YA, even where students are faced with challenging situations. It suggests a correlation between a range of factors including linguistic competence and otherness, facilitating a sense of wellbeing not attainable in a first language setting. These findings are indicative, suggesting that further, in-depth longitudinal research is warranted. [For the complete volume, "Perspectives on the Year Abroad: A Selection of Papers from YAC2018," see ED603732.]
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- 2020
21. The Use of Digital Media in the Russian Language Classroom: An Empirical Study Conducted in Austria, South Tyrol, and Germany
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Bacher, Sonja
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This work-in-progress study focuses on the implementation of digital media into the Russian language classroom at secondary schools in the German-speaking countries of Austria, Germany, and the trilingual region South Tyrol. The data were collected in a mixed-methods procedure: quantitative data from online questionnaires and qualitative data from face-to-face, semi-structured interviews with teachers and learners of Russian. The data from the online-surveys were analysed with descriptive statistics and that of the interviews with qualitative content analysis. The results from the online-surveys illustrate the kinds of digital devices that are employed, the frequency of their use, and the purposes digital media are intended to fulfil in the Russian language classroom. Another finding concerns the teachers' digital literacy, suggesting that only half of the Russian teachers can create online language learning tasks. The paper closes with implications for pre- and inservice teacher education and future research. [For the complete proceedings, see ED600837.]
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- 2019
22. A Critical Analysis of Learner Participation in Virtual Worlds: How Can Virtual Worlds Inform Our Pedagogy?
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Panichi, Luisa
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This paper reports on an exploratory case study of learner participation within the context of online language learning in virtual world platforms. Data for this investigation was collected through a case study of a Business English course within a qualitative Case-Study Research framework. This study examines learner activity in virtual worlds in relation to three main features of the platform: avatars, artefacts and spaces. The study makes use of "Reflexivity" and "Exploratory Practice" as its core methodological approach to the building of the case. The virtual world data is analysed from a multimodal perspective and makes use of "visualization" as the primary analytical tool. In an attempt to broach the Eurocall 2015 conference topic of Critical Computer-Assisted Language Learning (CALL), this paper will present and discuss three findings: a broadening of our understanding of learner participation in virtual worlds, the critical role played by course designers and teachers in the shaping of learner participation in virtual worlds, and the potential of virtual worlds as a tool for reflective practice and practitioner research. [For full proceedings, see ED564162.]
- Published
- 2015
23. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
24. The Next Steps for Apprenticeship. Cedefop Reference Series. No 118
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Cedefop - European Centre for the Development of Vocational Training, Organisation for Economic Cooperation and Development (OECD) (France), Cedefop - European Centre for the Development of Vocational Training, and Organisation for Economic Cooperation and Development (OECD) (France)
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In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.
- Published
- 2021
25. ALIGNMENT BETWEEN ENGINEERING CURRICULUM AND SKILLS DEVELOPMENT FOR INDUSTRY 4.0.
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BREZEANU, Tania-Mihaela and LAZAROU, Elisabeth
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INDUSTRY 4.0 ,CURRICULUM planning ,ENGINEERING education ,MECHANICAL engineering ,NEW employees - Abstract
The manufacturing industry is today facing a fourth industrial revolution, also called Industry 4.0. Initially developed in Germany, it has gradually spread throughout the world, directly influencing the activity of engineers and the technical universities. Industry 4.0 is a topic of opportunity for engineering, especially mechanical, electrical and applied electronic engineering. The digital vision is increasingly becoming an industrial reality in production, products and services. The dynamic is high, and the mechanical engineering industry is working intensively on new solutions. Despite increasing automation, the focus of Industry 4.0 is on people. Industry 4.0 places new demands on employees through new technologies, new organizational forms and work processes. The digital transformation represents a change of times and requires a high flexibility and the accomplishment of new requirements. In this paper we show which approaches are being discussed in Germany, Austria and Switzerland that can successfully implemented in companies and universities. Based on today's engineering education the needs are shown that should be reflected in the new curri-cula, but also in a realignement of teaching and learning, because this is based on the new working environments. This must also be taken into account that not only left-brain skills but also right-brain skills have to be supported. The improving of skills such as creativity, problem solving, making quick technical decisions and critical thinking is an ultimate goal to develop imagination and innovation. Both universities and companies are therefore faced with enormous challenges that they will be only able to succesfully implement in cooperation with various stakeholders. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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26. Organizational Challenges Concerning Business Analytics: An empirical analysis in Austria, Germany, and Switzerland.
