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A project was conducted to identify good practice in continuing vocational education (CVE) and the barriers to increasing the quantity and quality of CVE provided by universities in the United Kingdom. During the project, 6 research briefing seminars were attended by 46 persons, 13 researchers conducted case studies, 17 researchers conducted key issue investigations, and 21 universities participated in visits/seminars conducted by the project manager. The study found that all UK universities are committed to providing more CVE, tending toward more integration with degree teaching and research. Good practices identified for senior management include the following: staff motivation, effective financial systems, financial incentives, accreditation of CVE, and recognition for teaching. For CVE directors, these good practices were recommended: departmental coordination and information sharing, good links with central administration, coordinated external networking, and change management. Good practices for department heads were as follows: making CVE a normal academic duty and being selective about collaborators. (Eight appendixes provide the following: an extended project description; a project outline and methodology; lists of steering committee members, case studies, key issues, a list of related projects, and statistical data on CVE in 1990-91 and 1991-92.) (MN)

The levy-grant system that operated under Britain's 1964 Industrial Training Act was the most effective incentive mechanism for increasing the volume and improving the quality of training. Strengths of the act's Industrial Training Boards (ITBs) were employer-funded training, collection of data on training in companies to guide planning, and improvement of traditional areas of training. However, the ITBs were relatively independent of central government interventions, resulting in the perception of interest groups represented on them that they controlled the boards; ITBs also failed to fulfill a national labor force planning function. The 1973 Employment and Training Act attempted to overcome shortcomings of the 1964 act by introducing central coordination and planning of national labor force policy. It weakened instruments for its implementation by amending the levy system and exempting small firms. Introduction of state funding made ITBs dependent on government needs and vulnerable to changes in policy, and it subordinated industrial requirements to those of the central government. After 1979, the ideological thrust of the government's policy toward nonintervention and public expenditure cuts resulted in abolition of most ITBs and reliance on firms to identify and meet their own training needs. However, the voluntary arrangements that replaced ITBs had no powers to raise a levy, no incentive or control mechanisms over training, and no information on training carried out in companies for planning. (Contains 12 references.) (YLB)

Writing teachers and educators can add to information from large-scale testing and teachers can strengthen classroom assessment by creating a tight fit between large-scale testing and classroom assessment. Across the years, large-scale testing programs have struggled with a difficult problem: how to evaluate student writing reliably and cost-effectively. Indirect measures, direct assessments, "holistic" scoring, and primary trait scoring (as used by the College Entrance Examination Board, the Educational Testing Service, and the National Assessment of Educational Progress) all have serious limitations. Even though not well defined, the portfolio movement provides a potential link between large-scale testing and classroom assessment and teaching. Several large-scale portfolio assessment programs are currently in place: (1) the Arts PROPEL program, a Pittsburgh school-district portfolio project in art, music, and imaginative writing; (2) the "Primary Language Record," a kind of portfolio introducing systematic record-keeping about language growth into all elementary classrooms in the United Kingdom; (3) a draft, state-wide plan for portfolio assessment in Vermont; and (4) the General Certificate of Secondary Education (GSCE) in language and literature, in which British students choose either a timed writing test plus a portfolio of coursework or simply a folder of coursework. However, just collecting and evaluating portfolios will solve neither the assessment problems nor the need to create a professional climate in schools. By coupling assessment and instruction in increasingly sophisticated ways, educators and teachers may be able to make a real difference in education. (Seventy-three references are attached.) (RS)

The article discusses the publication of policy papers in the United Kingdom, categorizing them into three parts: government policy papers, parliamentary policy papers, and those from think tanks and other organizations. Topics include government policies on devolved adult education, the United Kingdom Space Agency's Space Sector Skills Survey, and parliamentary inquiries on children's social care reforms, multi-academy trusts, university strike action, youth unemployment statistics, and more.

The article covers policy papers published from May 13-17, 2024. Several discussed include briefing from the House of Lords Library on proposed VAT changes for independent schools, a report criticizing the Office for Students' regulatory approach, a research briefing on school attendance in England, a briefing on educational outcomes for Gypsies and Travellers, and a briefing on youth unemployment statistics in the UK.

Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is too short will fail to attract employer interest. Ensuring that the design of work-based learning schemes balances the interests of both employer and trainee is key to successful implementation. Carefully organising what trainees do while in the workplace and integrating learning into productive work can yield higher benefits for firms, while maintaining the quality of learning. Strengthening capacity within firms to effectively manage work-based learning can help achieve this. Enhancing that capacity, for example through training for trainee supervisors can help employers reap more benefits from work-based learning schemes while meeting quality requirements. Two tables are appended.

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.

Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market. Contains the following annexes: (1) Country Literacy and Numeracy Profiles; and (2) Demographic Control Variables.

The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating systems that exist in other parts of the education sector and also the care sector, before considering the implications for the TEF. The author, who has a background in consumer affairs, makes two recommendations: (1) to integrate the TEF more fully within the quality assurance system; and (2) to delay the TEF's introduction until we are sure it is right.

This study was primarily undertaken by teachers for teachers, and focuses on the potential contribution of global learning and development education (DE) methodologies to a core aspect of curriculum provision, namely writing. The aim of the study is to explore whether using global learning and DE methodologies can have an impact on pupils' achievement within writing at the primary phase. We also want to show how a school can build its own understanding, knowledge and skill base in global learning and DE methodologies in order to embed this work within the curriculum in a sustainable way. The study uses an action research methodology in one Primary school. In 2013 the school had received an Ofsted Inspection rating as Requires Improvement (RI), with a particular need to improve pupils' writing. The project aimed to see if global learning and DE methodologies could support this. An outside facilitator was used to carry out interventions to support teachers' ability to use global learning and development education to support children's writing. As a result, teachers made changes to lesson planning, teaching and the classroom environments. Impacts can be seen through reviewing staff self-evaluations of CPD, lesson observations, pupils' work, topic evaluations and progress/attainment data in relation to national age related expectations. In 2015 the school was re-inspected by Ofsted and graded as Good. "Rapid school improvement" was noted and within writing the majority of pupils were judged to be making good progress. The Ofsted inspector noted: "the school uses global learning (global education themes) very effectively" with the result that learning was "more relevant and interesting" with "pupils able to apply their knowledge and skills to real-life problems" (Ofsted, 2015: 4, 6). The inspection also reaffirmed that the school "promotes pupils" spiritual, moral, social and cultural development and British Values well. Pupils are valued and supported as individuals, while also being helped to see themselves as part of a diverse community' (Ofsted, 2015: 4). Appended to the report are: (1) Session outlines for staff meetings; and (2) Topic plans.

This report is about learning and older people. In the UK, one person in three is over 50, and the numbers are rising. People are living longer, and while some of these years are healthy active retirement, some are spent in poor health. In both cases, learning can make a major contribution both to the well-being of older people, and their contribution to society and the economy. However, the potential is often wasted, because few older people participate in learning, and what is available to them is poorly coordinated. The report discusses the benefits of learning for older people, the problem, and a strategy. Since these issues are relevant to many areas of public policy, the report is addressed to a wide range of agencies and organisations, especially at local level. This includes all those with a concern for the well-being of citizens and society: not only those with explicitly educational purposes, but also those whose main concern is with the economy, health and social care, finance and culture. The following are appended: (1) A Picture of Older People's Learning in England; and (2) Some of the Partners. [This paper has been produced collaboratively with an array of expert partners who form the National Older Learners Group.]

Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only "what" should be taught to students, but also "how" the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. This paper characterises two contrasted approaches to curriculum decision making and bringing about innovations in education. At one extreme, a prescriptive central curriculum implicitly places the initiative for educational innovations at the level of the central administration. This approach provides strong incentives for schools and teachers to adapt innovations that would not otherwise take place. Innovations, supported by policy measures and informed by research, are brought within the reach of all schools and teachers in an equitable manner. The challenge is then to accommodate local needs and ensure the commitment to and implementation of innovations by schools and teachers. At the other extreme, decentralised curriculum decision making provides schools--and perhaps even teachers--with room to create their own educational innovations. This approach allows for experimentation relevant to individual students and local communities. Innovations are meant to spread through horizontal networks of schools and teachers. The challenge is then to provide incentives for individual schools and teachers to innovate or adapt innovations and ensure that they have equal capacity to do so. The paper provides an overview of various possible approaches linking curriculum policy to educational innovation, it shows that OECD countries can mix these approaches and it discusses elements that can affect those innovations in reality. Focusing on public lower-secondary education, it draws on various OECD and UNESCO data. First, the paper suggests that OECD education systems differ clearly when looking at formal curriculum decision making, although no system relies on a purely central or school-based approach to curriculum innovations. Second, several elements can reduce the "innovation power" of the central curriculum and the "innovation flexibility" of the decentralised curriculum. Third, stakeholders--such as experts, teachers and parents--are able to influence curriculum innovations differently at central and school levels. Innovations in central-level curriculum appear to have widespread possibilities to rely on expert knowledge with consultation with practitioners, parents and the wider public. School level curriculum innovations appear to build mainly on principals and teachers' knowledge with an indirect influence from experts and parents. Annexed are: (1) Emerging Curriculum Themes in OECD Countries; (2) Approaches to Bringing About Competence-Based Curriculum; (3) Central Level Curriculum in OECD Countries; (4) Details on the Implicit Approaches to Curriculum Innovations; and (5) Roles of Parents in Decision Making on Education Policy. (Contains 13 tables, 4 charts, 5 boxes and 20 notes.)

This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies. Training funds in combination with levy schemes in OECD and non-OECD countries are appended. Individual sections contain endnotes. (Contains 1 figure and 1 table.)

The OECD Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor's-type programmes in both disciplines. This Working Paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided. Appended are: (1) Indicative Overview of Specialisations/Branches in the Subject Area of Engineering; and (2) Comparison of Learning Outcomes Frameworks/Statements for Engineering Degree Programmes. (Contains 1 table and 34 footnotes.)

