81 results on '"United Kingdom"'
Search Results
2. The Research Status of Formative Assessment in Science Education
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Yulian Zhang, Weijun Wang, Yi Xian, Xianfeng Wang, and Jiabin Huang
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Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the "Journal of Research in Science Teaching," "Science Education," and the "International Journal of Science Education" were cited more than 100 times. The three most cited studies were published in "Assessment in Education: Principles, Policy, and Practice." The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion.
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- 2023
3. Mapping the Evolution Path of Citizen Science in Education: A Bibliometric Analysis
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Yenchun Wu and Marco Fabio Benaglia
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For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.
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- 2024
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4. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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5. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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6. Online Formative Assessment in Higher Education: Bibliometric Analysis
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Sudakova, Natalia E., Savina, Tatyana N., Masalimova, Alfiya R., Mikhaylovsky, Mikhail N., Karandeeva, Lyudmila G., and Zhdanov, Sergei P.
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Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module's subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, "Assessment & Evaluation in Higher Education" and "Computers & Education" are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word "e-assessment, e-learning, assessment, moodle" appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for "online assessment". The subject is comprised of three components: "distance learning", "accessibility", and "assessment design". The most important topics were "e-assessment", "higher education", and "online learning". According to the country participation network, the USA and UK were the two main centers.
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- 2022
7. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
8. Scoping Review on Research at the Boundary between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade
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Gessler, Michael, Nägele, Christof, and Stalder, Barbara E.
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Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters. Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.
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- 2021
9. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
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Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
10. Industry's Role in VET Governance -- Using International Insights to Inform New Practices
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Circelli, Michelle
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Australia's system of vocational education and training (VET) is based on the principle of partnerships between key stakeholders: governments (Commonwealth, state and territory), training providers, employers and employees. Industry representation and governance in the VET sector in Australia has undergone several transformations in the past, and continues to do so, reflecting changes in the economy but also the continuing challenges in embedding an industry presence in VET leadership and governance. This summary brings together findings from, primarily, international country comparisons on industry's role in VET over the last decade, identifying the key characteristics of industry's successful engagement in VET governance. Although some work referenced may appear outdated, governance structures have not substantially changed in the countries investigated. At the time of writing this summary, the COVID-19 pandemic was causing disruption to all sectors of society, including education and training, paradoxically providing a further opportunity for new perspectives on industry representation, leadership and governance in the VET sector.
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- 2021
11. The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy
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Campbell, Janine Anne
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Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
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- 2021
12. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
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Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
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- 2021
13. Doctoral Defence Formats
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Lantsoght, Eva O. L.
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The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.
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- 2023
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14. Sense of Accomplishment: A Global Experience in Student Affairs and Services
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Seifert, Tricia A., Perozzi, Brett, and Li, Wincy
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This empirical article presents student affairs and services practitioners' perceptions regarding the sense of accomplishment they feel in their job. Results show helping students, collaborating among colleagues, contributing positively to a broader community, and the autonomous and engaging nature of the work itself provided SAS staff across countries and regions with a sense of accomplishment. Authors discuss findings in terms of supporting SAS practitioners in light of changes globally in higher education's expectations and culture.
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- 2023
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15. Aligning Quality of Life and Guidelines for Off-Label Psychotropic Drugs in Adults with Intellectual Disabilities and Challenging Behaviour
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Laermans, P., Morisse, F., Lombardi, M., Gérard, S., Vandevelde, S., de Kuijper, G., Audenaert, K., and Claes, C.
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Introduction: Adults with intellectual disabilities have an increased vulnerability to mental health problems and challenging behaviour. In addition to psychotherapeutic or psychoeducational methods, off-label pharmacotherapy, is a commonly used treatment modality. Objective: The aim of this study was to establish evidence-based guideline recommendations for the responsible prescription of off-label psychotropic drugs, in relation to Quality of Life (QoL). Method: A list of guidelines was selected, and principles were established based on international literature, guideline review and expert evaluation. The Delphi method was used to achieve consensus about guideline recommendations among a 58-member international multidisciplinary expert Delphi panel. Thirty-three statements were rated on a 5-point Likert-scale, ranging from totally disagree to totally agree, in consecutive Delphi rounds. When at least 70% of the participants agreed (score equal or higher than 4), a statement was accepted . Statements without a consensus were adjusted between consecutive Delphi rounds based on feedback from the Delphi panel. Results: Consensus was reached on 4 general:the importance of non-pharmaceutical treatments, comprehensive diagnostics and multidisciplinary treatment. Consensus was reached in 4 rounds on 29 statements. No consensus was reached on 4 statements concerning: freedom-restricting measures, the treatment plan, the evaluation of the treatment plan, and the informed consent. Conclusion: The study led to recommendations and principles for the responsible prescription -- aligned with the QoL perspective -- of off-label psychotropic drugs for adults with intellectual disabilities and challenging behaviour. Extensive discussion is needed regarding the issues on which there was no consensus to furthering the ongoing development of this guideline.