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Brauer, Claudia and Schlögl, Stephan
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BUSINESS analysts ,BIG data ,CRITICAL success factor ,EMPIRICAL research - Abstract
Big Data becomes increasingly important for companies of all industries and thus can be considered a critical success factor. Companies, however, face numerous challenges concerning its organizational integration, especially in Austria, Germany and Switzerland where the adoption of business analytics is less advanced. As a consequence, the number of research studies exploring such organizational issues in Austrian, German or Swiss companies is rather small. Based on an online survey among respective business analysts this paper presents some deeper insights into the organizational integration and structures of Big Data currently prevalent in these countries. [ABSTRACT FROM AUTHOR]
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- 2017
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27. How Playful Learning Can Help Leapfrog Progress in Education
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
28. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
- Author
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University of New Hampshire, Carsey School of Public Policy, Ettlinger, Michael, Hensley, Jordan, and Vieira, Julia
- Abstract
In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, "Comparing Public Spending and Priorities Across OECD Countries" (ED606844).]
- Published
- 2019
29. EdMedia 2018: World Conference on Educational Media and Technology (Amsterdam, The Netherlands, June 25-29, 2018)
- Author
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Association for the Advancement of Computing in Education and Bastiaens, Theo
- Abstract
The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "EdMedia + Innovate Learning: World Conference on Educational Media and Technology" took place in Amsterdam, The Netherlands, June 25-29, 2018. These proceedings contain 308 papers, including 14 award papers. The award papers cover topics such as Open Education Resources (OER) certification for higher education; a cooperative approach to the challenges of implementing e-assessments; developing an e-learning system for English conversation practice using speech recognition and artificial intelligence; the Learning Experience Technology Usability Design Framework; developing strategies for digital transformation in higher education; pre-service teachers' readiness to use Information and Communication Technology (ICT) in education; teacher development through technology in a short-term study abroad program; Austria's higher education e-learning landscape; a digitised educational application focused on the water cycle in nature carried out in a secondary school in Ireland; evaluative research on virtual and augmented reality for children; how children use computational thinking skills when they solve a problem using the Ozobot; a strategy to connect curricula with the digital world; the learning portfolio in higher education; and adult playfulness in simulation-based healthcare education. [For the 2017 proceedings, see ED605571.]
- Published
- 2018
30. How Much Do 15-Year-Olds Learn over One Year of Schooling? PISA in Focus. No. 115
- Author
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Organisation for Economic Cooperation and Development (OECD) (France) and Avvisati, Francesco
- Abstract
In 2020 and 2021, schooling, like many other aspects of life, has been heavily affected by the ongoing coronavirus pandemic. During periods of school closure, education systems and schools have often been quick to organise remote support for home-based learning. But several observers have questioned the effectiveness of these schooling surrogates, either in general or for particular types of students. Initial data from national assessments confirm that the results of many students who experienced school closures (particularly those from disadvantaged backgrounds) lag behind those of similar students in previous school years. Learning losses and gains are often compared to the typical learning progression observed in normal times over a year of schooling. This paper shows how international data can be used to investigate learning losses and gains over a school year.
- Published
- 2021
- Full Text
- View/download PDF
31. IMPACTS OF LABOUR MIGRATION ON DEVELOPMENT AND AMOUNT OF SALARY.
- Author
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Tupá, Magdaléna
- Subjects
EMIGRATION & immigration ,LABOR market ,LABOR mobility ,WAGES - Abstract
The study deals with the impact of work migration on the development and amount of salary in Germany and Austria. Migrated work force is strongly represented in these countries whereas in comparison to the natives, the amount of their salary is significantly lower. We assume the amount of salary on labour market is dependent on the interaction between offer and demand. The study believes that in spite of the long-term lack of work force at some positions in the given countries, the amount of salaries in some sectors of economy do not increase as a rule. This is reasoned with the help of statistical data and via mathematical calculations it explains and proves the relation between the amount and development of salaries of working immigrants and the natives. In the end it evaluates the impact of immigration on decreasing the lack of work force and its pressure on the increase of salaries in some sectors. Moreover, it mentions the level of salaries of migrated work force when entering the labour market of Germany and Austria in comparison to the natives as well as the increase of level of salaries after acquiring practical skill and language knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 2016
32. EdMedia + Innovate Learning: World Conference on Educational Media and Technology (Amsterdam, The Netherlands, June 24-28, 2019)
- Author
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Association for the Advancement of Computing in Education and Bastiaens, Theo
- Abstract
The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "EdMedia + Innovate Learning" took place in Amsterdam, The Netherlands, June 24-28, 2019. Thirteen award papers focus on the following topics: interactive modules as a digital support for students in the introductory phase of civil engineering studies in Germany; smartglasses as assistive tools in higher science education in Germany; the impact of intentionally designed student learning in environments on student participation; how students' digital media behavior and self-efficacy relate to academic achievement in Germany; cross-linking recitation sessions and physics lectures using eXperiment-based video-analysis tasks in Germany; OER and flipped classrooms; mapping support strategies for pre-service teachers' ICT integration in Finland; a pedagogical framework for mixed reality classrooms; international computer supported collaborative learning-projects in education in The Netherlands; developing social capital among learners in collaborative learning; persistent learners' insight into serial MOOC participation in Ireland; using m-learning in a technology-enhanced bachelor course in the Netherlands; and the price of student reading lists. [For the 2018 proceedings, see ED606952.]
- Published
- 2019
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