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2. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
- Published
- 2014
3. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
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National Centre for Vocational Education Research, Lumsden, Marilyn, and Stanwick, John
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Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]
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- 2012
4. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
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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.)
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- 2012
5. 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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6. 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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7. The Effectiveness of National Training Boards. Training Discussion Papers No. 110.
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International Labour Office, Geneva (Switzerland). and Wilson, David N.
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This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)
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- 1993
8. Improving Labour Market Outcomes through Education and Training. Issues Paper No. 9. Produced for the Closing the Gap Clearinghouse
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Australian Institute of Family Studies (AIFS), Australian Institute of Health and Welfare, Closing the Gap Clearinghouse, Karmel, Tom, Misko, Josie, Blomberg, Davinia, Bednarz, Alice, and Atkinson, Georgina
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In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse.
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- 2014
9. Labour Market Characteristics and International Mobility of Doctorate Holders: Results for Seven Countries. OECD Science, Technology and Industry Working Papers, 2007/2
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Organisation for Economic Cooperation and Development and Auriol, Laudeline
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This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)
- Published
- 2007
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10. School Choice and Equity: Current Policies in OECD Countries and a Literature Review. OECD Education Working Papers, No. 66
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Organisation for Economic Cooperation and Development and Musset, Pauline
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This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)
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- 2012
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11. Education and Obesity in Four OECD Countries. OECD Education Working Papers, No. 39
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Organisation for Economic Cooperation and Development, Sassi, Franco, Devaux, Marion, Church, Jody, Cecchini, Michele, and Borgonovi, Francesca
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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.)
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- 2009
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12. A Comparative Study of Sabbatical Leave Practices in Selected Commonwealth and U.S. Universities. Paper No. OIR-30.
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McMaster Univ., Hamilton (Ontario)., Booth, Sheelagh C., and Higbee, Eliot C.
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Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)
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- 1974
13. Perspectives on Education for Knowledge Management.
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Chaudhry, Abdus Sattar and Higgins, Susan Ellen
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This paper looks at the state of education in knowledge management (KM). It reports findings from a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information that was conducted at the Nanyang Technological University (Singapore). Based on a review of course descriptions selected from Web sites of universities in Australia, Canada, Singapore, the United Kingdom, and the United States, the paper describes levels of courses, curriculum areas and topics, and differences in emphasis in teaching KM courses in different departments and schools. A table presents data on the details of KM courses for each university, including the school/department, course title, level, and academic program. A second table lists topics in KM courses for several curriculum areas, including foundations, technology, process (codification), applications, and strategies. (MES)
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- 2001
14. Women and Graduate Management Education (2012). GMAC[R] Data-to-Go Series
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Graduate Management Admission Council (GMAC)
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This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. "Women in the Business School Talent Pipeline" discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters & Other Intended Degrees; and (4) Female Quants (Interest in Quantitative and Specialized Degrees). "Women in Business" discusses: (1) Jobs; (2) Value of Graduate Management Education; (3) Industry Preferences; (4) Study-Work-Life Balance; and (5) Geographic Focus and Regional Comments. (Contains 7 resources.)
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- 2012
15. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6
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National Science Foundation, National Science Board and White, Karen
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This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]
- Published
- 2019
16. Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024
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Westat, Inc., National Center for Education Statistics (ED), Kelly, Dana, Nord, Christine Winquist, Jenkins, Frank, Chan, Jessica Ying, and Kastberg, David
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The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat.]