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- 2023
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16. Ready for Careers within and beyond Academia? Assessing Career Competencies amongst Junior Researchers
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Skakni, I., Maggiori, C., Masdonati, J., and Akkermans, J.
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This study examines the extent to which career competencies (knowledge, skills, and abilities necessary to manage one's own work and learning experiences to achieve the desired career progression) are prevalent amongst early career researchers (ECRs). We adapted the Career Competencies Questionnaire [Akkermans, J., Brenninkmeijer, V., Huibers, H., & Blonk, R. W. (2013). Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire. "Journal of Career Development," 40(3), 245-267] to ECRs' training and career specificities, considering the two career tracks facing them: within and outside academia. This questionnaire was sent to PhD students and junior PhD holders in 16 countries (n = 727). Our results show that career competencies for within and outside academia are clearly contrasted. Furthermore, compared with their female counterparts, male participants generally reported stronger career competencies in preparation for careers both within and outside academia, while PhD students perceived having more career competencies in preparation for careers outside academia than PhD holders did. We also found a positive link between ECRs' career competencies and their perceived employability, and those who perceived themselves as having strong career competencies were more likely to consider their current work meaningful. While most PhD holders pursue careers beyond academia, the concept of career competencies offers an innovative theoretical contribution to the field of ECRs' development, by highlighting how this population perceives their preparedness for diverse professional paths.
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- 2023
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17. Implementation of Integrated Science Curriculum: A Critical Review of the Literature
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Winarno, Nanang, Rusdiana, Dadi, Riandi, Riandi, Susilowati, Eko, and Afifah, Ratih Mega Ayu
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The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, several studies reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students' perception of integrated science is difficult, boring, uninteresting, and abstract. There are several issues in the implementation of integrated science learning: the inconsistency of teachers' educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science learning is effective for improving student skills.
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- 2020
18. An Assessment of Global Research Activities on Children and Adolescent Online Security
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Opesade, Adeola O. and Adesina, Omolayo A.
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The use of the Internet among children and adolescents is now a norm in many parts of the world. As the Internet offers a wide range of benefits to these ones, so does it expose them to possible various risks and harm. Researchers in different countries across the world have engaged in the production of relevant research-based knowledge in order to make the virtual world a safe place for the younger ones. However, while studies have been carried out on the subject of Internet risk among children and adolescents, there is a dearth of information on the assessment of research activities across different parts of the world. The present study employed Bibliometric techniques to determine research productivity patterns across the different regions and countries of the world. All relevant publications indexed in Google Scholar were collected between November and December, 2018. The findings of the study reveal that while countries in the American and European regions of the world have been very productive in researching on the subject, the same is not the case with their African counterparts.
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- 2020
19. College Educated yet Disconnected: Exploring Disconnection from Education and Employment in OECD Countries, with a Comparative Focus on the U.S. PERC Report and ETS Research Report Series No. RR-20-21
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Kevelson, Marisol J. C., Marconi, Gabriele, Millett, Catherine M., and Zhelyazkova, Nevena
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In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.
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- 2020
20. Multi-Level Classification of Literacy of Educators Using PIAAC Data
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Yalcin, Seher
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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
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- 2022
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21. Sexuality Education as Political Theology: Pathways to Non-Violence
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Heyes, Joshua M.
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Thinking sexuality education and religion together often results in antagonisms that pit religious and secular values against each other. Political theology provides new insights into this tendency by showing how modern concepts of political legitimacy are based on secularised Christian theology. Neoliberal schooling, public sexual health and human rights provide legitimacy for sexuality education in post-Christian societies and all three are grounded in political theology. The political theology of sexuality education can be seen wherever ideal sexual subjectivities are presented which set up standards which one can succeed or fail to meet with clear consequences. These standards could be heterosexual, safe and marital, but equally agential, pleasurable, transgressive and self-aware. While there may be many ways of escaping the Christian political theological foundations of sexuality education altogether, a political theology of non-violence opens up a way for Christian and secular conceptions of sexuality education to move forward amidst significant cultural and moral difference.
