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"The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy." Such was the dire warning recently issued by a task force sponsored by the Council on Foreign Relations. Chaired by former New York City schools chancellor Joel I. Klein and former U.S. secretary of state Condoleezza Rice, the task force said that the country "will not be able to keep pace--much less lead--globally unless it moves to fix the problems it has allowed to fester for too long. The report's views are well supported by the available evidence. In a 2010 report, only 6 percent of U.S. students were found to be performing at the advanced level in mathematics, a percentage lower than those attained by 30 other countries. Nor is the problem limited to top-performing students. Only 32 percent of 8th-graders in the United States are proficient in mathematics, placing the United States 32nd when ranked among the participating international jurisdictions. Although these facts are discouraging, the United States has made substantial additional financial commitments to K-12 education and introduced a variety of school reforms. Have these policies begun to help the United States close the international gap? To find out the extent of U.S. progress toward closure of the international education gap, the authors provide estimates of learning gains over the period between 1995 and 2009 for the United States and 48 other countries from much of the developed and some of the newly developing parts of the world. They also examine changes in student performance in 41 states within the United States between 1992 and 2011, allowing them to compare these states with each other. Their findings come from assessments of performance in math, science, and reading of representative samples in particular political jurisdictions of students who at the time of testing were in 4th or 8th grade or were roughly ages 9-10 or 14-15. The gains within the United States have been middling, not stellar. While 24 countries trail the U.S. rate of improvement, another 24 countries appear to be improving at a faster rate. Nor is U.S. progress sufficiently rapid to allow it to catch up with the leaders of the industrialized world. Student performance in nine countries declined over the same 14-year time period. Test-score declines were registered in Sweden, Bulgaria, Thailand, the Slovak and Czech Republics, Romania, Norway, Ireland, and France. The remaining 15 countries were showing rates of improvement that were somewhat lower than those of the United States. Progress was far from uniform across the United States, however. Indeed, the variation across states was about as large as the variation among the countries of the world. The states making the largest gains are improving at a rate two to three times the rate in states with the smallest gains. States that were further behind in 1992 tend to make larger gains than initially higher-performing states. However, their initial level of performance explains only about a quarter of the variation among the states. Also, variation in state increases in per-pupil expenditure is not significantly correlated with the variation in learning gains. States with the largest gains in average student performance also tend to see the greatest reduction in the percentage of students performing below the basic level. They also are the ones that experience the largest percent shift of nonproficient students to the level of proficiency set by NAEP (National Assessment of Educational Progress). However, there are some exceptions to this overall pattern. At the 8th-grade level, the gains by educationally disadvantaged students in Texas were larger relative to other states, given the percentage of nonproficient students who attained NAEP proficiency. Conversely, nonproficient students in Utah, Nebraska, Pennsylvania, Maine, Wisconsin, and Minnesota were more likely (relative to other states) to cross the proficiency bar, given the gains being made by the most educationally disadvantaged students. Otherwise, an educational tide within a state that lifted an average boat lifted all boats fairly uniformly. Appended are: (1) Estimating Trends across Countries and across U.S. States; and (2) Alternative Estimations of Trends. (Contains 14 figures, 2 tables, and 32 footnotes.

The Teacher Education Study in Mathematics or TEDS-M is a study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA). The lead research center for the study is the International Study Center at Michigan State University (ISC/MSU). The ISC/MSU worked from 2006 to 2011 with the International Study Center at the Australian Council for Educational Research (ACER) and the National Research Coordinators (NRCs) in 17 countries to produce this study. TEDS-M received funding from IEA, the United States of America National Science Foundation, and the collaborating countries. TEDS-M focused on how teachers are prepared to teach mathematics in primary and lower-secondary school, and studied the variation in the nature and impact of teacher education programs within and across countries. TEDS-M is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers have acquired in their mathematics teacher education. The key research questions for the study focused on the relationships between teacher education policies, institutional practices, and future teacher mathematics and pedagogy knowledge. Individual chapters contain figure, tables, footnotes and references. [For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto. Contributors include Alena Becker, Ralph Carstens, Jean Dumais, Sabine Meinck, Plamen Mirazchiyski.]

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.)

