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This paper examines the impact, characteristics, and entrepreneurial proclivities of foreign-born college graduates in the United States. A significant body of research has found that immigrants are more likely to start businesses than those born in the U.S., and the propensity of international students to concentrate in STEM fields indicates enormous potential for economic contributions and innovation. Yet the static nature of the immigration system, with visa pathways and restrictions that discourage business creation, hamper the nation's ability to take full advantage of the benefits immigrants can provide. In fact, this study finds that the U.S. immigration system likely delays foreign-born graduates from creating incorporated firms by as many as five years. The authors estimate that the creation of 150,000 incorporated firms and 580,000 jobs were delayed between 2013 and 2021. Without reform, the U.S. will continue to depress high-value firm creation by international students and cease to be the primary destination of global talent.

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Finland. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of the Cedefop study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Croatia. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of the Cedefop study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in France. It complements existing knowledge with examples of methods, tools and approaches that can help policy makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Sweden. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Europe. It complements existing knowledge with examples of methods, tools and approaches that can help policy makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET" and eight national case studies covering Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Spain. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research from Cedefop's study Entrepreneurship competence in VET. It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden) and the forthcoming final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Austria. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and a final report. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Italy. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the pilot research of Cedefop's study "Entrepreneurship competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Sweden and Finland) and the forthcoming final report.

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Latvia. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the pilot research of the Cedefop study "Entrepreneurship Competence in VET." It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden) and a forthcoming final report.

Global university rankings influence students' choices and higher education policies throughout the world. When rankers not only evaluate universities but also provide them with consulting, analytics, or advertising services rankers are vulnerable to conflicts of interest that may potentially distort their rankings. The paper assesses the impact of contracting with rankers on university ranking outcomes using difference-in-difference research design. The study matches data on the positions of 28 Russian universities in QS World University Rankings between 2016 and 2021 with information on contracts these universities had for services from QS -- a company that produces these rankings. The study estimates the effects of the conflicts of interest with two difference-in-difference models. The first model compares the difference in five-year change in rankings between QS rankings and Times Higher Education (THE) rankings across two groups of universities -- those that frequently (five times or more) contracted for QS services, and those that never or seldomly contracted for QS services. The second model compares the difference in five-year change in faculty-student ratios -- between scores in QS rankings, THE rankings, and scores recorded by national statistics -- across the same two groups of universities. The results suggest universities with frequent QS-related contracts had an increase of 0.75 standard deviations (~140 positions) in QS World University Rankings and an increase of 0.9 standard deviations in reported QS faculty-student ratio scores over five years, regardless of changes in the institutional quality. The study calls for universities, governments, and prospective students to reconsider their use of global rankings where conflicts of interest may be generated by the ranker's business activities.

Postsecondary workforce development is one of the major innovations of the modern community college. In a workforce approach, curriculum is driven by the needs of local industry, course delivery systems are sufficiently flexible to meet the diverse needs of students and industry, and students experience a mixture of work-based and classroom learning. These features combine to help students succeed at a postsecondary education and gain important training with less than a four-year degree. This paper describes how community colleges came to be a major resource for the nation's workforce development requirements and discusses the ways this role continues to evolve to meet the needs of students, employers, and local communities. The authors conclude by identifying major trends that will inform the future of workforce development in the American community college. [This paper is based on a chapter in "13 Ideas That Are Transforming the Community College World," edited by Terry U. O'Banion and published by Rowman & Littlefield and the American Association of Community Colleges in March 2019.]

As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.

Despite the widespread popularity of entrepreneurship education, there is thin evidence on its effectiveness in improving employment outcomes over the medium to long term. A potential time lag between entrepreneurial intentions and actions is sometimes presented as a reason why employment impacts are rarely observed. Based on a randomized control trial among university students in Tunisia, this paper studies the medium-term impacts of entrepreneurship education four years after students' graduation. The paper complements earlier evidence that documented small, short-term impacts on entry into self-employment and aspirations toward the future one year after graduation. The medium-term results show that the impacts of entrepreneurship education were short-lived. There are no sustained impacts on self-employment or employment outcomes four years after graduation. There are no lasting effects on latent entrepreneurship either, and the short-term increase in optimism also receded. [This paper is a product of the Social Protection and Jobs Global Practice.]