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- 2022
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22. Using Digital Technologies for Early Education during COVID-19: OECD Report for the G20 2020 Education Working Group
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Organisation for Economic Cooperation and Development (OECD) (France)
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Digital technologies are increasingly present in young children's lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools -- tools that enabled young children to continue learning when early education centres and primary schools closed down. It is in this context that the OECD conducted a policy survey covering 34 countries and jurisdictions. It investigates how digital technologies were used to provide distance education for young children in 2020, which challenges arose and what policy changes are in the pipeline for early education. [The Kingdom of Saudi Arabia provided financial support for this report.]
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- 2021
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23. Education at a Glance 2021: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
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"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition. [For "Education at a Glance 2020: OECD Indicators," see ED615322.]
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- 2021
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24. Building the Future: Children and the Sustainable Development Goals in Rich Countries. Innocenti Report Card 14
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UNICEF Office of Research – Innocenti (Italy) and Brazier, Chris
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This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). Specifically, this report seeks to bring the SDG [Sustainable Development Goal] targets for children in high-income countries into meaningful operation (while staying true to the ambitions of the global agenda) and to establish a point of departure for reviewing the SDG framework in these contexts. It focuses on those goals and targets with most direct relevance to the well-being of children in high-income settings. Where appropriate, it adapts the agreed SDG indicator, the better to reflect the problems facing children in such countries. The results therefore highlight the new challenges set by the SDGs.
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- 2017
25. Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices
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Heuser, Brian L., Wang, Ke, and Shahid, Salman
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We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.
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- 2017
26. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
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- 2016
27. Mortality, Predictors and Causes among People with Intellectual Disabilities: A Systematic Narrative Review Supplemented by Machine Learning
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Tyrer, Freya, Kiani, Reza, and Rutherford, Mark J.
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Background: There is a need to systematically compare and contrast mortality predictors and disparities in people with intellectual disabilities (ID) for global prevention strategy development. Method: Bibliographic databases and grey literature were searched using systematic review methodology and the machine learning tool "Abstrackr." Results: Fifty-four relevant articles and reports published from 2010 to 2019 were identified. Nearly all (n = 53) were from high-income countries. Mortality disparities were apparent and consistent across countries and publication years, with no evidence of a decrease over time. People with ID can still expect to live 12-23 years less than the general population and are particularly vulnerable to deaths from respiratory infections and epilepsy. Conclusions: Both population and individual-level approaches to prevention are indicated to tackle the continuing mortality disparities in people with ID, including consideration of reasonable adjustments in general population efforts to reduce health inequalities.
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- 2021
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28. The Social Progress Index in International Business Site Selection: Three Case Studies
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Pate, Sandra K.
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International businesses face a difficult task when trying to decide where to place or expand a business that could be located anywhere in the world. Each country is a complex system of human capabilities, technical systems, [infrastructure bases, laws, cultures and economic systems. How can a company know which country is best for it today, and even more importantly, which country will grow into an appropriate location for future business opportunities? Several studies offer insights into how to make site selection decisions (O'Farrell & Wood, 1994; Papadopoulos et al., 2002; Rothaermel et al., 2006) but the complexity of the data required makes initial analysis across many countries problematic. Most businesses, trying to predict an ideal country or sequence of countries to enter, are left to simple rules of thumb or decision models using limited criteria (Górecka & Szalucka, 2013; Alexander et al., 2011). A wide variety of country data of varying reliability and efficacy are frequently used (Rahman, 2003). Many of the largest companies have developed specialized teams with sophisticated models for site selection. However, for smaller companies finding reliable, consistently measured data they can interpret and analyze in ways that provide useful insights is a challenge. This article introduces the Social Progress Index, launched in April 2013 at the 10th annual Skoll World Forum held at the University of Oxford (The Origins, 2015). The Social Progress Index is unique because it is the most comprehensive framework developed for measuring social progress and the first to measure social progress independently of GDP or other economic variables (Porter, 2015; Keohane, 2015). Three cases have been chosen to demonstrate the usefulness of the Social Progress Index for site selection in three very different circumstances.
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- 2016
29. Effective Approaches to Enhancing the Social Dimension of Higher Education
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Tupan-Wenno, Mary, Camilleri, Anthony Fisher, Fröhlich, Melanie, and King, Sadie
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Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap.
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- 2016
30. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
- Abstract
Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
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- 2020
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31. Education at a Glance 2020: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education. [This edition was revised April 2021. For "Education at a Glance 2019: OECD Indicators," see ED615321.]
