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Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]

This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)

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.

An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual's own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and proved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual's peers. The higher the individual's education relative to his or her peers, the lower is the probability of the individual being obese. (Contains 3 tables and 10 figures.)

This guide is designed for student advisors in the United States who are counseling students preparing for a period of study in a fully integrated higher education program in France. The guide covers aspects of the French educational system including the French higher education system, university and academic life, course selection and credit transfer, registration, student/teacher relationship, examinations, the grading system, and academic records. Major differences between American and French systems of higher education include the following: students need to be more independent under the French system; credit is earned primarily by the final examination at the end of the year; programs of study for degrees are strictly defined; and campus life is less organized. A list of books for further consultation is included. (LPT)

Algorithms for computation of fundamental properties of seawater, based on the practicality salinity scale (PSS-78) and the international equation of state for seawater (EOS-80), are compiled in the present report for implementing and standardizing computer programs for oceanographic data processing. Sample FORTRAN subprograms and tables are given to illustrate usage of the algorithms and to show the range of variation and limits of validity of commonly used seawater properties within the oceanic ranges for salinity, temperature, and pressure. The algorithms cover the following: conductivity to salinity conversion; salinity to conductivity conversion; specific volume anomaly and density anomaly of seawater; pressure to depth conversion; freezing point temperature of seawater; specific heat of seawater; adiabatic lapse rate; potential temperature; and sound speed in seawater. (Author)

Noting that under-utilization of information services and systems in developing countries has recently been confirmed by UNESCO (United Nations Educational, Scientific and Cultural Organization) surveys and studies, this paper discusses problems and issues leading to this under-utilization, and examines approaches and actions that could help improve the utilization of information systems if they were undertaken by international organizations at the national and institutional levels. Definitions are provided of user education, user orientation, and user assistance, and a table is used to make the distinctions clear. Interrelationships between the activities in these three categories and their influences on each other are briefly described. A dual approach to user education is recommended: (1) national information policies and programs should explicitly define policies, programs, and minimum standards on user education; and (2) national educational policies and programs should explicitly set out policies, programs, and minimum standards on school and university library and information facilities and services and user education at all educational levels, including formal and nonformal education. User orientation and user assistance are each discussed in turn. Finally, the environment of, and national and international actions with respect to, computerized information systems are discussed. Seven references are listed. (THC)

This Records and Archives Management Programme (RAMP) study covers the conservation of archival documents and the application of freeze-drying to the salvage of documents damaged by flood. Following an introductory discussion of the hazards of water, the study presents a broad summary of data on freeze-drying, including the behavior of water-soaked paper; the advantages of stabilization by freezing; descriptions of vacuum freeze-drying and alternate methods of drying; and a comparison of two currently used methods (1) vacuum freeze-drying by sublimation (a dry process) and (2) vacuum-drying by evaporation (a wet process). The history of freeze-drying is described; six case histories illustrating the use of vacuum chambers for the recovery of water-damaged archival and library materials are presented; and examples of the use of vacuum and freeze-drying in eight countries are summarized. Also considered are commercial sources for freezing and drying; the cost of vacuum-drying and freeze-drying; low-cost freezing and drying in an emergency; what freeze-drying will not do; and cooperative approaches to the use of freeze-drying chambers. Finally, 24 imaginary open forum questions and answers related to freeze-drying are presented, and disaster preparedness planning is discussed. The text is supplemented with two figures and two tables, and a 75-item bibliography is provided. (KM)

The Cabri programming language is a dynamic geometry software used all around the world by many of teachers, students, and researchers in mathematics. This paper presents examples of using Cabri and graphing calculators as a tool to practice mathematics and provides ways that mathematics could be approached, taught, and received in a way permitting all students to do real mathematics. (Author/KHR)

This paper illustrates how to teach parallel perspective using Cabri software. Examples include how to move/present cubes, how to use symmetry to draw a star from triangles, how to modify tessellations, and how to present circles by Cabri software. (Author/KHR)

Planning for "Operation Overlord" had been under way for about a year when General Dwight Eisenhower, commander of all the Allied forces in Europe, was ordered in February 1944 to invade the continent. Thousands of troops from the United States, Great Britain, France, Canada, and other nations were assembled in southern England and trained for the complicated amphibious action against Normandy (France). In addition to the troops, supplies, ships, and planes also were gathered. The three primary source documents used in this lesson, two D-Day photographs and a message drafted by Eisenhower in case the invasion failed, deal with the Normandy invasion. The lesson relates to Article I, Section 8, Paragraphs 11 through 16, of the U.S. Constitution which grants Congress the power to declare war and provide for and regulate a military force. The unit also addresses the success of the military force on D-Day. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It presents the historical background of the Normandy invasion (with six resources); and suggests diverse teaching activities for classroom implementation, including brainstorming/group discussion, document analysis, research projects, class discussion, creative writing, oral history, and a student research paper. Appended are a written document analysis worksheet and the primary source documents. (BT)

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

Discusses the development of non-technical education and ethics in engineering curricula in Europe and particularly in France. Investigates two projects at the Catholic University of Lille. The first project is an engineering ethics course and the second has to do with writing a European handbook on engineering ethics as a discipline. (Contains 28 references.) (Author/YDS)

