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2. Review and Renewal of Qualifications: Towards Methodologies for Analysing and Comparing Learning Outcomes. Cedefop Research Paper. No 82
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
The feedback between vocational education and training (VET) and the labour market can provide important input for the review and renewal of qualifications. A feedback loop that is based on learning outcomes helps provide deeper insights into what is required on the labour market, what is offered in training provisions and assessed at the end of a learning programme. The aim of this study is to contribute to strengthening the quality and relevance of qualifications and completing the feedback loop between education and the labour market. It examines methods of collecting data on the match/mismatch between qualifications and labour market requirements, including analysis of how achieved learning outcomes are applied and perceived in the labour market (for example methods of collecting the experience of employers with holders of these qualifications). This report addresses the following two questions: (1) which data already exist in the countries, providing insight into the relevance of qualifications to employees, employers and other labour market stakeholders?; and (2) how can survey methodology be designed to systematically capture the experiences and appreciations of employers as regards the content and profile of qualifications? To what extent, based on limited testing, can scalability of the methodology be achieved?
- Published
- 2021
3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
4. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]
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- 2018
5. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
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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.]
- Published
- 2014
6. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
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.
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- 2014
7. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
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.]
- Published
- 2013
8. Reflections on Post-16 Strategies in European Countries. Interim Report of the Leonardo da Vinci/Multiplier Effect Project III.3.a. Priority 2: Forging Links between Educational Establishments and Enterprises (1997-2000) ID 27009. Working Papers, No. 9.
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Jyvaskyla Univ. (Finland). Inst. for Educational Research., Stenstrom, Marja-Leena, Stenstrom, Marja-Leena, and Jyvaskyla Univ. (Finland). Inst. for Educational Research.
- Abstract
This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)
- Published
- 1999
9. Approaches and Obstacles to the Evaluation of Investment in Continuing Vocational Training: Discussion and Case Studies from Six Member States of the European Union. CEDEFOP Panorama. Discussion Paper/Case Studies.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece)., Grunewald, Uwe, Moraal, Dick, Sorensen, John Houman, Luttringer, Jean-Marie, Pasco, Nicolas, Kohler, Alexander, Barrett, Alan, O'Connell, Philip, Garibaldo, Francesco, Lorenzoni, Stefan, and Mandl, Dieter
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This report summarizes six case studies on different aspects of the issue of evaluating investing in continuing vocational training (CVT). Part 1 (chapters 1-2) contains "Conceptual Introduction" (Jean-Marie Luttringer), which explores practical problems in considering training expenses as an investment, and "Methodological Introduction" (Alan Barrett), which discusses the merits of using qualitative and quantitative research methods in evaluating CVT investments. Part 2 (chapters 3-8) describes and analyzes continuing training schemes in six European Member States: "The Evaluation of CVT in Enterprises in Styria in Austria" (Stefan Lorenzoni, Dieter Mandl) investigates whether certain goals of CVT were achieved; "The Importance of CVT to Enterprises: A Discussion of the Agricultural Foodstuffs Sector in Denmark" (John Houman Sorenson) seeks to understand why CVT is not being used; "Accounting for Enterprise Investment in CVT in France" (J-M Luttringer, N. Pasco) discusses difficulties associated with evaluating CVT investments; "Innovative Models for Financing CVT in Germany" (Uwe Grunewald, Dick Moraal) studies four innovative models of CVT provision; "Measuring the Impact of CVT in Irish Companies" (Alan Barrett, Philip O'Connell) explores whether training and productivity growth are positively related across a sample of firms. "CVT Activity within the Packaging Sector in Italy" (Francesco Garibaldo) provides insights into how CVT can be used to cope with challenges faced by a sector. Part 3 contains two chapters: "Methodological Discussion, Conclusions, and Further Work" (Alan Barrett), which reviews each report individually before drawing general conclusions regarding methodology and "Policy Discussion, Conclusions, and Further Work" (Jean-Marie Luttringer), which examines seven problems in the assessment of training investment. Appendixes provide background to CVT in the six countries. (YLB)
- Published
- 1998
10. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
11. School Counseling: A Comparative Study in 12 Countries
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, and Spasenovic, Vera
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This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multifunctional character of school counseling, give an idea of establishing a research field that could be called 'comparative school counseling studies', show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.