There is a clear need, in view of significant competitive, technological and service changes taking place in the telecommunications sector, to review universal service obligations, their coverage, how they are financed and who is responsible for providing them. In many OECD countries, a primary longer term issue is how to provide universal service in the new competitive environment where voice is ubiquitous and cheap, voice revenues low and where voice has become just one of many applications provided on networks. Access too is changing, with more choice in platforms available that allow access to voice applications. This paper overviews the main issues that need to be examined in such a review with a view to the reform of universal service in a way consistent with emerging technological realities and competitive circumstances. The paper draws a number of conclusions outlined below. Important changes have already taken place in universal service in OECD countries, where market liberalization and technological developments in the telecommunications sector have resulted in improvements in telecommunications availability (through increased penetration of fixed line and wireless as well as enhanced quality of service), affordability (through lower prices, in overall terms, and through pre-paid mobile) and accessibility (improved through voluntary but also through regulatory schemes). As a result, there has been significant progress towards universal service. In an NGN [Next Generation Networks] environment where new technologies are competing, a question that arises is whether an approach towards universal service that was framed for a legacy network is still the appropriate policy? An increase in communications facilities and service competition is expected over the next ten years as the communications sector converges, shifts technology to one based on IP [Internet Protocol] protocol and gravitates towards new kinds of networks built with technologies such as wireless, wireline, fibre, cable, powerline, and satellite. With such technological developments and a more competitive environment, cross-subsidy practices are likely to be increasingly unsustainable and an increasing number of countries are turning to the use of Universal Service Funds in order that the burden of USOs [universal service obligations] can be shared more equitably and flexibly among market participants. But as competition from sources such as VoIP [Voice over Internet Protocol], cable telephony, e-mail, instant messaging, pre-paid mobile and pre-paid cheap long distance/international calling erodes the revenue base of telecommunications operators, Universal Service Funds too may come under pressure. The growing diversity of technologies and the capabilities of these new technologies require more precise reflection on what it is about telecommunications services that justifies a universal service policy, and how these telecommunications services should be defined. With the technological changes on the horizon, there seems significant potential for "availability" of telecommunications access, and hence services, in rural and remote areas to be largely achieved over the next ten years. Whether this potential materialises will depend importantly on the removal of disincentives to invest and barriers to entry (including those due to spectrum policy that generates artificial scarcity). This includes minimising price controls and subsidies that discourage competitive entry. All this is consistent with forbearance of regulation in a dynamic, increasingly competitive and convergent communications sector. If availability of telecommunications access is achieved, is universal service policy still necessary? If so, would access alone achieve the goals of universal service, or is it some package of affordable services that require access which should be the objective? Universal service policies in an NGN environment should be constrained by the recognition that USOs should be specifically defined and targeted, transparent, competitively and technology neutral and cost-effective. Universal service objectives such as "affordability" and "accessibility" may be addressed by specifically targeted subsidies (including vouchers) that allow consumers in a multi-platform NGN environment to themselves choose the service provider and technology most suitable to their needs. In appropriate competitive circumstances, the use of well-designed competitive tenders can help generate incentives to contain costs, innovate, and reveal the true cost of delivering universal service thus minimising the subsidy required. At the same time, it needs to be recalled that, in most OECD countries, the PSTN [public switched telecommunications networks] incumbent is still dominant in terms of access to traditional telephone service and the only operator with national (regional) coverage. As broadband access matures, it is becoming clearer that not all broadband access is the same. Each broadband technology has its own performance and economic characteristics, and positive or negative technical aspects. For example, cable, fibre, and DSL technologies have significant bandwidth advantages over broadband wireless local loop, BPL [broadband over power lines], and VSAT [very small aperture terminals]. However, cable, DSL, and fibre work best in high population density areas and may be uneconomic in less densely populated areas. A potential scenario in many OECD countries, therefore, is an environment where metropolitan areas have significantly richer capabilities than the rural areas. This may have long-term effects on social and economic opportunities in rural areas. Moreover, in the future, the quality of access, not merely the availability of access, may become the major consideration in setting policy. In rethinking "universal" access to the range of NGN services, a core issue is whether broadband should be part of USOs. The EU has already moved from voice USOs to include a data USO with a "functional Internet access" provision in its current USO Directive. No doubt there will be close examination of whether "functional access" in an NGN environment necessitates an upgrade to broadband access. Indeed, there are strident calls for such a policy already. But "at least at this early stage of broadband penetration" there are strong reasons to be wary of using a "blunt", blanket USO approach that could distort competition and investment incentives. However, this view may require regular reconsideration because universal service is an evolving concept. More generally, as competition develops through the use of unbundling in a number of countries, it may be necessary to determine the role of unbundled lines in the provision of universal service. In an NGN environment, current funding arrangements for USOs may be unsustainable. A variety of alternative arrangements can be envisaged ranging from a tax on each telephone number to financing through general taxation revenue. They should be thoroughly assessed against a number of criteria, such as economic efficiency, equity and competitive entry as well as against current practice where the infrastructure and service providers directly fund universal service. As part of this assessment, governments may want to consider advantages that could be gained by funding the cost of pursuing the "social" objectives of USOs from government general taxation revenue. Importantly, government funding would link decisions concerning the nature and scope of universal service closely with financial responsibility for such decisions. This could prevail against excessive growth by installing in-built incentives to restrain political disposition for widening universal service expenditure. Certainly, while political advantages flowing from universal service programmes can be gained at the expense of operators and/or consumers, restraint over universal service (needed to stimulate innovation, best practice and cost-effective USO programmes and to minimise the distortions that can arise from excessive USO programmes) is less likely. (Contains 73 notes, 7 figures, and 9 boxes.)

This working paper aims to give an overview of the national policies that exist in the field of information and communication technology (ICT) and initial teacher education. Information on this topic was initially gathered via a survey, in the form of a country questionnaire, which was conducted as part of the analytical strand of the the Organisation for Economic Cooperation and Development (OECD) study entitled "ICT and Initial Teacher Education." All of this work has been carried out under the auspices of the "New Millennium Learners" project. Responses to the survey were received from the following countries: Austria, Australia, Belgium (Flanders), Chile, Denmark, Finland, Poland, Slovakia, Spain, and the United Kingdom. Some of the responses have been used in this report. In addition, desk research was conducted for 31 OECD countries. Special attention was given to the dates and to the last revisions of the documents in order to ensure the relevance of the information collected. Official country reports, work plans, official texts (decrees, laws) and articles constitute the main material of this study. Multiple sources have been used: databases, official government websites, key stakeholders. The review was completed in January 2009; therefore, reforms and updates of the policies implemented after January 2009 have not been taken into account. On the basis of these documents, three categories are proposed for understanding the extent to which countries have addressed the issue of ICT and initial teacher education: (1) Lack of relevant information concerning ICT and initial teacher education; (2) Category 2: Developing awareness of the stakes of ICT and initial teacher education; and (3) Category 3: Inclusion of ICT in initial teacher education at several levels. The first part of this report presents a comparison of national policies by classifying each of them in one of these three categories. The second part of this report proposes a complementary analysis of these results by first discussing some limits to the initial broad classification of countries in these categories and then presenting key elements of comparison in order to estimate the level of coherence of these policies. Country Questionnaire is appended. (Contains 4 tables and 41 notes.)

