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This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For "The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63," see ED586251.]

Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations. [This paper was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.]

University-based scientific research has long been argued to be a central source of commercial innovation and economic growth. Yet at the same time, there have been long-held concerns that many university-based discoveries never realize their potential social benefits. Looking across universities, research and commercialization activities such as start-up formation vary tremendously -- variation that could reflect the composition and orientation of faculty research, university-level factors such as patenting and licensing efforts, or broader place-based factors such as location in a technology cluster. We take a first step towards unpacking this heterogeneity in university commercialization by analyzing how the propensity of academic research to spill over to commercial innovation changes when academics move across universities. Our estimates suggest that at least 15-25% of geographic variation in commercial spillovers from university-based research is attributable to place-specific factors. [Funding for this research was received from Harvard Business School's Division of Research and Doctoral Programs, Harvard Economics' SUPER Program.]

During the 2021, 2022, and 2023 state legislative sessions more than one hundred and fifty bills were introduced seeking to actively undermine academic freedom and university autonomy. This includes nearly one hundred academic gag orders affecting higher education, such as those restricting the teaching of "critical race theory" (CRT) and other so-called "divisive concepts." These academic gag orders were shortly followed by efforts to undermine campus diversity, equity, and inclusion (DEI), bills weakening tenure and accreditation, and legislation mandating "viewpoint diversity" and academic programming, often in ways that circumvented faculty governance over the curriculum. This legislative onslaught has been understood as simply an effect of America's highly polarized politics. However, as this white paper demonstrates, this legislation has been pushed by a network of right-wing and libertarian think tanks, working closely with Republican politicians, to manufacture a culture war backlash against educators and academic institutions. This white paper explores eleven think tanks that have helped created a self-reinforcing echo chamber of reports, commentary, webinars, op-eds, and other content villainizing faculty and academic institutions. Many of these same organizations also develop model legislation and lobby in support of bills designed to address this manufactured "crisis."

By illuminating why and how interventions work in real world settings, Implementation Research (IR) is a powerful tool for increasing the likelihood that evidence-based interventions, programmes and policies are successfully implemented. The insights that IR generates help bridge the 'know-do gap'--the gap between what we know works and what actually happens on the ground when we try to put a policy or intervention into place. IR is a means for increasing the likelihood of successful outcomes, reducing the risk of wastage and failure and accelerating programme and system improvements to reduce inequities and achieve desired results. This paper, prepared by the Centre for Evidence and Implementation in collaboration with UNICEF, aims to promote a shared understanding of IR and its relevance to UNICEF's work. [This paper was prepared by the Centre for Evidence and Implementation, Norwegian University of Science and Technology (NTNU), and CHAIN--Centre for Global Health Inequalities Research.]

The year 2022 is the 20th anniversary of Joseph Schafer and John Graham's paper titled "Missing data: Our view of the state of the art," currently the most highly cited paper in the history of "Psychological Methods." Much has changed since 2002, as missing data methodologies have continually evolved and improved; the range of applications that are possible with modern missing data techniques has increased dramatically, and software options are light years ahead of where they were. This article provides an update on the state of the art that catalogs important innovations from the past two decades of missing data research. The paper addresses topics described in the original paper, including developments related to missing data theory, full information maximum likelihood, Bayesian estimation, multiple imputation, and models for missing not at random processes. The paper also describes newer factored regression specifications and missing data handling for multilevel models, both of which have been a focus of recent research. The paper concludes with a summary of the current software landscape and a discussion of several practical issues. [This paper will be published in "Psychological Methods."]

This Report by Nicola Dandridge considers the different approaches taken by higher education institutions, students, academics and policymakers towards the relationship between teaching and research. It notes how frequently the concept of research-informed teaching is invoked, yet how obscurely it is implemented. The relationship appears to mean different things to different people -- and administrations of all political complexions seem unconvinced by its value. The paper explores the ways in which the relationship between teaching and research can add significant value and have a transformative impact on students. It also notes examples where there is in practice no obvious relationship between the two activities, and where from students' perspectives there does not need to be. This HEPI Report finishes by asking whether it matters that the relationship is contested and sometimes opaque, and concludes that it does matter, at least in some respects.