- Published
- 2020
12. Analysis of Vocational Education and the Role of the Teacher
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Dagmar Rusková and Lubica Vaskova
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Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]
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- 2023
13. The Next Steps for Apprenticeship. Cedefop Reference Series. No 118
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Cedefop - European Centre for the Development of Vocational Training, Organisation for Economic Cooperation and Development (OECD) (France), Cedefop - European Centre for the Development of Vocational Training, and Organisation for Economic Cooperation and Development (OECD) (France)
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In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.
- Published
- 2021
14. 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.]
- Published
- 2016
15. Teaching Practices and Organisational Aspects Associated with the Use of ICT
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Javier Gil-Flores, Javier Rodríguez-Santero, and Carla Ortiz-de-Villate
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The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.
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- 2024
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16. Demographics and Education: The 20 Richest Countries
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Marchant, Gregory J. and Johnson, Jessica J.
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This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.
- Published
- 2012
17. The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
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Jørgensen, Christian Helms, Hautz, Hannes, and Li, Junmin
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Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to school-based training. The article examines and juxtaposes the legal rights, the actual opportunities and the barriers to refugees' participation in and completion of VET at upper secondary level in the three selected countries. Methods: The study is based on reviews of literature and an analysis of refugee policies in the three countries. The literature search used a snowballing strategy and included policy documents, research publications and grey literature from organisations of civil society. The literature review employed a narrative, issue-focused approach to explore and compare key categories relating to the research question. To elaborate, refine and structure the categories for each of the three countries we used an input-process-output model and a combination of deductive and inductive analysis procedure. Findings: The findings of the study are divided into six categories that structure the analysis: Admission requirements, validation of prior learning, vocational guidance and preparation, language training, social support measures and access to apprenticeships. The analysis reveals that both asylum seekers and recognised refugees have more opportunities in Germany than in the other two countries regarding the key categories. The findings show no major differences in the position of the social partners in the three countries in relation to refugees' participation in VET, however the national governments reacted differently to the influx of refugees. In Austria and Denmark, governments with strong anti-immigration agendas took office and reduced the access to and participation in VET for asylum seekers and refugees. At the same time, the German government introduced various integration measures for refugees in cooperation with employers with the aim of making VET more accessible to refugees. Conclusion: To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees' opportunities to access and complete VET.
- Published
- 2021
18. Agora IX: Alternative Education and Training Processes (Thessaloniki, Greece, June 26-27, 2000). CEDEFOP Panorama Series.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece).
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This document contains the agenda and papers presented at the Agora IX meeting in Thessaloniki, Greece in June 2000 on alternative education and training processes. The papers are "Integration of Migrant Pupils in the Danish Education System" (Bang); "Support Services for Inclusive Education" (De Vroey); "Single Sex Schooling or Coeducation?" (Schrodt); "Serving the Needs of Gifted Individuals: The Optimal Match Model" (Monks); "The Common Culture Needed for the Democratic Transformation of Schools" (Rochex); "Danish Production Schools" (Ljung); "A Review of the Training Workshops and Craft Centres in Extremadura" (Lucas); "Combating Social and Economic Exclusion" (Brodigan); "The Irish Leaving Certificate Applied: Trojan Horse or Contrived Equilibrium?" (Gleeson); "Contribution of Mr. Manfred Schneider from the BBJ-Unternehmensgruppe" (Manfred Schneider); "Strategies to Combat Failure at School: A Comparison of Italian and European Experiences" (Montedoro); "Nightriders Tailoring Training to Young People's Lifestyles" (Lavelle); "Comprehensive Education or Removal of Pupils: The Dilemma Facing Education Systems in Responding to School Failure" (Casal); "The New Skills Approach The Roles of those Involved' (Rue); "The Relationship Between Centralised and Decentralised Learning in Vocational Training" (Vogel); "Company Role and Responsibility in Education and Training" (Suomalainen); and "The Role of Local Authorities in the Integration of Disadvantaged Young People in Germany" (Schlegel). The document contains a list of event participants. (SLR/CL)
- Published
- 2003
19. Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4
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Koçak, Deniz, Türe, Hasan, and Atan, Murat
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Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.