This report has a simple aim: to present results from international assessments so readers can judge for themselves how American students stack up globally. It's intended to be a stand-alone supplement to the "Education Olympics" web event held between August 8th and August 22nd, 2008 (see edolympics.net). It shows how the U.S. has performed internationally in education in recent years, and it provides a glimpse of how education looks in several top-performing nations. The report examines results from four well-known and generally respected international measures: (1) The Programme for International Student Assessment (PISA). This one covers math and science (like TIMSS), but also evaluates reading literacy and students' ability to apply what they've learned to real-world situations. It's administered to fifteen-year-olds every three years. Data is examined from both the 2003 and 2006 PISA administrations. (2) The Trends in International Mathematics and Science Study (TIMSS). This assessment addresses the knowledge and skills that students have acquired by grade four and eight in math and science. It's administered every four years and we report on the latest year, 2003. [Results from the 2007 administration are not yet available.] (3) The Progress in International Reading Literacy Study (PIRLS). This exam covers trends in primary school reading. It's administered every five years and assesses the reading comprehension of students in their fourth year of schooling. Reported is the latest year, 2006. (4) The Civic Education Study (CIVED). This exam is an international assessment of the civic knowledge and skills of 14-year olds (eighth and ninth graders). It also examines student attitudes towards democracy and citizenship and willingness to participate in civic activities. This report examines the results from 1999, the last year it was administered. In addition, two other indicators were examined: (1) upper secondary (what Americans call high school) graduation ates; and (2) the percentage of a country's college-going population that receives bachelor's degrees (international data on this are from 2004). Drawing from these assessments and indicators, the authors developed 58 events, each focused on student performance on sub-tests or for sub-groups. Each event was an opportunity to win a gold, silver, or bronze medal; there were a few ties, which resulted in a total of 190 medals. The top three "medal winners" across all events are Finland (35 medals), Hong Kong (33), and Singapore (16). The United States wins just one medal: a gold for its performance on the Civic Education exam. That gives the U.S. a 20th place finish--below Cyprus, Poland, Slovenia, and the Russian Federation, among others. (Contains 31 tables and 10 footnotes.)

This curriculum project provides insight into the transformation processes in which the nations of Hungary and Poland have been participating, from approximately 1979-2002. A major focus of the project is to organize a set of information that teachers and students can analyze and understand the Hungarian and Polish quality of life during the Soviet era and after each nation gained its independence. This curriculum compilation includes four sections: (1) ideas about how educators might use excerpts from the project with students as primary source material; (2) answers to a set of questions asked by the Fulbright seminar participant (the author) about politics, economics, and society in Poland and Hungary; (3) detailed lecture notes from each day of the seminar; and (4) a bibliography of materials for reader insights into useful topic resources related to Hungary and Poland. Three themes were employed to anchor the central questions used to interview lecturers and other participants in the project: (1) methods of political, social, and economic control used by the Soviet Union to govern in Hungary and Poland; (2) freedom efforts, employed by citizens in Hungary and Poland, which were aimed at securing political, social, and economic control over their own fate; and (3) how well Hungary and Poland have fared socially, economically, and politically since each nation gained its independence from Soviet influence. (BT)

The issues that ignited the Solidarity movement in August 1980 had been fermenting for years during the Edward Gierek regime (1970-1980). This curriculum project presents students with an experiential exercise to provoke thinking about the economic shortcomings of the communist countries of the former Soviet bloc. The project also presents the issue of the heavy censorship of Polish media to disguise the government's shortcomings. It asks students to use statistical information to describe the living conditions for most Polish people during the 1970s. The project is divided into four sections: (1) "Experiential Exercise: The Unraveling of the Soviet-Style Economy"; (2) "Media Censorship"; (3) "Researching Life in Poland in the 1970s Using Microsoft (MS) Encarta"; and (4)"Bibliography." (Contains 14 references.) (BT)

The poetry writing in the concentration camps during the Holocaust enabled some people to survive, not in the biological sense, but in the psychological sense because it helped preserve their self esteem. The goal of this curriculum project is to expose students to the Holocaust by reading about the tragedy through the poetry of the victims. The project presents 60 poems written by inmates of Auschwitz (Poland). The lesson plan consists of the following: summary of curriculum project; 60 Holocaust poems; short museum guide book of Auschwitz-Birkenau concentration camps; Elie Wiesel student competition writing form; list of films and documentaries on the Holocaust; travel essay from "New York Times" travel section, "Auschwitz Pilgrimage"; Nuremberg laws; topics on the Holocaust; information on Yad Vashem; some Holocaust Web sites; and gypsies in the Holocaust. It is intended for use with students in grades 10-11. The lesson plan provides a description, goals, procedures, assignments, and assessment suggestions. (BT)

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)

The countries of Hungary and Poland are steadily moving along the road of transition from their recent totalitarian past to modern capitalist democracies. Hungary and Poland are changing, developing economies based on new principles, resolving multiple social issues, and patching the projection from their history that still casts a shadow on the developing democratic image. Today's generation cannot be responsible for the unfair treatment and numerous atrocities committed by their historical compatriots towards Jewish and Gypsy citizens during World War II. This lesson plan focuses on the Holocaust and its ramifications. The lesson plan states educational objectives; gives materials needed; details procedures and activities; and provides 10 discussion questions. It also contains extensive explanatory and informational materials about the Holocaust. (BT)

This is the third publication in the European Training Foundation's (ETF's) series of manuals designed to support development of vocational education and training (VET) standards. This volume looks at ways in which VET standards are linked to labor market demands and how relevant VET standards are to the needs of employment in a market economy. Part I, The Impact of Labor Market Information on VET Standards, is based on a report of ETF's Advisory Forum. The report asks "What are the needs of the economy now and in the future?"; tracks changes in important economic indicators; gives examples of Western and New Independent States' experience; and gives examples of how vocational training systems have responded to meet challenges of new economic demands. An example of a flexible VET standard designed to meet changing labor market needs is annexed. Part II, Identifying Labor Market Requirements, is an output of an ETF project to identify and develop methodologies for occupational standards in Estonia, Latvia, Lithuania, Poland, and Slovenia. It spells out the purpose of collecting and analyzing economic and labor market data so education and training policies and program remain relevant to the needs of the labor market and the wider economy; identifies needs and benefits of labor market analysis; and discusses specific research methods. Case studies of labor market analyses in Estonia, Lithuania, and Slovenia are annexed. (YLB)