- Published
- 2013
17. Youth Unemployment: An International Perspective.
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Bureau of Labor Statistics (DOL), Washington, DC. and Sorrentino, Constance
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This bulletin examines the labor market experience of youth in the United States and eight other industrial countries from the early 1960s to the late 1970s. The analysis focuses upon unemployment, the most visible and measurable form of labor underutilization. The report highlights the size of the youth unemployment problem and discusses some of the underlying reasons for the large international differences in youth unemployment. To facilitate international comparisons, the data have been adjusted to United States concepts. Subjects covered include trends in labor supply, demand factors, the student labor force, apprenticeship and format training, guidance and counseling, youth minimum wage, and minority group unemployment. Countries studied in the report, in addition to the United States, are Canada, Australia, Japan, France, Germany, Great Britain, Italy, and Sweden. Presented in a brief conclusion are comparative differences among the countries and reasons accounting for them. (KC)
- Published
- 1981
18. Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report
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National Centre for Vocational Education Research, Curtis, David D., Mlotkowski, Peter, and Lumsden, Marilyn
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Taking a break between completing high school and entering university is common overseas, and is becoming more popular in Australia. There are many reasons why young people take a gap year. It may be to travel, to take a break, to study, or to work. The authors' definition of a "gapper" is a young person who commenced university one to two years after completing Year 12. While the concept of a gap year is related to the deferral of a university offer, it is different. Some gappers have deferred, others decide to enrol during their gap year, not beforehand. Similarly, some who defer a university offer subsequently do not take up a place and are thus not defined as gappers. This report was prepared for the Department of Education, Employment and Workplace Relations in 2009 prior to the Australian Government's announcement of proposed changes to Youth Allowance as an initiative in the 2009-10 Budget and the subsequent reforms based on recommendations from the "Review of Student Income Support Reforms" (Dow 2011). The research uses data from three cohorts of the Longitudinal Surveys of Australian Youth (LSAY) to throw light on the incidence of gap-taking, the characteristics of those taking a gap year, the activities undertaken in the gap years, and subsequent study and employment outcomes. The report also looks at whether there is any evidence that young people were taking a gap year in order to qualify for Youth Allowance payments. This report reveals that: (1) The incidence of gap-taking has increased and it is estimated that around 20% of Australian students who complete high school will take a gap year; (2) Gap-takers tend to be weaker academically, with lower-than-average tertiary entrance rank (TER) scores, lower than average Year 9 mathematics achievement, and less favourable attitudes to school. In addition to academic factors, young people from English speaking backgrounds and from regional locations are more likely to take a gap year. Students who do not receive Youth Allowance payments while at school (and thus who were from higher socioeconomic status families) are also more likely to take a gap year; (3) The most common activities of Australian gap students are work (40%) and study or training (33%), with only 3% reporting travel as their main activity; (4) It appears that relatively few took a gap year principally to qualify for Youth Allowance: four out of 69 who deferred a university place gave "needing to qualify for Youth Allowance" as a reason for their deferral; and (5) The university completion rates of "gappers" are a little lower than "non-gappers". Appended are: (1) Variables and methods; and (2) Supplementary tables. (Contains 25 tables and 15 footnotes.) [For "Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28," see ED533076.]
- Published
- 2012
19. SCUTREA Conference Proceedings, 1970-1997. 25th Anniversary CD-ROM.
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Standing Conference on Univ. Teaching and Research in the Education of Adults.
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This CD-ROM contains 693 papers on university teaching and research in the education of adults that were presented during the 27-year period from 1970 through 1997. The CD-ROM is designed to be used with the Macintosh, Windows 95, and Windows 3.1 operating systems and Adobe Acrobat Portable Document Format (version 3), which is included along with the papers. Papers can be accessed by clicking titles in lists of papers from each year's proceedings; clicking paper titles listed in an alphabetically arranged list of key words; and searching for a word or combination of words associated with paper titles, authors, and key words. Free text searches can also be performed. The following are among the topics covered in significant numbers of papers: adult education; adult basic education; adult educators; adult learning; adult students; adult vocational education; aging; andragogy; behavioral objectives; community education; community development; competency-based education; computer-assisted instruction; counseling; course content; course evaluation; curriculum design/development; educational finance; educational practices; educational principles; educational research; educational theories; evaluation methods; further education; labor education; learning processes; learning theories; lifelong education; literacy education; National Vocational Qualifications; older adults; professional continuing education; professional development; reflective practice; research design; research needs; research utilization; student and teacher attitudes; and women's education. (MN)
- Published
- 1997
20. State of the Art: Microcomputers in Elementary Education 1984.
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Topp, Ray H.
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Reports observations on present use of microcomputers in elementary education in Australia, Canada, New Zealand, and the United States and presents recommendations regarding hardware, software, use of microcomputers, and teacher training. (MBR)