- Published
- 2020
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32. Do Boys and Girls Have Similar Attitudes towards Competition and Failure? PISA in Focus. No. 105
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For example, even when they outperform boys academically, girls are less likely than their male peers to choose the pathways through education and fields of study, such as science, mathematics or computing, that lead to the highest-paid professions. On average across OECD countries, only 14% of girls who were top performers in science or mathematics reported that they expect to work as professionals in science or engineering while 26% of top-performing boys so reported. That decision can have negative consequences for women's labour market prospects. Self-efficacy and self-esteem may affect the choices teenagers make for their future education and career. Fear of failure may lead students to be self-protective and thus avoid challenging situations and opportunities that are essential for learning and development. By contrast, a willingness to compete may influence the decision to take calculated risks, such as applying for admission to prestigious universities or for a higher position in a company.
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- 2020
33. How Has Private Expenditure on Tertiary Education Evolved over Time and How Does It Affect Participation in Education? Education Indicators in Focus. No. 72
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Organisation for Economic Cooperation and Development (OECD) (France)
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On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high.
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- 2020
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34. The Impact of COVID-19 on Education: Insights from 'Education at a Glance 2020'
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Organisation for Economic Cooperation and Development (OECD) (France) and Schleicher, Andreas
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This brochure focuses on a selection of indicators from "Education at a Glance," selected for their particular relevance in the current context. Their analysis enables the understanding of countries' response and potential impact from the COVID-19 containment measures. The following topics are discussed: (1) the impact of the crisis on education, including public financing of education in OECD countries and international student mobility; and (2) COVID-19 and educational institutions, including the loss of instructional time delivered in a school setting, measures to continue students' learning during school closure, teachers' preparedness to support digital learning, when and how to reopen schools, class size, a critical parameter for the reopening of schools, and vocational education during the COVID-19 lockdown.
- Published
- 2020
35. Learning Families: Intergenerational Approach to Literacy Teaching and Learning
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UNESCO Institute for Lifelong Learning (UIL) (Germany) and Hanemann, Ulrike
- Abstract
Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the universal importance of involving families in literacy programmes in order to establish closer links between schools, families and communities, reflecting an expanded vision of literacy as a lifelong learning process. [The editors acknowledge the contributions of the following people for their support in developing case studies: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, and Unai Arteaga Taberna.]
- Published
- 2015
36. A Bibliometric Study of Scholarly Articles Published by Library and Information Science Authors about Open Access
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Grandbois, Jennifer and Beheshti, Jamshid
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Introduction: This study aims to gain a greater understanding of the development of open access practices amongst library and information science authors, since their role is integral to the success of the broader open access movement. Method: Data were collected from scholarly articles about open access by library and information science authors from 2003 until 2011 found in the Library and Information Science Abstracts database. Analysis: A bibliometric approach is taken for the information gathered from 203 articles. Excel and SPSS were used to derive descriptive statistics and correlations. Results: Overall an open access rate of 60% was found, which was lower than expected considering 94% of these articles appeared to endorse open access. Conclusions: Although these results show a higher open access rate than previous studies, and a linear growth of open access publications over the years, there is still a large gap between theory and practice which needs to be addressed.
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- 2014
37. Children of the Recession: The Impact of the Economic Crisis on Child Well-Being in Rich Countries. Innocenti Report Card 12
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UNICEF Office of Research – Innocenti (Italy) and Fanjul, Gonzalo
- Abstract
As the data in this new edition of the Innocenti Report Card series show, in the past five years, rising numbers of children and their families have experienced difficulty in satisfying their most basic material and educational needs. Most importantly, the Great Recession is about to trap a generation of educated and capable youth in a limbo of unmet expectations and lasting vulnerability. League Tables, the flagship tool of the Innocenti Report Card series, rank the change, since the onset of the crisis, in the poverty levels of children and the impact of the recession on youth. The Report also explores the effects of the recession on youth seeking to enter or remain in the labour force in the middle of a recession. [Support for this report was provided by the Government of Italy.]
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- 2014
38. Balancing School Choice and Equity: An International Perspective Based on PISA
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
- Published
- 2019
- Full Text
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39. Education at a Glance 2019: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4. [For "Education at a Glance 2018: OECD Indicators," see ED588641.]
- Published
- 2019
- Full Text
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40. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
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Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
- Abstract
The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
- Published
- 2019
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41. A Healthy Mind in a Healthy Body. Trends Shaping Education Spotlight 17
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
Good health is a benefit in many domains, such as work, studies or social relationships. Fostering a sound knowledge on healthy habits and the implications of risk-taking behaviours is a key to shaping societies with healthier lifestyles.