Researchers strategically assess youth mental health by soliciting reports from multiple informants. Typically, these informants (e.g., parents, teachers, youth themselves) vary in the social contexts where they observe youth. Decades of research reveal that the most common data conditions produced with this approach consist of discrepancies across informants' reports (i.e., "informant discrepancies"). Researchers should arguably treat these informant discrepancies as "domain-relevant information": data relevant to understanding youth mental health domains (e.g., anxiety, depression, aggression). Yet, historically, in youth mental health research as in many other research areas, one set of paradigms has guided interpretations of informant discrepancies: "Converging Operations" and the "Multi-Trait Multi-Method Matrix" ("MTMM"). These paradigms (a) emphasize shared or "common variance" observed in multivariate data, and (b) inspire research practices that treat "unique variance" (i.e., informant discrepancies) as "measurement confounds," namely random error and/or rater biases. Several years ago, the Operations Triad Model emerged to address a conceptual problem that Converging Operations does not address: Some informant discrepancies might reflect measurement confounds, whereas others reflect domain-relevant information. However, addressing this problem requires more than a conceptual paradigm shift beyond Converging Operations. This problem necessitates a paradigm shift in "measurement validation." We advance a paradigm (Classifying Observations Necessitates Theory, Epistemology, and Testing [CONTEXT]) that addresses problems with using the MTMM in youth mental health research. CONTEXT optimizes measurement validity by guiding researchers to leverage (a) informants that produce domain-relevant informant discrepancies, (b) analytic procedures that retain domain-relevant informant discrepancies, and (c) study designs that facilitate detecting domain-relevant informant discrepancies. [This paper will be published in "Journal of Clinical Child and Adolescent Psychology."]

Over the past two decades, the use of research in educational practice has emerged as a policy imperative in many OECD countries. However, concerns about the significant gap between research evidence and practice are persistent. This working paper delves into the role of research-practice partnerships in bridging this persistent divide. It critically evaluates common assumptions associated with such partnerships through an overview of research, insights from recent OECD data, and importantly, through three in-depth case studies. The case studies illustrate partnerships between education researchers and school practitioners in three contexts: Norway, the United States, and Germany. They examine the conditions under which these can achieve an impact on both research and practice and illuminate challenges and open questions associated with these collaborations. The paper aims to inform policy makers and researchers alike on the potential and limitations of research-practice partnerships. [ABSTRACT FROM AUTHOR]

This working paper contains guidance, of a voluntary and indicative nature, on the implementation of business R&D surveys, consistent with the standards and proposals contained in the OECD Frascati Manual. The document is oriented towards experts in charge of designing and implementing official R&D surveys, but may be also valuable to academics and researchers with a similar practical orientation. It aims to promote widespread testing and implementation in view of a potential future revision of the Frascati Manual or release of complementary annexes. [ABSTRACT FROM AUTHOR]

The article discusses about The Coast Guard's polar icebreakers are essential for a range of missions beyond icebreaking, including scientific research, sovereignty defense, monitoring sea traffic, and conducting typical Coast Guard missions in both the Arctic and Antarctic regions. Also topic include the U.S. Coast Guard's icebreaker acquisition programs, including the Polar Security Cutter (PSC) program for acquiring heavy polar icebreakers.

The article presents the discussion on addressing China's growing research and technological capabilities and increasingly restrictive and risky operating environment for cross-border research. Topics include expanded S&T ties with China to address global challenges, such as health, energy, and climate; and U.S.-China STA is an umbrella agreement that governs U.S. government S&T work with China and is part of a broader S&T ecosystem of universities.