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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.]

European qualifications framework (EQF) levels reveal what a learner knows, understands, and can do at the end of a learning experience. Thanks to the comprehensive nature of the EQF, these learning outcomes can also provide policy-makers with a fine mesh of data about each particular level and every kind of qualification. Nowhere is this mesh more intricate than at level 5, where learning outcomes cut across several subsystems. Moreover, these qualifications serve to test the degree of permeability between subsectors of education and training systems. The potentials and challenges for level 5 qualifications are presented in this report.

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.]

Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.

Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy skills. The large spectrum of ICTs, which can be applied to different contexts, includes satellite systems, network hardware and software as well as videoconferencing and electronic mail. Each one of these technologies opens up new possibilities to develop literacy skills from the safety of one's home and offers a virtually unrestricted access to learning materials (Kim et al., 2012). "Harnessing the Potential of ICTs for Literacy Teaching and Learning," presents a compilation of 26 case studies of literacy and numeracy programmes that successfully use radio, TV, mobile phones, tablets and computers. This compilation shows that ICTs can supplement face-to-face adult literacy teaching and help to maintain and develop literacy skills to higher proficiency levels.

The academic calendar contains national data on how the academic year is structured (beginning of the academic year, term times, holidays and examination periods). Differences between university and non-university study programmes are also highlighted. The information is available for 38 countries. [For the 2018/19 report, see ED593872.]

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.

This survey follows the Digital Education Action Plan Communication's call to provide more evidence regarding digitisation in education. By surveying head teachers, teachers, students and parents from EU28, Norway, Iceland and Turkey, this survey provides detailed information related to access, use and attitudes towards the use of technology in education. Amongst other results, the study shows that less than 1 out of 5 of students attend schools which have access to high-speed Internet. The results of the survey clearly support the future Connected Europe Facility Programme's aim to support high-speed internet access for schools. Further, the study found that students overall, and female students in particular, rarely engage in coding/programming activities. Activities to strengthen students' coding skills and getting girls more interested in digital therefore need further attention. Furthermore, results show that most teachers engage in ICT training in their own time whereas participation in compulsory ICT trainings is less common. Further findings reveal that only 1 out of 2 students attending secondary schools have parents that feel they know enough about their child's online behaviour. These results support the Commission's Strategy for a Better Internet for Children, which also aims at raising awareness and foster digital literacy among parents. [This study was carried out for the European Commission by Deloitte and Ipsos MORI. For "2nd Survey of Schools: ICT in Education. Objective 2: Model for a 'Highly Equipped and Connected Classroom'. Final Report," see ED607463. For "2nd Survey of Schools: ICT in Education. Technical Report," see ED597773.]

The 2nd Survey of Schools: ICT in Education has two objectives: 1) Objective 1: Benchmark progress in ICT in Schools - to provide detailed and up-to-date information related to access, use and attitudes towards the use of technology in education by surveying head teachers, teachers, students and parents covering the EU28, Norway, Iceland and Turkey; 2) Objective 2: Model for a 'highly equipped and connected classroom' - to define a conceptual model for a 'highly equipped and connected classroom' (HECC), presenting three scenarios to describe different levels of a HECC and to estimate the overall costs to equip and connect an average EU classroom with advanced components of the HECC model. Two separate reports are published concurrently, focusing on each of the two study objectives of the '2nd Survey of Schools: ICT in Education'. The current publication relates to the first objective of the study, benchmarking progress in ICT in schools, and covers the detail of the design and implementation of the survey. The first objective of the 2nd Survey of Schools: ICT in Education therefore benchmarks progress in of Information and Communication Technologies (ICT) in schools. The survey was carried out in 31 countries (EU28, Norway, Iceland and Turkey) by conducting interviews with head teachers, teachers, students and parents in three different ISCED levels (ISCED 1: primary schools; ISCED 2: lower secondary schools: ISCED 3: upper secondary schools). A range of different topics were covered, including (a) access to and use of digital technologies, (b) digital activities and confidence of teachers and students in their digital competence, (c) ICT related professional development of teachers, (d) digital home environment of students and (e) schools' digital policies, strategies and opinions. The current study builds upon the European Commission Survey of Schools: ICT in Education 2013. [This study was carried out for the European Commission by Deloitte and Ipsos MORI. For "2nd Survey of Schools: ICT in Education. Objective 1: Benchmark Progress in ICT in Schools. Final Report," see ED607414. For "2nd Survey of Schools: ICT in Education. Objective 2: Model for a 'Highly Equipped and Connected Classroom'. Final Report," see ED607463.]