- Published
- 2019
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42. Highly Cited Articles in the Education and Educational Research Category in the Social Science Citation Index: A Bibliometric Analysis
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Ivanovic, Lidija and Ho, Yuh-Shan
- Abstract
This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.
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- 2019
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43. Education at a Glance 2018: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) and Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI)
- Abstract
"Education at a Glance: OECD Indicators" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools. The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings. More data are available on the OECD educational database. [For "Education at a Glance 2017: OECD Indicators," see ED580867.]
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- 2018
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44. In Which Countries Do the Most Highly Qualified and Experienced Teachers Teach in the Most Difficult Schools? PISA in Focus. No. 85
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Organisation for Economic Cooperation and Development (OECD) (France) and Avvisati, Francesco
- Abstract
Teachers are the most important school resource. In every country, teachers' salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.
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- 2018
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45. Engaging Young Children: Lessons from Research about Quality in Early Childhood Education and Care. Starting Strong
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Organisation for Economic Cooperation and Development (OECD) (France), Barata, Clara, Barata, Clara, and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
The first years of life lay the foundations for a child's future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality. A growing body of research suggests that the magnitude of the benefits for children will depend on the level of quality of early childhood services, with especially strong evidence in the case of disadvantaged children. In light of budgetary constraints, policy makers require the latest knowledge base of the quality dimensions that are most important for ensuring children's development and early learning. However, current research is often narrow in focus or limited to programme-level or national-level conclusions. This book expands the knowledge base on this topic. It draws lessons from a cross-national literature review and meta-analysis of the relationship between early childhood education and care structure (e.g. child-staff ratios, staff training and qualifications), process quality (i.e. the quality of staff-child interactions and developmental activities), and links to child development and learning. This report concludes with key insights, as well as avenues for further research. [This work was written with contributions from Victoria Liberatore, Arno Engel, and Miho Taguma, and was produced with the financial support of the Jacobs Foundation Switzerland. Individual chapters contain references.]
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- 2018
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46. How Does Access to Early Childhood Services Affect the Participation of Women in the Labour Market? Education Indicators in Focus. No. 59
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the availability, intensity, reliability and affordability of ECEC play an important role in engaging women full time in the labour market. While ECEC has experienced a surge of policy attention over the last decades, wide variations still exist across countries and its costs remains a barrier to accessing paid work for poor families and lone parents, mostly mothers. More efforts are needed to increase the provision and accessibility of free ECEC services, especially for children under the age of 3.
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- 2018
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47. How Do Primary and Lower Secondary Teachers Compare? Education Indicators in Focus. No. 58
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
While policy debate is often focused on the whole teaching profession, primary and secondary teachers differ in more ways than one. While all countries require teachers to have at least a bachelor degree to enter the profession in primary or lower secondary education, the structure and content of the programmes vary and are less geared towards practice at secondary than primary level. Primary school teachers spend on average 10% more of their working time teaching, though their class size will be slightly smaller. Finally, primary teachers' salaries are less competitive than their lower secondary peers in more than half of the countries. Improving the attractiveness and effectiveness of the teaching profession can only be addressed by recognising these differences and adapting a differentiated policy to address the challenges of each.
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- 2018
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48. In Which Countries and Schools Do Disadvantaged Students Succeed? PISA in Focus. No. 80
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the Netherlands, Norway, Singapore, Slovenia and Viet Nam, more than 30% of disadvantaged students scored at Level 3 or above in all PISA subjects in 2015, and can thus be considered "academically resilient". Students who perform at Level 3 begin to demonstrate the ability to construct the meaning of a text and form a detailed understanding from multiple independent pieces of information when reading. They can work with proportional relationships and engage in basic interpretation and reasoning when solving mathematics problems; and they can handle unfamiliar topics in science. Such skills are the foundations for success and further learning later in life. PISA data collected over a decade (in 2006, 2009, 2012 and 2015) show that several countries have been able to increase the share of academically resilient students among those in the bottom quarter of socio-economic status. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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49. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
- Abstract
Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
- Published
- 2018
- Full Text
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50. Inequality in Top Performance: An Examination of Cross-Country Variation in Excellence Gaps across Different Levels of Parental Socioeconomic Status
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Jacobs, Babs and Wolbers, Maarten H. J.
- Abstract
This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a top-performing student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N = 216,980) to reveal that children with low parental SES have a lower probability of becoming a top-performing student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation.
- Published
- 2018
- Full Text
- View/download PDF
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