- Published
- 1985
21. International Adult Literacy Survey. Benchmarking Adult Literacy in America: An International Comparative Study.
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Statistics Canada, Ottawa (Ontario). and Tuijnman, Albert
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This 22-country survey was conducted between 1994 and 1998. Representative samples of adults aged 16-65 were interviewed and tested at home using the same literacy tests. The main purpose of the survey was to find out how well adults use information to function in society. Another aim was to investigate the factors that influence literacy proficiency and to compare these between countries. Ten international indicators are presented that allow readers to compare the literary proficiency of Americans with that of other populations as measured on the prose literary scale; similar results are provided in quantitative scales. The findings confirm how low literacy is an important issue in all regions in all countries surveyed. On the whole, the findings show that Americans are at an average level of prose literacy performance, behind the Nordic countries and the Netherlands but on a par with adults in Australia, Canada, and Germany. Literacy proficiency is more unequally distributed in the United States and Canada than in Europe, with the most literate 25% of North Americans scoring far higher than average. "Life-long" learning programs, as well as early childhood education, more access to adult education and to information and communication technologies, and the promotion of literacy-rich environments at work, home, and in the community are proposed as solutions to improve adult literacy. The paper is divided into 3 chapters, 4 annexes, and 10 data-rich figures. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
- Published
- 2000
22. How Has the Global Economic Crisis Affected People with Different Levels of Education? Education Indicators in Focus. No. 1
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Organisation for Economic Cooperation and Development
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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.
- Published
- 2012
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23. How Are School Systems Adapting to Increasing Numbers of Immigrant Students? PISA in Focus. No. 11
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Organisation for Economic Cooperation and Development
- Abstract
Whether in flight from conflict, with the hope of building a better life, or to seize a social or economic opportunity, people have been crossing borders for as long as there have been borders to cross. Modern means of transportation and communication, the globalisation of the labour market, and the ageing of populations in OECD (Organisation for Economic Cooperation and Development) countries will drive migration well into the next decades. The key to maintaining social cohesion during these population movements is to integrate immigrants and their families well into their adopted countries; and education can be a powerful lever to achieve this. Based on information gathered from questionnaires distributed with the PISA (Programme for International Student Assessment) 2009 assessment, the percentage of 15-year-old students with an immigrant background grew by two percentage points, on average, between 2000 and 2009 among OECD countries with comparable data. This paper reports that: (1) On average among OECD countries, the percentage of students with an immigrant background grew by two percentage points between 2000 and 2009; (2) Immigrant students represent more than 5% of the student population in 13 OECD and partner countries and economies that participated in PISA 2009; and (3) In most countries, immigrant students lag behind native students in performance; in many countries, the difference is considerable. However, Australia, Belgium, Canada, Germany, New Zealand and Switzerland have been able to narrow, and in some cases close, this performance gap.
- Published
- 2011
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24. The Real World of Performance Indicators. A Review of Their Use in Selected Commonwealth Countries.
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Commonwealth Higher Education Management Service, London (England). and David, Dorothy
- Abstract
This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF)
- Published
- 1996
25. Youth Policies and Programs in Selected Countries.
- Author
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William T. Grant Foundation, Washington, DC. Commission on Work, Family, and Citizenship. and George, Rosemary
- Abstract
Youth unemployment is hardly new, but in the 1980s it poses unprecedented problems because economic growth no longer seems to provide the necessary jobs. Youth labor markets are being stripped of entry-level jobs by new technologies, changes in the global division of labor, and the upgrading of occupational structures. This paper describes government policies and practices on youth in selected countries that have a bearing on the transition from youth to adulthood. Data were gathered in extensive interviews with embassy officials and through analysis of documents provided by them, national education authorities, and the Organization for Economic Cooperation and Development (OECD). The countries surveyed were: Australia; Britain; Canada; Finland; France; Federal Republic of Germany; Hungary; Ireland; Japan; Norway; and Sweden. Findings are presented in the following areas: (1) Demography of Youth; (2) National Policies; (3) Administrative Structures; (4) Education and Training; (5) Socioeconomic and Gender Inequalities; (6) Guidance, Counseling, and Placement; (7) Financial Support; (8) National Service; and (9) Youth Organizations. Data are presented on five tables and three appendices. (BJV)
- Published
- 1987
26. The Politics of Accountability: Educative and International Perspectives. The 1997 Yearbook of the Politics of Education Association.
- Author
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Macpherson, Reynold J. S. and Macpherson, Reynold J. S.
- Abstract
This book reports on the outcomes of an international policy-research project concerned with how power is used in education to construct and discharge obligations among stakeholders. The collection of articles suggests how such processes might better serve educational ends. The research examines how the politics of education at the site and systemic levels have been contributing to the reconstruction of accountability policies in an international policy context, a context characterized by conceptual disarray, multi-reform strategies, blunt administrative instruments, and plurally political cultures. The text is divided into two parts. Part 1 reports on research conducted in North American settings, focusing on low-wealth school districts, on how to enhance accountability, on integrated governance, on authentic education accountability policies, and on patterns of social control in assessment practices. Part 2 provides research reports from England and Wales, and Australia, a comparative study of two Australian and Canadian systems, and then two philosophical chapters that examine some international dilemmas. (RJM)
- Published
- 1998
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