- Published
- 2019
20. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
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University of New Hampshire, Carsey School of Public Policy, Ettlinger, Michael, Hensley, Jordan, and Vieira, Julia
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In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, "Comparing Public Spending and Priorities Across OECD Countries" (ED606844).]
- Published
- 2019
21. CALL: Using, Learning, Knowing. Proceedings of the 2012 EUROCALL Conference (Gothenburg, Sweden, August 22-25, 2012)
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Research-publishing.net (France), Bradley, Linda, and Thouësny, Sylvie
- Abstract
For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the University of Gothenburg in collaboration with Chalmers University of Technology. The local committee members represented three collaborating institutions: "Faculty of Education, the University of Gothenburg"; "Department of Languages and Literatures, the University of Gothenburg"; and "Division for Language and Communication, Chalmers University of Technology." This year's conference theme was "CALL: using, learning, knowing." The conference seeked to establish the current state of the art, how using technologies shape what and how we learn, and what we consider we know from research and development within CALL. These three dimensions are in a continuous fux and interplay as an upward spiral, contributing together to create a dynamic learning experience for the student. There were presentations presented at the conference. 59 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
- Published
- 2012
22. Agora VII: Working Time, Training Time (Thessaloniki, Greece, October 7-8, 1999). CEDEFOP Panorama Series.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Guggenheim, Eric Fries
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This document contains the agenda and papers on work and training presented at the Agora VII meeting in Thessaloniki, Greece in October, 1999. The Foreword describes each session with a list of the topics and papers, along with a brief introduction to the topics. The three sessions are: Work and Training in Society in the 21st Century; Working Time and Training Time Inside and Outside the Enterprise Management of People and Skills; and Working Time and Training Time in the Course of Life. The papers are "To What Extent is Work Also Training?" (Johan van Rens); "Learning: Where, When, and How?" (Eric Fries Guggenheim); "The Place of Work and Education in Contemporary Society" (Juan Jose Castillo); "Crisis in the Traditions for Admission to Training"(Jorgen Mork); "The OECD's Thematic Review on Adult Learning. The Themes Under Review" (Patrick Werquin); "The Contexts of Training" (Saul Meghnagi); "Training in the Context of Reduced Working Hours" (Jacques Trautmann); "The Future of the Relationship Between Working Time and Learning Time" (Klaus Schedler); "Working Time, Education Time and Social Capital" (Tom Schuller); "Synthesis of the Work" (Andre Kirchberger). The document also contains a list of event participants and a bibliography. (SLR)
- Published
- 2003
23. Does Variation in the Extent of Generalized Trust, Individual Education and Extensiveness of Social Security Policies Matter for Maximization of Subjective Well-Being?
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Valeeva, Rania F.
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In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.
- Published
- 2016
24. Same but Different? Measurement Invariance of the PIAAC Motivation-to-Learn Scale across Key Socio-Demographic Groups
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Gorges, Julia, Koch, Tobias, Maehler, Débora B., and Offerhaus, Judith
- Abstract
Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.
- Published
- 2017
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25. The Universities and Adult Education in Europe. Monographs on Comparative and Area Studies in Adult Education.