There are reports of current nurse shortages in all but a few OECD countries. With further increases in demand for nurses expected and nurse workforce ageing predicted to reduce the supply of nurses, shortages are likely to persist or even increase in the future, unless action is taken to increase flows into and reduce flows out of the workforce or to raise the productivity of nurses. This paper analyses shortages of nurses in OECD countries. It defines and describes evidence on current nurse shortages, and analyses international variability in nurse employment. Additionally, a number of demand and supply factors that are likely to influence the existence and extent of any future nurse shortages are examined. In order to resolve nurse shortages, the paper compares and evaluates policy levers that decision makers can use to increase flows of nurses into the workforce, reduce flows out of the workforce, and improve nurse retention rates. Although delayed market response may have been responsible for recurring cycles of shortages and surpluses of nurses in the past, current and future nurse shortages in OECD countries appear to be driven by a broader set of economic, demographic and sociological factors. In addition to delayed market response, current nurse shortages seem to be caused by fewer young people entering the workforce, a greater range of professional opportunities open to young people, the low social value given to nursing, negative perceptions of nurse working conditions and an ageing nurse workforce. Furthermore, demand for nurses has continued to increase due to ageing populations, increased consumer activism and rapid evolution of medical technologies. To date, little is known about the cost-effectiveness of different policies to ensure an adequate supply of nurses. Both pay and conditions of service seem to influence flows of nurses into and out of the workforce, and nurse retention. Pay has been shown to influence entry into nursing school, participation of qualified nurses in the workforce, nurse retention, and exits from the workforce, although more work is needed to quantify the impacts of pay on these stocks and flows. Improvement in conditions of service, such as: offering flexible work and retirement arrangements; setting up family care initiatives; improving workforce management policies; creating a supportive organizational culture; enhancing career advancement prospects; also seem to have had some success in retaining nurses. Additionally, staffing levels seem to play a role in recruitment and retention, with evidence emerging that minimum nurse-to-patient ratios are associated with reduced nurse turnover and increased nursing school intake. There is also some research indicating that nurse shortages may be reduced by raising the proportion of nurses who are registered, without employing more overall. Although there are signs that nurse shortages are set to worsen in the near future if policy action is not taken, this is not an inevitable outcome. Traditional policy responses that focus on one specific aspect of flows in or out of the workforce or retention, however, are unlikely to suffice. Instead, this paper points to the introduction of mixed policies that initiate innovative approaches to nurse education and training, offer strong incentives to recruit domestic and foreign nurses, raise productivity and make pay and conditions of service attractive enough to retain nurses of all ages. (Contains 12 footnotes, 9 figures and 8 boxes.)

Creating a fertile space for debate and ideas in order to drive innovation in learning and skills is integral to LSN's (Learning and Skills Network's) mission. To achieve this LSN has pioneered a new approach to making learning work from classroom to boardroom--and created the Centre for Innovation in Learning. This new, independent think tank works with stakeholders, key thinkers, social entrepreneurs and practitioners to improve policy and practice. The Centre for Innovation in Learning is supported by a Foresight Group of politicians, business people, academics and sector professionals who take part in their private capacity and meet twice a year in a roundtable forum. This position paper reflects their deliberations on the big issues and challenges facing learning and skills in 2010 and beyond. It seeks to present a case, based on the varied perspectives of this group, for where learning and skills thinking and policy need to go next. (Contains 7 footnotes.)

Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers' professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders' interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers' motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers' appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession. (Contains 1 table.)

Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]

The article offers insight to policy papers on education published in Great Britain from 24 to 28 April, 2023. Topics discussed include "2022 National Curriculum Assessments: Lessons Learnt;" "School Strike Action in the UK;" and "Maths to 18' Plan," and "Examining Exams. Are there credible alternatives to written examinations?."

This paper reviews recent measurement work on User-Created Content (UCC) undertaken in OECD countries. It shows that UCC is emerging as a significant area of economic and social activity worthy of consideration for official measurement and discusses the implications for the OECD Model Survey on ICT Access and Use by Households and Individuals. (Study summary and questionnaires are annexed. Contains 10 footnotes, 6 figures and 1 table.)

This paper presents composite indicators of the institutional and policy characteristics of educational systems, collated from the questionnaire responses of 26 Member countries. These indicators provide an overview of the institutional framework in the primary and secondary education sector and are constructed so as to be used for the analysis of international differences in spending efficiency. The key features of the institutional setting in the non-tertiary education sector are grouped under three headings: (1) the ability to prioritise and allocate resources efficiently (through decentralisation and mechanisms matching resources to specific needs); (2) the efficiency in managing spending at the local level (through outcome-focused policies and managerial autonomy), and (3) the efficiency in service provision (through benchmarking and user choice). For each country, an intermediate indicator is computed for each of these six institutional properties. Composite indicators then combine the six intermediate indicators of spending efficiency into a single, aggregate measure. Results are presented and some of their implications are discussed. Overall, the characteristics of the institutional framework in the non-tertiary public education sector seem to be very favourable, compared to OECD average, in the United Kingdom, Australia, Norway, Denmark and the Netherlands, whereas results are less favourable for the Czech Republic, Greece, Luxembourg, Japan, Turkey, Hungary, Belgium (French speaking community), Switzerland and Austria. (Contains 3 tables, 15 figures and 14 endnotes.) (Abstract altered to meet ERIC guidelines.)

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.)

The article discuses the Education Parliamentary Monitor (EPM) weekly policy papers released by the UK Government. Several discussed include white and green Papers, parliamentary libraries, think tanks, non-governmental organizations, and international organizations. It is further reported that the period covered by this report is from January1-13, 2023.

The article focuses on the all policy papers published by the United Kingdom government from June 12 -16, 2023. It includes parliamentary policy papers on charitable status and independent schools, think tank and third-party policy paper regarding homophobia and transphobia in schools and youth employment statistics.

This report discusses the most relevant issues concerning using student test results in OECD countries. Initially the report provides an overview of how student test results are reported in OECD countries and how stakeholders in these countries use and perceive of the results. The report then reviews the literature relating to using student test results for accountability and improvement purposes. Two general findings can be drawn from the literature: (1) accountability based on student test results can be a powerful tool for changing teacher and school behaviour, but it often creates unintended strategic behaviour, and (2) no test can be a perfect indicator of student performance. Drawing from these findings the report discusses the advantages and disadvantages of using student test results for accountability and improvement. The discussion touches upon four themes: (1) assessment design, (2) the use of test results, (3) stakeholder involvement, and (4) implementation. The appendix offers a more thorough outline of how student test results are reported in two countries--Australia and the United Kingdom (England) is. (Contains 5 tables.)

In this article we explore the relationship between education and alcohol consumption. We examine whether the probability of abusing alcohol differs across educational groups. We use data from the British Cohort Study, a longitudinal study of one week's birth in Britain in 1970. Measures of alcohol abuse include alcohol consumption above NHS guidelines, daily alcohol consumption and problem drinking. Higher educational attainment is associated with increased odds of daily alcohol consumption and problem drinking. The relationship is stronger for females than males. Individuals who achieved high test scores in childhood are at a significantly higher risk of abusing alcohol across all dimensions. Our results also suggest that educational qualifications and academic performance are associated with the probability of belonging to different typologies of alcohol consumers among women while this association is not present in the case of educational qualifications and is very weak in the case of academic performance among males. (Contains 7 tables and 1 footnote.)

This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002-2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors' pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone. (Contains 2 figures and 24 footnotes.)