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2. European Qualifications Framework Initial Vocational Education and Training: Focus on Qualifications at Levels 3 and 4. Cedefop Research Paper. No 77
- Author
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries. Part of Cedefop's work to make qualifications easier to understand and compare, this study takes a closer look at those acquired through initial VET and assigned to EQF levels 3 and 4 via national classifications and frameworks. It explores what they have in common and in what way they differ. It looks at their purpose and value on the labour market or for further learning, and how they are assigned to the national qualifications frameworks (NQFs) and EQF levels. It also sheds light on the different weighting of occupational and transversal skills and competences and levels of complexity, and between qualifications at both levels within the same occupational area; these issues are not that often examined. While it confirms that describing the intended outcomes of learning improves understanding and eases comparison of vocational qualifications, the study highlights other aspects that are equally important, such as their currency and value on the labour market and in further learning.
- Published
- 2020
3. On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews--2016 Update. Cedefop Research Paper. No 61
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives. The report accounts for challenges and opportunities arising from recent developments in the international statistical infrastructure and includes updated comparable data from the European statistical system. This publication should be regarded as a tool to help policy-makers better understand and assess VET developments in each country. While these indicators do not claim to assess national systems or policies, they could be used to reflect on countries' situations and progress towards the strategic objectives set for Europe. The indicators present statistical overviews from all European Union Member States, along with the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. Contains an annex with a short description of indicators. [The HIVA Education and Lifelong Learning Research Group and the Centre for Educational Effectiveness and Evaluation, both at KU Leuven, carried out the underlying methodological and statistical work and updated the report.]
- Published
- 2017
4. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
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Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
- Abstract
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
- Published
- 2020
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5. Democracy and the 'New' Democracies: Fragile, Difficult, and Subject to Change. Occasional Papers.
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American Forum for Global Education, New York, NY. and Bragaw, Donald
- Abstract
This paper provides a definition for the word democracy and examines some of the many definitions and descriptions of democracy that have been offered over time. The paper offers a lesson plan for teaching about democracy, beginning with an introduction: "Democracy as an Argument or a Developing Dialogue" (Donald Bragaw; Michael Hartoonian). The lesson plan cites approximate length and appropriate grade level; addresses national standards; lists essential purposes and essential resources; details an eight step teaching strategy; suggests application; and addresses assessment. The paper also contains: "Why Has Post-Communist Democratization Been So Difficult?" (Stephen Harrison). Discusses the difficulty in implementing democratic reforms in post-Communist eastern Europe. It provides a lesson plan in the same format as the first lesson plan. Contains a student handout. (BT)
- Published
- 2003
6. Identifying Work Skills: International Case Summaries. Support Document
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National Centre for Vocational Education Research (NCVER) (Australia) and Siekmann, Gitta
- Abstract
The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global skills strategy outline over the period 2011 to 2013. Each national skills strategy country project offers a tailored approach to focus on the unique skills challenges, context and objectives of each country. Each project leverages OECD comparative data and policy analysis, fosters collaboration across ministerial portfolios and levels of government while engaging all relevant stakeholders--employers, trade unions, and civil society organisations. In its paper "Towards an OECD Skills Strategy" (OECD 2013), the OECD sets out the main issues which must be addressed by efficient and effective policies for skills formation and skills use. The majority of material in each of the 13 case summaries presented here has been lifted mostly verbatim from original sources. These sources are stated at the beginning of each case summary. [This document is an added resource for the report "Identifying Work Skills: International Approaches. Discussion Paper" which can be accessed in ERIC at ED579874.]
- Published
- 2017
7. Skills in Geographical Education Symposium '88. Papers Presented to the Symposium (Brisbane, August 14-20, 1988). Volume 1.
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International Geographical Union., Gerber, Rod, and Lidstone, John
- Abstract
The first of two volumes, this book contains complete texts of 61 papers presented at a 1988 symposium on geographical education. The papers cover many aspects of geographical education in several countries in Western Europe, Africa, and Asia, and are divided into eight sections: (1) "Developing Skills for Living through Geographical Education"; (2) "Developing Learners' Skills and Abilities in Geography"; (3) "Curriculum Developments in Geography for the 1990s"; and (4) "Research in Geographical Education"; (5) "Developing Skills through Continuing Education"; (6) "Curriculum Developments in Geography for the 1990s"; (7) "Teaching Styles in Geographical Educations"; and (8) "Developing Learners' Skills and Abilities in Geography." Many of the papers include figures and additional references. (AS)
- Published
- 1988
8. Virtual Exchange: Towards Digital Equity in Internationalisation
- Author
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Research-publishing.net (France), Satar, Müge, Satar, Müge, and Research-publishing.net (France)
- Abstract
This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2021
9. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
- Abstract
Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
10. The Index Number Problem with DEA: Insights from European University Efficiency Data
- Author
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Klumpp, Matthias
- Abstract
An increasing effort has been put into dealing with the question of time-series analysis regarding institutional efficiency, including in the area of higher education. Universities are important institutions for economies and societies and are expected to provide excellence as well as efficiency in their processes and outputs. This is reflected in the context of an increased global competitive environment by more refined international university rankings. Combining the two areas, this paper points towards a methodological challenge in comparing different ranking datasets for their use in a data envelopment analysis (DEA) Malmquist index time-series efficiency analysis, namely, index-based data compared to additive data. The problem is discussed in a theoretical framework and complemented with an empirical application: calculations for 70 European universities with budget and staff input data and different ranking output data for the timeframe of 2011-2016 show that there is no evidence for a specific index data problem. Important implications regarding university management and higher education policies are outlined. Efficiency improvements among the analyzed universities are significant but also unevenly distributed and not easy to obtain for individual institutions.