This Holocaust curriculum project is designed for a 10th grade world cultures class that meets for 80 minutes per day during one semester. The students use selected primary sources including poems, diary excerpts, and a short novel written by victims and survivors of the Holocaust. They also examine profiles about the rescuers. Additional documentaries and films also may be integrated into the unit as time and resources permit. The curriculum project is divided into the following sections: (1) "Introduction"; (2) "Objectives"; (3) "Teaching Strategy"; (4) "Materials"; (5) "Questions"; (6) "Evaluation"; (7) "Appendix A: Selected Poems"; (8) "Appendix B: 'Learning about the Holocaust: A Resource Booklet for Students'" which also contains a Holocaust chronology; (9) "Appendix C: Diary Excerpt from the Lodz Ghetto"; (10) "Appendix D: Diary Excerpt written by Mary Berg"; (11) "Appendix E: Profile on Jan Karski"; (12) "Appendix F: Profile on Gustav Mikulai"; and (13) "Appendix G: Profile on Alex and Mela Rosen." (Contains 23 references.) (BT)

This curriculum project was designed primarily to be incorporated into a larger world history unit on the Holocaust and World War II. The project can be adapted for a lesson on 'situational ethics' for use in a philosophy class. The lesson requires students to examine a historical case and to write and discuss that particular case. The project's lesson aims to get students to examine critically such issues as "Man's inhumanity to man"; and "How could this happen?" These issues would be framed against the backdrop of the organized resistance to Nazi occupation that took place in the Warsaw Ghetto in the spring of 1943. The project is organized along the traditional lines of a lesson plan, and includes summary notes, questions to be answered both in writing and group discussion, as well as references to several general works on the Holocaust. (Contains 15 references of books and videos.) (BT)

These materials have been designed for teachers in order to help students make more connections in their learning about the Holocaust. Written to enhance and supplement existing units in world history and world literature curricula in a California high school, the following materials have been prepared for the project: small group presentations of historical readings; a background lecture on the Holocaust in Poland and Hungary; the description of a slide presentation of Auschwitz Birkenau; and Hungarian and Polish poetry with reflective journal topics. These materials help to integrate World War II topics in history and literature. The world literature class uses Elie Wiesel's "Night" as its primary text for the Holocaust unit, while the world history class uses "History of the World: The Modern Era" as the primary text. (BT)

This curriculum unit is designed to teach students how the Holocaust differed in Hungary, what conditions were like at the largest extermination camp (Auschwitz-Birkenau), and about people who risked their lives to save Hungarian and Polish Jews. The unit notes that students should already be acquainted with the rise of anti-Semitism in Germany and the progression of the Holocaust in countries captured by the Nazis early in World War 2, in particular, Poland. Strategies for teaching the unit include slide presentations, individual and cooperative student presentations, discussion questions, lectures, and assessment questions. The unit is comprised of the following three lessons: (1) "Background of Holocaust in Hungary"; (2) "Conditions in Auschwitz"; and (3) "Common People Who Made a Difference, Heroes of the Holocaust in Poland and Hungary." (BT)

This curriculum project about the history and culture of Hungary and Poland is intended for secondary school students. The project features a unit called "Heroes in Our Lives" and points out the sacrifices a few individuals have made for the betterment of all. Students identify heroes and learn about the impact these heroes have made on history and on society. Hungarian heroes discussed in the unit are: King Stephen I, Imre Nagy, Ferenc Rakoczi, and Louis Kossuth. Polish heroes discussed are: J. Pitsudski, Tadeusz Kosciuszko, Janusz Korczak, Pope John Paul II, and Lech Walesa; other heroes discussed are Raoul Wallenberg, the 1956 Hungarian Freedom Fighters, and the Solidarity Workers. Teaching methods for the unit include lecture and discussion, a slide presentation on heroic sites, selected readings, poetry, group activities, and an essay accompanied by an oral presentation on heroes in society and heroes in each individual's life. (BT)

This set of collaborative lessons and teacher resources offers a unique focus on Central and Eastern Europe and the tremendous changes of the last decades. Thirty-five lessons present material about the history and government of Central and Eastern European nations and ask students to use comparative analysis with their own nation's history and government. The countries featured are the Czech Republic, the Republic of Hungary, the Republic of Latvia, the Republic of Poland, the Russian Federation, and the United States. The emphasis is on active teaching and learning methods. The materials are divided into four major sections with a schematic organization. The organizing questions include: (1) "Historical Connections - What Are the Connections between the Past and Present?"; (2)"Transitions: Comparative Trends: What Are the Challenges Inherent to Any Form of Change or Transition?"; (3) "Constitutionalism and Democracy: Comparative Issues - How Are the Components of Constitutionalism and Democracy Reflected in Government?"; and (4) "Citizens' Rights and Civil Society: How Do Emerging Democracies Protect Citizens' Rights and Promote the Growth of a Civil Society?" A guide to instructional support materials is also provided along with the appendices offerings of the constitutions of the Czech Republic, the Republic of Hungary, the Republic of Latvia, the Republic of Poland, the Russian Federation, and the United States. (EH)

