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The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.

Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.

Several concurrent trends are increasing the likelihood that short courses, microcredentials, and flexible learning pathways will become a regular and even dominant feature of education and training globally. This policy paper reflects on these trends with special reference to the post-secondary education sector, and explores ways to organize short courses and micro-credentials as effective tools for offering up-to-date, quality learning to much larger segments of the population, creating flexible learning pathways, fostering learner autonomy, and formally acknowledging competencies. The paper discusses existing definitions and proposes a universal working definition for micro-credentials developed by UNESCO. It also describes 10 challenges that potentially threaten the successful roll-out of microcredentials. Challenges range from concerns -- some justified, others less so -- about the quality of pedagogy to doubts about level, credit points, progression, coherence, assessment, certification, and labour market value. The paper assesses each challenge and identifies actions that could contribute to the successful roll-out of short courses and micro-credentials. These include a functioning national qualifications framework, transparent recognition procedures, internal and external quality assurance, reliable assessment, facilities for digital storage, funding for learners and providers, and stakeholder engagement. Lastly, success also requires the development of easily accessible digital registers of learners' achievements, micro-credential qualifications, short courses, providers, assessors, awarders, quality assurance agencies, credential evaluators, employers, and job and promotion opportunities. The paper draws on country experiences, studies, and projects from all world regions, and highlights good practices. It concludes with seven recommendations targeted at public policy-makers to foster coordinated action, including further research to better understand short-course provision at country level and obstacles to the development of micro-credentials, as well as their added value for individual learners, the economy, and society at large.

With a view to identifying inclusive policies and good practices to respond to the many challenges that refugee students face to access higher education in their host country, this Policy Paper has conducted a review of available statistical data and literature. In addition, six selected countries with considerable refugee populations have been analysed more in-depth. They are: France, Ethiopia, Egypt, Germany, Norway, and Turkey. From this analysis, the paper presents inclusive policies and good practices from these countries and their higher education institutions by type of obstacle to accessing higher education. It concludes by presenting 15 recommendations on how host countries can support the access of refugees to their national systems, arguing strongly for an 'equality opportunity approach' in terms of national policies, and caring measures, at the level of higher education institutions. [This report was co-produced by the United Nations High Commissioner for Refugees (UNHCR), the UN Refugee Agency. It was made possible in part through funding from the Swedish International Development Agency (SIDA).]

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.

The paper investigates two -- often disconnected -- policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of networks in scaling evidence and innovation through a review of literature and a number of short case descriptions. Through the lens of networks, the analysis shows how the mobilisation, construction and diffusion of knowledge are of central importance in both policy issues. It suggests that scaling evidence and innovation should be treated as one ecosystem, in which mechanisms that allow effectively blending research and practical knowledge are key. Further, the paper proposes a framework for studying knowledge dynamics in networks to better understand how their context, characteristics and devices can contribute to facilitate these dynamics.

This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.

This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]

This report analyses how learning supports labour market transitions and career changes of adult workers across five countries (Denmark, Germany, Spain, France and Italy). To make the most of career and labour market opportunities, individuals have to rely on their own resources and their agency but also know how to navigate the institutional context. To make successful labour market transitions, individuals need to have a sense of direction, they need to learn about opportunities, and they need to learn skills. Education and training has a special role in supporting adult workers in their careers, providing them with the competences, qualifications and, in some cases, with the self-confidence needed for successful transition. Guidance services tailored to individual needs can help individuals find appropriate career trajectories in their search for suitable job opportunities, and can foster relational, emotional, cognitive and practical learning. [This report is the result of a team effort. Cedefop is grateful to Alan Brown, Jenny Bimrose and Barbara Merrill from the University of Warwick (Institute for Employment Research and Centre for Lifelong Learning) for coordinating the research teams and contributing to and editing project reports. The interviews were carried out and the country reports prepared by country teams: Massimo Tomassini from the Faculty of Education Science, University of Roma Tre and Silvia Zanazzi from the Faculty of Education Science, University of Roma La Sapienza (Italy); Rie Thomsen, Ida Juul and Pia Cort from Aarhus University (Denmark); Esther Oliver and Lena de Botton from the University of Barcelona and Itxaso Tellado from University of Vic (Spain); M'Hamed Dif from the University of Strasbourg (BETA-Céreq Alsace), Rachel Mulvey from the University of East London and Sophie Perdrix from the University of Lausanne (France); as well as Simone Haasler and Barbara Rinken from the University of Bremen (Germany). Cedefop experts Antje Barabasch and Giovanni Russo coordinated the study, under the supervision of the Head of Area Pascaline Descy, with a valuable contribution from Pedro Moreno Da Fonseca who reviewed this publication. The work was carried out under Cedefop's service contract No AO/RPA/GRUSSO-ABARA/Narrative learning transitions/015/11.]

The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]

The French Government has had a paradoxical relationship with globalization. Globalization is perceived as both a threat to react against and a cradle for new policy ideas. French policymakers have a love-hate relationship with the European higher education reforms that started in the 1990s, a mixed sentiment that French singer Serge Gainsbourg spoke of in his popular song, "Je t'aime moi non plus". At the outset, most of higher education reforms, such as the Bologna declaration, were framed as a way to build Europe and fight against international competition. Yet, the mode of governance of these reforms mirrored the one recommended by international organizations and led to the precise outcome criticized in globalization, i.e. greater competition. This paper explores the relationship between international, European and domestic discourses and modes of governance. It uses insights from the literature on policy transfer to investigate such relationship and questions the sustainability of such ambivalent discourse. The French government should concentrate on the policy it started developing from 2007 consisting in opening French higher education to globalization. Such global openness requires a change in the academic culture that could be triggered by a reform of academic training. (Contains 3 tables, 1 footnote and 8 notes.)