- Published
- 2018
11. Towards a European Electronic University: Technology and Course Design for European-Wide Distance Education Courses.
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European Association of Distance Teaching Universities, Heerlen (Netherlands). and Bates, A. W.
- Abstract
Designed to stimulate course planning teams to consider a wide range of technological options at the start of the course design process, this paper focuses on ways in which technology can be used to design, produce, and present European-wide distance education courses. The more detailed objectives of the paper are to look at how technology may facilitate the joint production of courses across different institutions in different countries; speed up course production; help in the delivery of courses to different target groups in different countries; and suggest prototype course designs that meet the challenge of the first three objectives and might attract some external funding. Factors to be considered in determining the suitability of technology for distance teaching are then considered, including access and availability to students, costs, teaching functions, interaction and user-friendliness, organizational constraints, and novelty. Scenarios for media use in European courses are also suggested; these include electronic publishing, videocassette courses, tutored video instruction, computer-mediated communication, and computer-based learning with videodiscs. The paper concludes by identifying several policy issues that need to be resolved by the European Association of Distance Teaching Universities before final choices can be made about the use of technology in European-wide courses. (5 references) (MES)
- Published
- 1989
12. New Approaches to Teaching European Politics: Reintroducing Central Europe. Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland).
- Author
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Wittman, Phillip M.
- Abstract
Many educators in high schools and colleges have taught about European history and politics in the context of the Cold War and the division of Europe into two blocs. The revolutionary changes in 1989 and the collapse of the Soviet Union have made obsolete the superpower spheres of influence that divided Europe. This curriculum project contributes to a refocusing on a reunited Europe as it has emerged since 1989. The project focuses on two central European nations, Hungary and Poland, and identifies important aspects about these countries for students as they begin to explore central Europe. It provides background information about central Europe in a curriculum review and poses the following question: "What's different about Central Europe?" The project outlines five key differences between western and central Europe to guide student understanding of the history and politics of this area. It concentrates on Hungary and Poland in a comparative historical perspective. This project cites the following considerations in analyzing democratic transitions in Hungary and Poland: (1) undermining and opening the authoritarian regime; (2) legacy of the past; (3) cycle of mobilization; (4) defusing and managing the military or party apparatus; (5) negotiation; and (6) settling past accounts. The paper notes sources for teaching contemporary politics in Hungary and Poland. (Contains 14 references.) (BT)
- Published
- 2002
13. Soviet and East European Studies Information Resources Available on Scholarly Electronic Communications Networks.
- Author
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Markiw, Michael
- Abstract
Discusses electronic information resources related to former Soviet and east European studies that are available through academic communications networks such as BITNET. Descriptions and access information are provided for online library catalogs, databases, discussion groups, listservers, and electronic journals. Electronic mail links with former Soviet computer networks are also briefly considered. (five references) (MES)
- Published
- 1992
14. The European Economic Community.
- Author
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Schuchart, Kelvin
- Abstract
Maintains that social studies students need to realize the relationship of the European Economic Community to the United States in order to understand the trade bonds that exist between us. Briefly reviews the history of the Community, outlines its Common Agricultural Policy, and provides situations for classroom role playing. (JDH)
- Published
- 1986
15. Current Issues. 1983/84 Edition.
- Author
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Close Up Foundation, Arlington, VA. and James, Bruce
- Abstract
Written for students participating in the Close Up government studies program, a week-long field experience in Washington, D.C., the readings in this booklet may be incorporated into social studies units on government, political science, or current events. Following an introduction to members of the Reagan Administration and the Supreme Court and to the key issues of the 98th Congress and the 1983 budget, the booklet is divided into 2 sections. Section 1, focusing on domestic policy issues, includes readings on the economy, environment, education, social welfare, civil rights, energy, urban problems, crime, transportation, agriculture, and immigration. Readings in section 2, foreign policy issues, cover the Soviet Union, defense, nuclear proliferation, international trade, world poverty and U.S. foreign aid, Western Europe, Central America and the Caribbean, China, the Arab-Israeli conflict, South Africa, and Namibia. Each reading selection includes the following components: an introduction to the issue; a list of key questions to focus reading; background, current issues, and future outlook on the issue; and a brief debate on the pros and cons of one key question raised in the reading. (LP)
- Published
- 1983
16. Modelling Future Higher Education--Labor Market Imbalances: A Multi-Scenario Approach.
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Glytsos, Nicholas P.
- Abstract
Lasting imbalances between the demand for educated labor and the size and educational composition of the supply of university graduates has been a common phenomenon for both developed and developing countries. Drawing on human capital theory, this paper develops a methodology to help education planners restore the balance. Includes 49 references. (MLH)
- Published
- 1990
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