Since the end of the Cold War, those teaching about developing democracies in Central and Eastern Europe have taken on new responsibilities: dispelling cultural attitudes formed and taught during the Cold War, helping students to understand the concept of democracy, and analyzing the effects of these events on the world. This high school lesson plan begins by briefly describing the changes in Eastern and Central Europe during 1989 that led to the collapse of communism there. Students analyze the transition of Hungary and Poland to democracies by examining case studies of each country, answering series of questions about specific areas, and then presenting a plan for restructuring the countries. The lesson encourages students to become aware of the changes in Central and Eastern Europe, improve their communication skills, and develop cooperation, teamwork, and decision-making abilities. A fact sheet for each country details demographics, cultural attitudes and beliefs. The fact sheets also list each country's problems in the following areas: education, employment, housing, commerce, pollution, economic goals, political structure, foreign policy, and cultural clashes (alcoholism, drugs, minority rights/ethnic groups, xenophobia). A "Lesson Debrief" helps students summarize what they have learned. Before beginning this lesson, students should know about the Cold War and the Soviet bloc and understand democracy, communism, and free markets. The document includes a 17-item annotated resource list, a 1994 map of Central and Eastern Europe, and maps of Hungary and Poland. (LAP)

This packet contains resource materials to help teachers include Polish studies in the school curriculum. Sections include: (1) "Geography"; (2) "History"; (3) "Fine Arts"; (4) "Resources"; and (5) "Appendix," covering miscellaneous facts and figures about Poland, its education system, monuments, national parks, language, and literature. (EH)

These materials were developed by a participant in the Fulbright Summer Seminar to Poland and Hungary. The materials provide information for teaching about comparative media systems. The following information is included: (1) general characteristics of media in Eastern Europe; (2) role of the Catholic Church in media and political life; (3) media laws; (4) journalism education; and (5) ethnic minorities and the mass media. The last two sections focus on an examination of the media in Poland and the media in Hungary. (EH)

This document features writings and curriculum projects developed by teachers who traveled to Poland and Czechoslovakia in the summer of 1992 as members of a Fulbright-Hays Summer Seminar. The following items are among those included: "Curriculum Project: Women and Work: A Global Perspective" (Joan K. Burton); "The Community College and Eastern Europe: Possibilities for Academic Exchanges" (Raymond V. Coleman); "The Architects of a New Era: Lech Walesa, Vaclav Havel, and the Transition to Democracy in Eastern Europe" (William M. Mahoney); and "The Impact of Political and Economic Systems on Spatial Organization and the Landscape: Poland and Czechoslovakia in Transition from Socialism to Democracy and a Market Economy" (Stephen W. Tweedie). (DB)

This document consists of three documents in a packet that make up a curriculum guide that presents objectives, content outlines, sample lessons, and background readings for the development of a primary school and a secondary school civics course in Poland. The documents are: (1) Proposed Civic Education Curriculum for Primary and Secondary Schools; (2) Proposed Civic Education Curriculum for Primary and Secondary Schools: Sample Lesson Plans; and (3) Selected Supplementary Materials for Civic Education Teachers. The first document is divided into two parts, one on primary schools, the next on secondary schools. The curriculum for grades 1-5 is on life in society and focuses first on the individual and others, then on people and nature. The curriculum for grades 6-8 is on life in a democratic society, focusing on the group, economy activity of the individual and society, and individual citizens and the government. The part on secondary schools is divided into chapters on people as individuals, social groups, society, nation, economy, the place of Poland in the world, protecting the world, and selected problems of the contemporary world. The second part of the curriculum guide provides sample lesson plans developed by the Polish primary and secondary school educators who developed the outline of the first section. The section consists of 8 lesson plans for primary schools, and 8 for high schools. Topics include group leaders, decision making, children's rights, and economics. Only the titles are included in this document. The third section of the curriculum guide is a table of contents listing supplementary articles by prominent scholars throughout Poland. (DK)