There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university's performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations. (Contains 7 figures and 27 footnotes.)

There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)

Pierre Bourdieu, the French sociologist whose work spanned over 40 years, died in January 2002. His work took in such diverse topics as international politics, colonialism, art and the media, marriage patterns of French farmers, and gender studies. As the Chair in Sociology at the College de France, Bourdieu published a number of major studies of French society, but it is perhaps as a sociologist of education that he will be best remembered. His interest in education began in the 1950s and resulted in studies of French schools and schooling. Later, he concerned himself increasingly with higher education and the French systems for recruiting the political elite. This paper offers a reconsideration of Bourdieu's work on education and sets out his main instruments of analysis. The paper also considers some recent trends in classroom practice in England and discusses these in the light of Bourdieu's approach. It considers how sociology can give people a perspective in aspects of education that are not immediately apparent and that certainly run counter to their stated aims and objectives. Specifically, it discusses how the ideas of Bourdieu provide insights and possible ways of understanding which enrich knowledge of pedagogic processes. (Contains 52 references.) (BT)

The Quality Convergence Study (QCS) project, a follow-up to a 2002 ENQA (European Association for Quality Assurance in Higher Education) survey of quality assurance practices in European countries, was carried out between September 2003 and October 2004. The project was coordinated by a project team consisting of representatives of ENQA member agencies and conducted by six member agencies of ENQA. The project team also made good use of six external quality assurance experts. This publication at hand is the final report of the project. The objective of the QCS project was to study the possibilities for convergence of national quality assurance systems in Europe through six examples, with the aim of obtaining identifiable reference points for transnational evaluations. In practical terms, the project aimed to find out "why" national quality assurance systems operate in particular, yet commonly identifiable ways in different national contexts. The existing descriptions of "how" these quality assurance processes work, formed the starting point of the project. Consequently, the QCS project had as its distinct purpose to increase understanding of those processes and their context in order to provide a base from which further action might be considered. In that sense, the project broke new ground. The writing of the self-analysis documents (SADs) and their examination constituted an important part of the project. Each participating agency drafted a detailed description about its specific national quality assurance context. After a cross-checking exercise, the SADs were sent to the external experts for analysis on the possibilities of convergence. The SADs have not been included into this paper, but can be found on the ENQA website at: http://www.enqa.net/pubs.lasso. One of the most important findings of the study is that convergence can be achieved not only by identifying similarities in the higher education systems, but also by understanding the different national contexts. The higher education systems are complex and constantly changing contexts for external quality assurance. The overall concept and objectives of the project fit closely with the aims of the Bologna Process. (Contains 20 footnotes.)

This paper presents an overview of the educational system and process of elaborating new curricula in France. The education system in France is at a central level, and schooling is compulsory between the ages of 6 and 16. The education system in France has undergone many reform movements during the last 25 years. The changes in society and economic, scientific, and technological progress lead the reform movements in education. (YDS)

This paper presents a review of the literature on governance and management of higher education, offers a set of concepts for discussion on higher education governance, and identifies recent trends that might have a significant influence on the development of higher education systems. It examines the dynamics of higher education systems, focusing on the distribution of authority, the possibilities of market coordination, governmental steering strategies, the role of buffer organizations, management processes, and educational quality. The paper concludes by discussing the issue of governance in higher education in the context of developments and problems in developing nations. It argues that certain major changes, such as deregulation, decentralization, and a decreased government role, are needed to solve the present crisis in higher education in developing nations. (Contains 64 references.) (MDM)

This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)

The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)

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

The French education system has a mixed record. A generally very successful pre-school and primary school level contrasts with underfunded public universities with high dropout rates which exist alongside very successful higher education institutions for elites. Initial education, especially secondary education and the universities, along with labour market policies themselves, do not always succeed in improving labour market entry for a significant proportion of young people. Parts of the management of education have been decentralised, yet educational institutions themselves generally have a very restricted degree of autonomy. The system of performance measurement and incentives, at all levels of education, needs to be reviewed. (Contains 5 tables, 7 figures, and 2 boxes.)

The patterns of development of mass higher education in France and Belgium are compared. Student enrollment data, governmental measures taken to meet needs, and effects of the action within higher education are examined. Results of mass higher education in terms of its principal expectations and future prospects are also analyzed. France and Belgium are eighth and ninth respectively in the rate of increase in higher education from 1950 to 1965. In France the transition to mass higher education has led to a complete restructuring of the predominant sector of higher education, and the process is even now incomplete. Belgium has made this transition without significant alterations in the basic structure of its institutions. The cases of the two countries offer some suggestive material about the social consequences of different forms of system organizational structure in higher education. (SW)

A class project used in one college-level business French course in Oregon involves creation of a French company using a modified simulation approach. Students work in groups to determine what product or service they would like to develop and research the creation of a company. During this process, they simulate a number of situations encountered in establishing a business, including correspondence and documentation. Currently, the entire course is based on the project. Steps include: (1) selecting a product or service the students have a personal interest in and that can be marketed in France; (2) determining the legal status of the company, using authentic documents; (3) locating the business in France; (4) creation of logo, letterhead, and other company documents; (5) creating job announcements for employees; (6) determining needed banking accounts and services; (7) ordering supplies and equipment; and (8) planning marketing and advertising. Other topics, such as customs and trade regulations, can be incorporated. Students make oral presentations near the end of the course, using role-playing and supporting visual aids. A written report is also required. Student response to the project has been enthusiastic, and the approach is felt to be effective in promoting active learning. (MSE)