This review examines issues which need to be addressed in order to increase the effectiveness of institutional management of innovation and change in higher education, and is written primarily from a practical perspective rather than from a theoretical or research viewpoint. The paper is divided into two parts: Part I briefly reviews a number of key issues in the management of higher educational institutions in the 1990s; and Part II builds on this to consider the management of innovation and change in more detail. Part I discussions examine changes in institutional decision-making, financial management and funding, leadership, higher education diversification, performance assessment, and people management. Part II discussions include whether or not institutions of higher education are resistant to change, the main sources of innovation in higher education, institutional readiness for change, implementing change in higher education, and the strategies for innovation and change. Contains 55 references. (GLR)

Worldwide enrollment in primary education has grown from 332 million in 1960 to 593 million in 1988. Despite this increase, a sizable proportion of primary school-age children in developing countries are not enrolled in school. In Sub-Saharan Africa, 56 million students are enrolled in primary education, but 38 million (49%) of the region's primary-school age children are not. Other figures for primary-age children are: 48 million enrolled and 8 million (18%) not enrolled in Latin America and the Caribbean; 22 million enrolled and 4 million (19%) not enrolled in Eastern Asia and Oceania; 115 million enrolled and 52 million (39%) not enrolled in Southern Asia; and 23 million enrolled and 9 million (30%) not enrolled in the Arab States. Primary school enrollments in developing regions include large proportions of children who began school late or repeated grades, and hence are older than the official primary school age. Considerable efforts to provide universal primary education need to be made to maintain or reduce the number of out-of-school children by the year 2000, particularly in Sub-Saharan Africa, the Arab States, and Southern Asia. Failure to eradicate illiteracy could have an important impact on demographic and socioeconomic trends. This report includes tables and graphs showing numbers of children enrolled in primary education and out of school in 1988 by region and by country. Also shown are enrollment projections for the year 2000 that are based on stable conditions and 5% and 10% reductions in the proportion of out-of-school children. (AC)

Intended to highlight those aspects of the archival field that government officials should be aware of, this report on the Records and Archives Management Programme (RAMP) outlines the major principles of records management and archives administration, identifies the information needs of the decision makers, and assesses the ways in which records and archives are being handled and the extent to which the needs of the decision makers are being satisfied. It also draws attention to the advantages that accrue when records and archives are used in decision making and the adverse consequences that can result when decisions are made without adequate reference to records and archives. The report is based primarily on information and data that were gathered through two questionnaires circulated in early 1989 to category A members of the International Council on Archives and to the National Archives of selected countries. Responses to the second questionnaire were received from ministries and departments in Australia, Botswana, Singapore, Yugoslavia, and Zimbabwe. This report covers the origins of records and archives; records and archives in decision making; various procedures involved in records management; archival procedures; planning for archives; legislative authority; staffing; and the responsibilities of archivists and of decision makers. Lists of institutions that responded to the two questionnaires are appended as well as a table showing the staffing levels for archives in relation to the population in 52 countries. (DB)

It is suggested that it has become increasingly important to expose foreign students of French to the full expanse of French literary history, both for its richness and for its cultural value. Two teachers of French literature for foreign students discuss the rationale and elements of successful literature instruction. (MSE)

This paper suggests means of merging educational ideas with new information and communication technologies to aid individuals with disabilities. New technologies discussed include microtechnology and integrated circuits, high speed processing and retrieval of information, and light-weight equipment, among others. New technologies can be used as aids in mobility, communication, diagnosis, training, information processing, expressive and creative activities, and recreational activities. The role of new technologies (television, the modern car, etc.) as potential "disablers" for individuals with certain disabilities is also described, and ergonomical considerations such as display resolution and keyboard complications are examined. Technologies and equipment are then surveyed, such as radio and television, film and videotapes, electronic mail, voice recognition, touch screens, artificial intelligence, word processing, image processing, interactive video, digitalized and synthetic speech, and tactile displays. Impacts of new technologies on interpersonal communication, language acquisition, creativity, and other factors are noted. The question of equity and autonomy for all members of society is explored. Requirements for integrating disabled students within ordinary educational institutions are spelled out, focusing on the areas of: information collection and dissemination; adapted educational and social infrastructure; availability of suitable hardware and software; resource allocation and administration; physical and social integration; and ethical considerations. Implications of new technologies for teacher education are described. (JDD)

The three sections making up the main body of this publication look at lifelong education from three successive approaches at different levels. An introduction briefly reviews factors influencing the rapid spread of lifelong education--anthropological, socioeconomic, and political. Through a series of questions emerges the idea that lifelong education involves the promotion of individual and self-education. In section 1 lifelong education is considered as the principle of a model for planning developed with the aid of utopian thinking which needs to be defined in terms of its status and legitimacy. Section 2 assesses the use of lifelong education as a frame of reference for the current development (changes, reforms, and innovations) of educational systems. The final section considers lifelong education as a series of practical rules which should be applied, for instance, when setting up planning methods within educational subsystems. Appendixes include a list of suggested criteria for the selection of pilot experiments for study and evaluation and a grid for analyzing experiments (1973 version) with supplements for experiments involving adults. (YLB)