This document summarizes a civics course for primary schools in Poland, grades 6-8. The curriculum was developed as part of the Education for Democratic Citizenship in Poland Project, a cooperative effort of the Polish Ministry of National Education and the Mershon Center, The Ohio State University (United States). The project aims to help schools and teachers educate succeeding generations of Polish youth to be active, competent citizens committed to democratic values. The curriculum includes over 80 detailed lesson plans. The document is divided into two sections. The first consists of unit and lesson titles, and lesson abstracts. The second part is made up of sample lessons. The curriculum has five units: (1) local government, which includes fighting unemployment, different interest groups, water, garbage, influencing decisions, day care, budget decisions, neighborhood, local campaigns and elections, problem solving and responsibilities of local government; (2) principles of democracy including majority decisions, decision risks versus non-decision, compromise, conflicting values, everyday democratic principles, freedom of speech and artistic expression, democracy vs. dictatorship vs. anarchy, nation vs. state, and patriotism vs. nationalism; (3) human rights and freedom, including what they are and who is entitled to them, basic documents, children's rights, extra-governmental protection of human rights, rights of ethnic minorities, citizen responsibilities, and Amnesty International; (4) institutions of the democratic state; (5) citizen participation and public opinion; (6) free market economy; and (7) Poland, Europe, world, and current problems. (DK)

A course entitled "Schools and Democratic Society" was prepared between September, 1992 and March, 1993 as the result of a cooperative effort between the Polish Ministry of National Education and the Mershon Center of The Ohio State University. This document presents the rationale for the course. As Poland moves through the transition from communism to democracy, it is clear that the role of the school must change. The purpose of the course is to empower prospective teachers to take on the challenges of change toward democracy in the Polish school system. The course is organized around seven features of the educational system: (1) the position and role of the teacher; (2) student rights and responsibilities; (3) parent participation in schools; (4) school and local community; (5) distribution of resources for education; (6) school as an organization and as a community; and (7) the role of schools in a democratic society. (DB)

This document is a collection of supplemental classroom materials on Poland to be photocopied for use in secondary schools in conjunction with the Education for Democracy's Classroom-To-Classroom project. The materials offer an historical framework for considering current events, as well as some insight into the events, ideas, issues, and personalities that have propelled Poland's successful movement towards democracy. A timeline and maps are included to give a basic historical context. Editorial cartoons, a resource guide, and suggested classroom activities also are included. The three maps included are: (1) central Europe, pre-World War I; (2) central Europe, post-World War II; and (3) Poland's shifting frontiers. The timeline stretches from 966 AD to 1991. Readings, grouped in five sections are: (1) a short history "The People Versus the Party" (Leopold Ungr); (2) excerpts from two Histories on Solidarity: "The Polish Revolution: Solidarity" (Timothy Garton Ash) and "Heart of Europe: A Short History of Poland" (Norman Davies); (3) four Notes from the Underground from 1982; (4) Voices: "The Books of the Polish Nation" by national poet Adam Mickiewicz, "Poem for Adults" (Adam Wazyk), "If You Insist of Screaming Do It Quietly" and "Write Legibly" (Stanislaw Baranczak) and "Report from the Besieged City" (Zbignew Herbert); (5) Change is Comprised of five articles dealing with the internal forces that make change possible: "A Negotiated Settlement" (Jackson Diehl, "The Polish Kakeidoscope of 1989," in "Captive Minds: A Journal of Information and Opinion on Eastern Europe,""The Age of Solidarity" (Adrian Karatnycky), "Missing the Vote" (Maria Balinska), and "Polish Politics: Walesa Runs for President (Adrian Karatnycky). Contains 28 references. (DK)

In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The "Survey of Adult Skills," a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills--namely literacy, numeracy and problem solving in technology-rich environments. This volume reports results from the 24 countries and regions that participated in the first round of the survey in 2011-12 (published in "OECD Skills Outlook 2013: First Results from the Survey of Adult Skills") and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey). It describes adults' proficiency in the three information-processing skills assessed, and examines how skills proficiency is related to labour market and social outcomes. This document contains a foreword, acknowledgements, reader's guide, an executive summary, and five chapters as follows: (1) Overview: Why Skills Matter; (2) Adults' Proficiency in Key Information-Processing Skills; (3) The Socio-Demographic Distribution of Key Information-Processing Skills; (4) How Skills Are Used in the Workplace; and (5) The Outcomes of Investment in Skills. The following are appended: (1) Skills Matter: Further Results from the Survey of Adult Skills, Tables of results; and (2) Skills Matter: Further Results from the Survey of Adult Skills, Additional tables. Individual chapters contain references and recommendations for further reading. [Additional assistance in the preparation of this report was provided by Vanessa Denis, Paulina Granados Zambrano and François Keslair. For "OECD Skills Outlook 2013: First Results from the Survey of Adult Skills," see ED565655.]

The analyses presented in this report indicate that in several Member States (MS) 15-year-old students in vocational-oriented programmes (VET) perform better in digital reading than in print reading in PISA 2012. When differentiated by programme of study--VET versus general education programmes--VET students perform better in digital than in print reading in Belgium, France, Italy, Portugal and the Slovak Republic. Moreover, VET students display specific patterns of ICT-related practices. For example, they have more access to computers at school than at home and their engagement in frequent browsing of the internet for school work is associated with higher digital reading achievement. Results suggest that schools should help VET students develop further digital skills to support their learning. Annexes A and B contain tables presenting descriptive statistics about students' reading performance, ICT uses in general, and VET programmes. [This report is part of the CRELL VIII Administrative Agreement agreed between DG Education and Culture (EAC) and DG Joint Research Centre (JRC). Its content is stipulated under point 2.1--Technical report #3 of the Technical Annex accompanying CRELL VIII.]