Understanding the return on investment (ROI) in VET provides governments with information on the performance of the system and justification for public expenditure. It can help enterprises and individuals to measure productivity improvement in firms or to determine increases in the employability of individuals following training investment. However, the measurement of ROI is not straightforward. This report introduces a conceptual framework for defining what is involved in the ROI calculation and provides a guide to what type of information and data are required to calculate the returns to training for government, employers and individuals.

Scholars have developed a wide range of theories to explain both stability and change in policy subsystems. In recent years, a burgeoning literature has emerged that focuses on the application of network analysis in policy research, more formally known as Policy Network Analysis (PNA). This approach, while still developing, has great potential as an integrated theoretical framework that brings together multiple theories under a single conceptual paradigm. In this paper, the authors demonstrate how the insights of three other established policy theories--namely, the Advocacy Coalition Framework (ACF), Punctuated-Equilibrium theory (PET), and the Policy Entrepreneur Model (PEM)--may be augmented under a synthesis theory of policy networks to provide a more conceptually coherent theory of policymaking that may be useful for explaining periods of both stability and change.

This paper examines the evolving landscape of higher education publications, focusing on the emergence of new models that are reshaping scholarly discourse and dissemination. Through a comprehensive review of literature, we analyze the trends, challenges, and opportunities presented by these new models. Our exploration encompasses diverse approaches such as open access journals, digital platforms, interdisciplinary collaborations, and alternative peer-review systems. By synthesizing insights from a range of scholarly works, this review sheds light on the transformative potential of these new models in advancing knowledge dissemination and fostering academic innovation within higher education. [This paper was published in "International Journal of Reviews" v2 n1 p100-124 2024.]

This report describes the origin and development of CESAME (The Center for Science and Mathematics Education) at Stony Brook University. The analysis identifies key ingredients in areas of personnel, funding, organizational structures, educational priorities, collaboration, and institutionalization. After a discussion of relevant issues in American education, the report explores the Center's priorities, including: (1) Outreach offering educational and research experiences for school teachers and students; (2) Science and mathematics teaching, leadership, and professional development: (3) Programs providing Ph.D. and MAT degrees in science education; (4) Research opportunities, scholarships, fellowships and funding at all educational levels; (5) Support for faculty in the development of new curricula and courses; (6) Partnerships and networking within and beyond the university; and (7) Research in science and mathematics education. Activities are evaluated and presented in ways that can be used as guidelines for replication. The report concludes with a discussion of critical success factors and the future of the organization.

Many of the most inspiring documents are strongly associated with a date. The U.S. Declaration of Independence was signed on July 4, 1776; Charter 77 emerged in January 1977; Dogme 95 was crafted in 1995. Ideas transform and develop over time. This manifesto represents a snapshot of our ideas, visions for the future, and what we have learned to date about learning and education. This text serves as a reference point to help us understand how we've done so far and what actions we need to take next. In a world consumed with uncertainty and a growing sense of the obsolescence of our education systems, how can we ensure the success of ourselves as individuals, our communities, and the planet? We need to evolve education.

The United States has the highest incarceration rate in the world, and as many as a third of Americans have some type of criminal record. Upon reentry, individuals with a justice history, whom referred as returning citizens, face significant barriers to economic security and reintegration into their communities. Among the most formidable barriers to reentry are a disadvantaged living environment, low levels of education, mental health challenges, and stigma that excludes them from job opportunities and other resources. All of these factors contribute to a high recidivism rate among returning citizens and make it harder for them to secure employment. Entrepreneurship presents a promising pathway to economic security and reintegration into communities as it requires minimal formal schooling, provides additional income and control over their livelihoods, and has the potential to uplift the often-low-income communities to which these individuals return. While entrepreneurship has great potential to reduce recidivism and promote economic stability, returning citizens have to overcome several hurdles in their entrepreneurship endeavors, ranging from a lack of access to capital, collateral consequences of having a criminal record, a digital skills gap, and limited access to wraparound support services. The paper will highlight two entrepreneurship training initiatives in Missouri and Washington, D.C. [This paper is a collaboration with the Association for Enterprise Opportunity (AEO).]