The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a well-functioning and prosperous society, yet America's future is not as secure as it could be because millions of American children live in families with incomes below the poverty line. A wealth of evidence suggests that a lack of adequate economic resources for families with children compromises these children's ability to grow and achieve adult success, hurting them and the broader society. "A Roadmap to Reducing Child Poverty" reviews the research on linkages between child poverty and child well-being, and analyzes the poverty-reducing effects of major assistance programs directed at children and families. This report also provides policy and program recommendations for reducing the number of children living in poverty in the United States by half within 10 years. [Numerous organizations sponsored this work and the full list can be seen in the document.]

Part 1 of the Report Card presents a league table of child well-being in 29 of the world's advanced economies. Part 2 looks at what children say about their own well-being (including a league table of children's life satisfaction). Part 3 examines changes in child well-being in advanced economies over the first decade of the 2000s, looking at each country's progress in educational achievement, teenage birth rates, childhood obesity levels, the prevalence of bullying, and the use of tobacco, alcohol and drugs.

This paper identifies and critiques literature on the experience of transition between primary and secondary school; how and why it is seen as critical and in what ways it can be supported. The aim of this literature review is to remind readers of this important period on the lives of young people and the diverse range of issues which they face. There is general consensus in the literature that well-designed and implemented transition approaches can assist in the process of supporting students, their families and school staff. Teachers are crucial in supporting children and young people moving in, between and out of school and making these transitions positive experiences. Therefore, pre-service teacher education needs to include awareness and understanding of the main issues in relation to transition. Teacher educators need to consider how they can incorporate transition programs and strategies in their courses to ensure that graduate teachers have the skills and knowledge to mediate some of the pressures that their students are facing when dealing with transitions. (Contains 1 figure.)

A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]

This publication is based on the outcomes of a Cedefop study on certification processes and competence requirements supporting the professionalisation of in-company trainers. It also builds on Cedefop's work on the changing roles and professional development of VET teachers and trainers (Cedefop, 2010b; Volmari et al., 2009) and the studies supported by the European Commission (European Commission; Institute of Technology and Education, 2008; European Commission; Buiskool et al., 2010). By presenting competence requirements for trainers in continuing vocational education and training from 19 examples from nine countries, wherever possible with specific reference to trainers in enterprises, the publication offers a snapshot of the situation in the Member States as regards competences and professional development of trainers. It is intended to start a discussion rather than give all the answers. Taking into account that trainers in enterprises are a diverse group, this analysis covers: (1) those who work as freelancers or in institutions for continuing training that deliver training to enterprises and in enterprises; and (2) employees in companies who carry out induction of newcomers and/or provide training to others, full time or part time. The publication addresses education and training decision-makers, professional associations of trainers, employers who look for high quality training in their companies, and trainers themselves. All those who are interested in improving the professional status of trainers in continuing vocational education and training can find useful information and ideas for reflection. This publication draws on and contributes to the work of the thematic working group on the professional development of VET trainers, set up by the European Commission in 2012 and jointly coordinated with Cedefop. The group works to identify best practices and develop guiding principles with respect to changing competences and the profiles of VET trainers to contribute directly to the objectives of the Bruges communique (Council of the EU; European Commission, 2010). List of interviewees is appended. A bibliography and a glossary are included. (Contains 4 boxes and 3 footnotes.)

In the past years there has been a growing call for (financial) transparency of developmental aid organizations. The general public, or maybe better put: the popular media, are demanding information on cost efficiency and impact of projects. Development aid needs to prove its worth, that's what it basically boils down to. Of course there is nothing wrong with that demand. Sadly the only real, tangible effect so far has been ever in volume size increasing annual reports by the different organizations working in the sector. Each organization is trying to outdo the other in pouring out numbers and more numbers. None of this has of course lead to better or more effective projects, only to more paperwork and probably even less confidence amongst the public. For its 2012 annual report the International Child Development Initiatives (ICDI) has decided to break this trend. ICDI keeps its annual report to an absolute minimum. This report contains programs implemented in various countries, other ICDI activities, ICDI publications 2012, and financial statement.

