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This synthesis report is based on a survey carried out during 2022 with Cedefop's reporting network ReferNet. It makes an important contribution to understanding the magnitude of early leaving from VET (ELVET) in those European countries where relevant data are available, and the mechanisms and support measures countries employ to measure and monitor the phenomenon at national and regional levels. The report puts special focus on the main factors leading to early leaving from initial VET as reported by EU Member States, Norway and Iceland. It details the support measures teachers, trainers, school principals and companies providing work-based learning received to overcome the challenges society faced due to the COVID-19 pandemic and the war in Ukraine. This research is part of Cedefop's pioneering work within the VET for youth team to support policy-makers and VET practitioners tackling early leaving from VET in Europe. For more than a decade, Cedefop has led research, promoted peer learning through its policy learning fora, and developed and managed online toolkits to benefit learners at risk of dropping out, early leavers from VET and young NEETs. The VET toolkit for tackling early leaving and the VET toolkit for empowering NEETs offer a platform of intervention approaches, good practices and interactive tools designed for both policy-makers and VET teachers and trainers. The community of ambassadors tackling early leaving from VET, created and coordinated by Cedefop since 2017, plays a vital role in enriching and disseminating the toolkit resources. The findings of this survey feed into Cedefop's project on Tackling early leaving from VET. It aims to support EU Member States and the European Commission in the implementation of the Council recommendation on pathways to school success (Council of the European Union, 2022) and the achievement of Education and training 2030 strategic target to lower the rates of early leaving from education and training (Council of the European Union, 2021).

Brazil spends more money, and a higher percentage of its Gross Domestic Product (GDP), on education than other Latin American countries. However, many of the outcomes of the country's education system are worse than its peer countries. We call this mismatch Brazil's Education Paradox. One of the primary reasons for Brazil's Education Paradox is the country's decentralized education system. Municipal, state, and federal governments handle different parts of the education system with little to no coordination among them. Although the Brazilian government is aware of this and working hard to rectify the situation, much of the government's efforts are hampered by political, social, and economic setbacks. For instance, since 2013, the government has been working on enacting a law that would create a National Education System to improve coordination among the different levels of education. But the government's plans are still mired in heated debates and disagreements. Thankfully, market-creating innovations can play a significant role in helping Brazil improve its education system. These innovations are unique for their ability to transform complicated and expensive products into simple and affordable ones--thereby making the products accessible to more people in society. Education-focused market-creating innovations are spreading across Brazil and improving learning outcomes despite the government's inability to rapidly solve its Education Paradox. This paper highlights the work that four market-creating innovators--Mind Lab, eduK, Descomplica, and Árvore Educação--are doing to improve learning outcomes in Brazil. In addition to working to create a national education system in Brazil, the government should invest in market-creating innovations that have the potential to create significant impact on the economy. By doing so, Brazil can, once and for all, solve its Education Paradox. [This paper was funded in part by Mind Lab Group.]

The rapid expansion of new technologies into every sector has contributed to the proliferation of alternative models of education, learning, and skill signaling in global labor markets. From digital badges to bootcamps to learning and employment records (LERs), a wide range of public, private, and nonprofit initiatives and platforms have emerged to address ongoing demand for education and skills among employers and workers alike. This paper provides a high-level map of the landscape of education and labor market innovations in formal and informal education (including the workplace), with an emphasis on digital credentials and LERs. As technologies and their uses rapidly expand, the goal is to make the emerging digital education-to-career ecosystem more accessible to non-technical audiences and specifically to inform decisionmakers, such as labor and education leaders, worldwide about the promises and perils of these initiatives for expanding access to opportunity. The overarching research questions guiding this paper are: (1) What are the leading global initiatives currently underway to develop digital credentials and LERs?; (2) Where are they located?; and (3) Who are the main parties involved, and what problems are they trying to solve? This paper will also highlight some of the key tensions, risks, and debates that are arising related to digital credentials and hiring platforms.

Immigrants play a vital role in innovation activities and entrepreneurship. Given the substantial contribution of immigrants in these areas, a set of natural questions arise: What are the pathways that high-skilled immigrants take to arrive in the United States, and how has the importance of these pathways changed over time? What are important institutions that serve as gatekeepers for high-skilled immigrants, and do they affect the types of immigrant founders that come to the United States? Do certain parts of the United States benefit disproportionately from high-skilled immigration, and if so, what are some factors that contribute to these benefits? The answers to these questions have important implications for designing immigration policy and regulation, which have become increasingly acrimonious topics in public discourse. They also have important implications for firms and universities that recruit talent from abroad and for the communities that hope to promote vibrant entrepreneurial ecosystems. To answer these questions, the authors studied immigrant entrepreneurs backed by venture capital (VC). From a policy perspective, the results emphasize the importance of immigrant entrepreneurs as founders of startups with high growth potential. [This research brief is based on Natee Amornsiripanitch, Paul A. Gompers, George Hu, and Kaushik Vasudevan, "Getting Schooled: The Role of Universities in Attracting Immigrant Entrepreneurs," NBER Working Paper no. 28773, May 2021.]

House Rule XI, clauses 2(m)(1) and (3), authorizes House committees and subcommittees to issue subpoenas for the attendance of witnesses and the production of documents. Senate Rule XXVI, paragraph 1 authorizes Senate committees and subcommittees to subpoena witnesses and documents. In turn, most House and Senate committees have adopted their own rules on subpoena provisions containing procedures for exercising this grant of power from their parent chamber. Committee rules may cover authorization, issuance, and service of subpoenas; may cover just one or two of these actions; or may be silent on exercise of the subpoena power. A subpoena must be authorized pursuant to committee rules. Once authorized, if the committee seeks to take the next step, a subpoena must be issued pursuant to committee rules—signed and given to an individual to serve a subpoena to the person named in it. Most House and Senate committees have included in their rules one or more provisions on committees’ and subcommittees’ power to authorize subpoenas by majority vote. Most House committees have also delegated to their chair the power to authorize subpoenas. Many of these rules delegating authority also require the chair to consult or notify the committee’s ranking minority member. Most Senate committees’ subpoena rules delegate the power to authorize subpoenas to the chair with the agreement of the ranking minority member. In addition to rules on authorizing subpoenas, the rules of most committees in both chambers also address issuing subpoenas. Most House committees’ rules delegate authority to issue subpoenas to the chair, while several committees allow another committee member who has been designated by the committee to sign a subpoena. Most Senate committees’ rules delegate authority to issue subpoenas to the chair and allow another committee member designated by the chair to sign a subpoena. Some committees’ rules enable subcommittees to authorize subpoenas; other committees’ rules do not explicitly provide this authority. Requirements or limitations pertaining to subpoenas may appear in committees’ rules, such as conditions placed on a chair’s exercise of subpoena authority or on a ranking minority member’s role in authorizing a subpoena. Committees’ other procedural rules affect scheduling and conducting meetings to authorize a subpoena. These other rules may deal with the notice for and agenda of a meeting, the quorum to conduct business, and voting. [ABSTRACT FROM AUTHOR]

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