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.

The "OECD Skills Studies" series aims to provide a strategic approach to skills policies. It presents OECD internationally comparable indicators and policy analysis covering issues such as: quality of education and curricula; transitions from school to work; vocational education and training (VET); employment and unemployment; innovative workplace learning; entrepreneurship; brain drain and migrants; and skills matching with job requirements. This document was prepared as part of the analytical work of the OECD Programme for the International Assessment of Adult Competencies (PIAAC) Board of Participating Countries. The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving. The Nordic countries and the Netherlands have the largest proportions of adults (around 40%) who score at the higher levels in problem solving, while Ireland, Poland, and the Slovak Republic have the smallest proportions of adults (around 20%) who score at those levels. Variations in countries' proficiency in problem solving using ICT are found to reflect differences in access to the Internet and in the frequency with which adults use e-mail. The report finds that problem-solving proficiency is strongly associated with both age and general cognitive proficiency, even after taking other relevant factors into account. Proficiency in problem solving using ICT is related to greater participation in the labour force, lower unemployment, and higher wages. By contrast, a lack of computer experience has a substantial negative impact on labour market outcomes, even after controlling for other factors. The discussion considers policies that promote ICT access and use, opportunities for developing problem-solving skills in formal education and through lifelong learning, and the importance of problem-solving proficiency in the context of e-government services. Following a foreword by Andreas Schleicher, the Director of the Directorate for Education and Skills, an executive summary, information about the Survey of Adult Skills, and a Reader's Guide, the following chapters are included: (1) Problem Solving in Technology-Rich Environments and the Survey of Adult Skills; (2) Proficiency in Problem Solving in Technology-Rich Environments; (3) Differences within Countries in Proficiency in Problem Solving in Technology-Rich Environments; (4) Proficiency in Problem Solving in Technology-Rich Environments, the Use of Skills and Labour Market Outcomes; and (5) Some Pointers for Policy. The following are appended: (1) Tables of Results; and (2) Additional Tables. Individual chapters contain references. [This report was prepared under the supervision of William Thorn, with assistance from Veronica Borg, Vanessa Denis, and François Keslair. Editorial assistance was provided by Marilyn Achiron and Célia Braga-Schich.]

The Programme for International Assessment of Adult Competencies (PIAAC) will establish technical standards and guidelines to ensure that the survey design and implementation processes of PIAAC yield high-quality and internationally comparable data. This document provides a revised version of the technical standards and guidelines originally distributed (October 11, 2008). The document is structured in two parts: (1) Part I provides an introduction to PIAAC and its objectives as well as the methodologies; and (2) Part II presents the proposed standards, together with their rationale, technical implications, recommendations for implementation, and quality assurance procedures. The standards presented in this document are the generally agreed upon policies or best practices to be adhered to in the conduct of the survey. The guidelines are statements which elaborate on the implementation of the standard(s). Once the guidelines and standards are adopted, it is essential that all countries follow them. Where this is not possible, countries may apply for derogations from the standards. Where such derogations would compromise the survey objectives, the PIAAC Consortium will bring these to the attention of the OECD Secretariat, which, in turn, may refer them to the BPC for arbitration in situations where they might compromise the collective value of PIAAC. In addition to the standards and guidelines, the document provides recommendations which are designed to further improve the quality of the survey implementation and results. The recommendations are suggestions based on experience and best practices which would be acceptable approaches or activities to be undertaken in conjunction with a standard(s). Individual sections contain references. Annexes are included.

"Education Indicators in Focus" is a recurring series of briefs that highlight specific indicators in "OECD's Education at a Glance" that are of particular interest to policy makers and practitioners. They provide a detailed look into current issues in pre-primary, primary and secondary education, higher education, and adult outcomes from a global perspective, and contain an engaging mix of text, tables and charts that describe the international context of the most pressing questions in education policy and practice. This brief reports that on average across 15 OECD (Organisation for Economic Cooperation and Development) countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men. In 27 OECD countries, on average, 80% of young tertiary graduates say they vote, while only 54% of young adults who have not completed upper secondary education do so. The difference in voting rates by level of education is much smaller among older age groups. Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges.

Countless policy makers and researchers have flocked to observe the education systems of Hong Kong, Shanghai and Singapore, which are among the top five performers in the PISA (Programme for International Student Assessment) 2009 reading assessment. Many visitors have been particularly impressed by the fact that these education systems succeed in embracing the social heterogeneity in their student populations that is intrinsic to large urban environments--something that many other education systems struggle to achieve. But large cities do not just pose social challenges to educators; they also offer important advantages for schools, such as a richer cultural environment, a more attractive workplace for teachers, more school choice, and better job prospects that can help to motivate students. New analyses from PISA highlight these advantages, showing that, in several countries, students from urban areas (defined here as cities with over a million inhabitants) do as well as students in PISA's top performing city-states, even if the different push and pull factors of urban environments play out very differently across countries. This paper reports that: (1) Large cities are generally educational assets: in most countries, performance improves dramatically when only the scores of students in urban areas are considered, although this is not the case in some countries, such as Belgium, Slovenia, the United Kingdom and the United States; and (2) When comparing the performance of students in large cities, students in Portugal and Israel perform as well as those in Singapore, and students in Poland perform as well as those in Hong Kong.