In the first decade of the 21st century, the nation, the states, and colleges and universities began to grapple with the challenges of globalization, changing demography, the implications of the digital era, and of a less expansive public sector. Although not a transformative period for higher education, the decade saw significant innovations in teaching and learning, intense policy ferment, and debates over the future of colleges and universities and their roles and responsibilities in American society. Parts one and two of this book describe several of the most interesting and significant developments in higher education, and in public policy, reported by leading journalists in the field of higher education. In part three, observers of American higher education comment on critical issues facing colleges and universities, the states and the nation. Most of the chapters appeared in their original form in editions of "National CrossTalk," a publication of the National Center for Public Policy and Higher Education. Most of these articles were published between 2000 and 2011. Where appropriate, brief updates of these stories have been appended. The articles selected for this book focus on issues that remain relevant to policy and practice. The chapters describe, explain and interpret key events and issues as they were experienced, observed and debated. Part One, Institutions and Innovations, contains: (1) A Quiet Counterrevolution: St. John's College teaches the classics--and only the classics (Kathy Witkowsky); (2) Frank Lloyd Wright School of Architecture: For outsiders, the school's unusual practices can be shocking (Kathy Witkowsky); (3) "Plain Living": Berea College makes a commitment to the welfare of its students and its community (Robert A. Jones); (4) An Experiment in Florida: Gulf Coast University tries faculty contracts, no tenure (William Trombley); (5) An Unknown Quantity: Olin College students, faculty and administrators create an innovative new university from scratch (Jon Marcus); (6) New Campus Still Faces Obstacles: After being postponed for a year, UC Merced hopes to open in fall 2005 (William Trombley); (7) Interdisciplinary Curriculum: Newly established University of Minnesota Rochester has a radically different approach to higher education (Kathy Witkowsky); (8) Remote Access: Western Governors University offers "competency-based" higher education, at a distance (Kathy Witkowsky); (9) Indiana's "Eighth University": Western Governors University brings its "competency-based" approach to the Hoosier state (Kathy Witkowsky); (10) A Collaborative for Academic Excellence: El Paso's partnership program boasts impressive gains in student performance (William Trombley); (11) "Early Colleges": Innovative institutions attempt to reshape the transition from high school to college (Ron Feemster); (12) New Teacher Education: Woodrow Wilson National Fellowship Foundation program brings change, one state at a time (Susan C. Thomson); (13) Daring to be Different: Rio Salado College has won a reputation as both outcast and innovator (Pamela Burdman); (14) The World's Community College: Diversity in action at LaGuardia (Ron Feemster); (15) The Virginia Plan: State's community colleges confront the need to do more with less (Robert A. Jones); (16) Technological Transformation: An ambitious national effort to use technology more effectively in large introductory university classes (Kay Mills); (17) Math Emporium: The use of technology has changed the way Virginia Tech's introductory math classes are taught (Kay Mills); (18) Redesigning the Basics: Tennessee's community colleges use technology to change their approach to developmental reading and math (Kay Mills); (19) Keeping Them in College: East Carolina University's efforts to improve retention and graduation rates (Don Campbell); (20) Bringing "Dropouts" Back to College: The University of New Mexico's Graduation Project is the first of its kind among the nation's public universities (Robert A. Jones); (21) Where the Boys Aren't: For young males, the drift away from academic achievement is a trend (Robert A. Jones); (22) Charles B. Reed: Cal State chancellor strives to promote quality and diversity in the nation's largest four-year college system (Kathy Witkowsky); (23) The Engaged University: Northern Kentucky University is building closer links to its community (Jon Marcus); and (24) Investing the Stimulus: Metropolitan State College of Denver uses federal funding to reposition itself for the future (Kathy Witkowsky). Part Two, Policy, contains: (25) Does California's Master Plan Still Work? Separate higher education systems pursue different mandates, while participation and graduation rates decline (Pamela Burdman); (26) Performance-Based Budgeting: South Carolina's new plan mired in detail and confusion (William Trombley); (27) "Outcome Funding": Tennessee experiments with a performance-based approach to college appropriations (Robert A. Jones); (28) Colorado's "Grand Experiment": Voucher program could give the state's colleges a new lease on life (Pamela Burdman); (29) Is it a Shell Game? Colorado's controversial new way of handing out its higher education money (Susan C. Thomson); (30) "Truth in Tuition": Illinois' novel answer to skyrocketing rates (Susan C. Thomson); (31) HOPE Springs Eternal: Georgia's scholarship program, a model for the nation, experiences financial pains (Don Campbell); (32) Financial Challenges: Oregon's Opportunity Grant program must overcome new hurdles due to the recession (Kathy Witkowsky); (33) Indiana's 21st Century Scholars: A new community college system and college prep curriculum are improving the state's position (Susan C. Thomson); (34) Ohio's Brain Drain: Reform of public higher education is intended to change perceptions and retain graduates (Jon Marcus); (35) Hard Times: Tuitions rise, services cut, as university officials try to ride out a severe economic downturn (Jon Marcus); (36) Kentucky's Rocky Road: Recent reform legislation produces results, but faces tough challenges (Kay Mills); (37) The "Seamless System": Florida's flurry of dramatic changes in the governance of public education (Jon Marcus); (38) Virginia Tries Restructuring: Financial stress leads to new arrangements between state and campuses (Robert A. Jones); (39) "Effectiveness and Efficiency": The University System of Maryland's campaign to control costs and increase student aid (Kay Mills); (40) Florida's Unnatural Disaster: The state's economic bubble has burst, leaving higher education in a double bind (Jon Marcus); (41) Calamity in California: State's battered budget leads to huge fee increases and less access to public universities (Jon Marcus); (42) Overcrowded and Underfunded: New York's public university systems, and beleaguered students, are an extreme example of national trends (Jon Marcus); (43) Diminishing State Support: Pennsylvania reduces state aid amid relentless tuition hikes and record enrollments (Kay Mills); (44) UK Adopts "Top-Up" Tuition Fees: British Universities prepare to compete in a more "American" system (Jon Marcus); (45) Austerity Measures: Students protest as a cash-strapped government lets British universities triple their fees (Jon Marcus); (46) The Celtic Tiger: Ireland invests heavily in higher education, and benefits mightily (Jon Marcus); and (47) The Presidential Treatment: The Obama administration makes big advances, faces tough challenges, in higher education policy (Jon Marcus). Part Three, Perspectives, contains: (48) An Interview: Clark Kerr (Patrick M. Callan); (49) The Senior Slump: Making the most of high school preparation (Michael W. Kirst); (50) Not Ready for College: States must have a systemic, comprehensive agenda for college preparation (David Spence); (51) Recessions Past and Present: Higher education struggles with state cuts, rising tuitions and a climate of uncertainty (David W. Breneman); (52) An Assessment of Academic Freedom: How anti-terrorism measures have impacted the higher education community (Robert M. O'Neil); (53) An Interview: Derek Bok (Kathy Witkowsky); (54) Killing Academic Freedom Softly: The muzzling of professors who do not enjoy the luxury of tenure (David L. Kirp); (55) An Interview: John Sperling (Carl Irving); (56) The Online Learning Boom: Tailoring college to the needs of working adults (Gene I. Maeroff); (57) College Presidents, or CEOs? Presidential pay is escalating at a time when institutions are cutting budgets (Robert Atwell); (58) The Dark Side of Merit Aid: Funding for merit programs has greatly expanded, often at the expense of need-based financial aid (Donald E. Heller); (59) Changing the Subject: Costs, graduation rates and the importance of rethinking the undergraduate curriculum (Robert Zemsky and Joni Finney); (60) The West Virginia Experience: Creating a sustainable public agenda for higher education (Brian Noland); (61) Application Madness: For many parents, the college admissions process leads to panic (Anne C. Roark); (62) Enduring Values, Changing Concerns: Increasing necessity and declining availability of higher education creates a challenge for many Americans (John Immerwahr); and (63) Making the Middle Class: Don't let the recession fool you--postsecondary education is more valuable than ever (Anthony P. Carnevale and Michelle Melton). An index is included.

The aims of this article are to determine 1. if Polish post-secondary vocational school learners are studying English so that they can obtain jobs in the UK and Ireland and 2. whether they prefer to learn how to speak English from a native speaker teacher than from a non-native instructor. Sixteen learners, who study part-time at SZKOLA POLICEALNA "VADEMECUM" in Cracow, were surveyed, and the authors found that most students (87%) are not studying English in order to secure employment in the UK and Ireland and that 75% of the learners prefer to be taught English by a non-native speaker. The theoretical framework for this article is provided by the general idea of the school as an organization and social institution.

At the heart of progressivism is the belief that government--not big government, or small government, but effective government--has a critical role to play in ensuring the well being of its citizens. Public spending serves an important function in pursuing economic growth objectives while ensuring that gains are widely distributed to promote broad-based increases in living standards. But governments' relative fiscal positions, how much they spend, and the composition of that spending is likely to make a difference in achieving these objectives. Member countries of the Organization for Economic Cooperation and Development--an international organization consisting primarily of developed, free-market economies--vary significantly in (1) their relative fiscal positions, or deficits and surpluses; (2) their amount of public spending; and (3) how they allocate spending across different categories to reflect priorities. This descriptive study examines how OECD countries have addressed the current economic situation through their fiscal balance sheets, and then goes on to consider similarities and differences in public spending across OECD countries through the prism of economic and social objectives. Countries are compared according to three relative measures of government spending: spending as a share of GDP, spending per capita, and spending by category as a percentage of total government expenditure.