The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)

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.

Presents research on students' use and understanding of algorithms in Poland. Concludes that there are detrimental side effects that stem from the teaching and learning of standard written algorithms. (ASK)

Compiling available statistical information on the status of women in health careers, the chart book was designed for use at the International Conference on Women in Health. Tables and figures illustrate statements through statistics and graphs. In the section dealing with the United States, tables present a broad statistical base, and figures illustrate that particular information in terms of women. Information regarding the United States is divided into three sections: (1) a summary discussing the labor force with 11 tables and figures; (2) information on different health practitioners containing 20 tables and figures; and (3) educational data tracing enrollment, graduate figures, and type of institution, with 19 tables and figures. Information regarding women and health occupations in Australia, Colombia, France, Finland, the Philippines, Poland, Sweden, the United Kingdom, and the USSR are presented in the international section of the document. Twenty-three tables and 15 figures augment the international data. A glossary of 52 related terms is provided. (LH)

Maintains that the works of Grazyna Bacewicz foster musical growth and appreciation, increase students' technical skills, and expand their cultural horizons by acquainting students with the traditions of Poland. Explains that her compositions can be adapted to many different teaching approaches and tailored for students of all ages. (CMK)

Preschool children (n=115) in Poland were tested in five areas: counting, equipotency of sets, dividing, adding, and comparing. Results showed that these children already had informal knowledge of many of the concepts and skills included in the mathematics curriculum in the early grades. (PDD)

This volume is designed to be a comprehensive description of the Polish educational system as it existed under the communist regime, and of the radical changes currently taking place, as well as of possible future trends. Chapter 1 describes Poland's history, geography, and population. Chapter 2 describes the background and structure of its education system. Chapter 3 covers preschool and elementary education, its structure and curriculum. Chapter 4 treats secondary education. Chapter 5 describes tertiary education including administration, finance, admissions, institutions, graduate studies and titles, post-graduate studies, Communist party university-level studies, adult higher education, and student and faculty exchange programs. Chapter 6 looks at specialized study in fine arts, public safety, law, medical and health professions, military education, religious education and training, and teacher training. Chapter 7 covers graduate education including degrees offered, fields of study and levels of achievement. Chapter 8 describes adult education. Chapter 9 contains suggestions and guidelines for admissions officers in United States colleges and universities. Appendixes contains information on training fields in skilled and technical occupations, institutional profiles, foreign language teacher training colleges, and sample documents. Includes a glossary, index and bibliography. (JB)

This video guide was developed for teachers and students participating in the Peace Corps World Wise Schools program. The primary purpose of the study/video series is to enhance each class's correspondence with its Peace Corps Volunteer and help students gain a greater understanding of regions and cultures different from their own. The specific purpose of this video guide on Poland is to provide teachers and students with a structured approach to learning about people and places in Poland. The specific goals for this guide are to present basic information on the geography of Poland; to present basic information on the political and economic changes currently taking place in Poland; and to introduce two aspects of Polish culture: history and symbols. Activities have been designed for three grade levels: A (grades 3-5), B (grades 6-9), and C (grades 10-12). For ease of selection the activities have been categorized first by grade level and then by topic. The guide concludes with a 34-item resource list, a special vocabulary list, and a description of the videotape contents. (EH)

Compared to most countries assessed in 1994, the United States had a greater concentration of adults who scored at the lowest literacy levels across prose, document, and quantitative literacy domains. However, it had one of the higher concentrations of adults who scored at or above level 4 on the prose scale. The proportion of adults who scored at each literacy level was similar across the three scales in Canada and the United States. In Germany, the Netherlands, and Switzerland, the proportion of adults who scored at the highest literacy level (level 4/5) was greater on the quantitative than on the prose scale. The distribution of literacy proficiency across different age groups was fairly uniform in the United States, whereas in several other countries young adults had higher literacy levels than older adults. Within Germany, Switzerland, Sweden, and the Netherlands, the younger group (aged 26-35) was almost twice as likely to score at or above level 4 on the prose scale as the older group (aged 46-55). Within particular occupations, the proportion of workers scoring at each literacy level varied across the assessed countries. The proportion of skilled craft workers scoring at level 3 or above was lower in the United States than in other countries, particularly Germany. (A table and three graphs show percentage distribution of the population scoring at each of the five literacy levels, by literacy scale, for Canada, Germany, the Netherlands, Poland, Sweden, Switzerland--French and German, and the United States.) (YLB)

Discusses the goals of experiments which show examples of the use of solar energy on a scale suitable for a school laboratory. Highlights the history of discoveries and developments in photoelectricity. Presents investigations and experiments, that can be performed by students. (JRH)

This study and discussion guide covers eight major U.S. foreign policy issues. It is designed to help high school and college level students and adults understand the complexities of foreign policy issues and to articulate their own informed opinions. Sponsored nationally by the nonpartisan Foreign Policy Association and now in its 28th year, the Great Decisions program is the largest study/discussion program in the United States on current foreign policy issues facing the nation. During February and March 1982 more than 150,000 Americans in all states met for eight sessions to discuss each of eight foreign policy topics regarded as high priority issues on the nation's agenda. The opinions of the program participants will be tabulated and a national opinion ballot report will be presented in June 1982 to the President, Secretary of State, and members of Congress. For each topic the discussion guide provides historical background, examines the subject impartially, explores the decisions facing citizens and their policy-makers, and debates the options. Topics are: (1) America's Defense: What Price Security?; (2) Western Europe and the U.S.: Frictions Among Friends; (3) Central America: Fire in the "Front Yard"?; (4) The Palestinians: History, Politics, and Conflict; (5) Protecting World Resources: Is Time Running Out?; (6) Japan: Strategic Ally, Economic Rival; (7) Global Inflation: Is There a Cure? and (8) Poland and the U.S.S.R.: Troubles in the Workers' Paradise. Opinion ballots are appended. (Author/RM)

Three stages of teaching second language vocabulary are examined using examples of typical situations for Poles learning English. A basic assumption is that the vocabulary of any two languages, especially Indo-European languages, exhibits both ethnological and accidental similarity. The first stage is to make the phonic, or graphic, or both forms, of the second language word stay in the learner's minds. In the second stage, the learners should practice in the receptive use of the new words, and in stage three, the teacher should give the learners practice in using the words. To make the second language word stay in the learner's mind, the teacher should show all the similarities between the native and second language word, as well as suggest associations and mnemonic devices. The importance of proper translation equivalence in vocabulary teaching is emphasized, along with the need to provide learners with more than one native language equivalent of a second language word. The teacher should also provide the learner with examples of different contexts in which the newly learned word can be used and examples of incorrect use. The examples include common translation equivalents for Polish and English words and examples of words that can be associated with other words in the same semantic way. (SW)

The current problems of higher education in Poland are addressed, with focus on its variety, operation, and history. The emphasis is on the development of events during the past decade and particularly since 1980. One in a series of monographs on national systems of higher education in Europe, this report covers the following: (1) introduction; (2) past experience (directions of development, higher education and manpower planning, and growth of education); (3) the organization of higher education institutions (access to higher education and titles and degrees conferred, general organizational patterns, and equivalence of diplomas, degrees, and academic titles); (4) system of enrollment; (5) course and curriculum development; (6) educational functions; (7) postgraduate education and refresher courses; (8) adult education; (9) staff development; (10) the student community (students in institutions of higher education, living conditions of students, and foreign students); (11) research in higher education institutions; (12) academic libraries; (13) physical facilities; (14) research on higher education; (15) higher education in Poland compared to that of other countries (higher education in Poland compared to that in the CMEA countries and higher education in Poland compared to that in the countries of the Europe region); (16) prospects for the future and conclusions; (17) annex; (18) list of institutions of higher education; and (19) bibliography. Contains 47 references. (SM)

A discussion of role-playing as a teaching technique in pre-service language teacher education suggests procedures for acquainting teacher trainees with role-playing and preparing them to write their own role-plays. The method aims to overcome trainee resistance to group work. Exposure to role-playing takes three forms: (1) trainees view a film about group work in the classroom and discuss it in a specified format, similar to a debate; (2) trainees participate in microteaching, using role-cards to define the "learners'" roles; and (3) trainees engage in traditional role-playing, not necessarily related to teaching. It is suggested that this method allows trainees to see the potential for learning in role-playing and to focus on the value of language in the exercise. Sample follow-up activities are recommended. Specific ways to use this role-playing experience to encourage trainees to invent their own exercises are outlined. (MSE)

Basic material on the Soviet Union and Eastern Europe is presented in this teachers' guide in such a way that teachers can incorporate it into the daily curriculum or utilize it through special units or projects. The guide is divided into two sections, one covering the Soviet Union, the other Eastern Europe. The Soviet Union section discusses geography, education, life style and cost of living, government and the Communist Party, the centrally planned economy, and religion. Each topic followed by suggestions for classroom or individual study projects. Also included in this section are a U.S./Soviet price comparison, a chronology of Soviet history, information on the Cyrillic alphabet, and a USSR word search game and geography puzzle (answers included). The Eastern Europe section contains general information as well as discussions of these individual countries: Albania, Bulgaria, Czechoslovakia, East Germany, Hungary, Poland, Rumania, and Yugoslavia. Maps of all countries are provided. The section also includes a 69-item basic bibliography for Eastern Europe, a chronology for each country discussed, and a word search game and geography puzzle (answers provided). (JB)

Describes the Polish paper-cutting folk art called "wycinanki," and provides instructions for teachers to assist their students in the production of this decorative art form. (MDM)