- Author
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British Columbia Univ., Vancouver. Center for Continuing Education., International Council for Adult Education, Toronto (Ontario)., Kulich, Jindra, and Kruger, Wolfgang
- Abstract
Published as a stimulus to further studies in comparative education and comparative adult education, this book is an English edition of most of the papers presented in June 1978, at an international seminar held in West Berlin on "The Universities and Adult Education: Trends and Perspectives in Europe." The introduction, by Wolfgang Kruger, provides an overview of Adult Education and a mini-summary of the status of adult education in eleven countries. He supplies a rationale for studies in comparative education, profiles the development of adult education in Europe, and predicts future trends in the field for both traditional university studies and new forms of study for adults. Following the introduction, papers reviewing the status of adult education are presented for the following countries: Austria, Denmark, France, West Germany, Great Britain, Italy, Norway, Poland, Sweden, Switzerland, and Yugoslavia. A list of authors' addresses is included. (KC)
- Published
- 1980
26. The Training of Teachers of Mathematics for the Secondary Schools of the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1917, No. 27
- Author
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Department of the Interior, Bureau of Education (ED) and Archibald, Raymond Clare
- Abstract
This bulletin is based upon reports to the International Commission on the Teaching of Mathematics concerning the development of the teacher of mathematics in the better secondary schools of different countries. For the most part, only those schools which are under the immediate direction of the Government have been considered. And even here discussion is limited to the best schools for boys and to the teachers in such schools. As a rule, the schools for girls are not as completely organized or of so high a standard. Included in this bulletin, when possible, are brief independent sketches of the educational conditions in the various countries, so that the readers may receive here in connected form condensed but definite accounts of the following phases of educational work in the country under discussion, in so far as they bear on the preparation of teachers of secondary mathematics: (1) the general educational scheme; (2) secondary schools and their relation to that scheme; (3) the mathematics taught in the secondary schools and the pupils to whom it is taught; (4) the inducements (such as salary, pensions; social position) to young men to take up secondary-school teaching as a profession; (5) the universities of the country, the courses of mathematics and allied subjects they offer, and the diplomas or certificates they confer. The countries profiled include Australia, Austria, Belgium, Denmark, England, Finland, France, Germany, Hungary, Italy, Japan, the Netherlands, Roumania, Russia, Spain, Sweden, Switzerland, and the United States. The following are appended: (A) England: Cambridge local examinations, senior students; Oxford and Cambridge schools, examination board; University of London, matriculation examinations; (B) England: Entrance scholarships examination papers, Cambridge University; (C) France: Concours for admission to the Ecole Normale Superieure and for the Courses de licenses in 1913; (D) Agregation des sciences mathematiques; (E) Germany: Reifeprufungen; Lehramtsprufungen; (F) Japan; Examination questions. This bulletin was produced with the editorial cooperation of Smith, D. E.; Osgood, W. F.; and Young, J. W. A. An index is provided. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]
- Published
- 1918
27. Tuning In to Dropping Out
- Author
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Tabarrok, Alex
- Abstract
Over the past 25 years, the total number of students in college has increased by about 50 percent. But the number of students graduating with degrees in science, technology, engineering, and mathematics (STEM) subjects has remained more or less constant. In 2009 the United States graduated 89,140 students in the visual and performing arts, more than in computer science, math, and chemical engineering combined and more than double the number of visual-and-performing-arts graduates in 1985. There is nothing wrong with the arts, psychology, and journalism, but graduates in these fields have lower wages and are less likely to find work in their fields than graduates in science and math. Moreover, more than half of all humanities graduates end up in jobs that don't require college degrees, and those graduates don't get a big income boost from having gone to college. Most important, graduates in the arts, psychology, and journalism are less likely to create the kinds of innovations that drive economic growth. Economic growth is not the only goal of higher education, but it is one of the main reasons taxpayers subsidize higher education through direct government college support, as well as loans, scholarships, and grants. The potential wage gains for college graduates is reason enough for students to pursue a college education. The obsessive focus on a college degree has served neither taxpayers nor students well. Only 35 percent of students starting a four-year degree program will graduate within four years, and less than 60 percent will graduate within six years. Students who haven't graduated within six years probably never will. The U.S. college dropout rate is about 40 percent, the highest college dropout rate in the industrialized world. That's a lot of wasted resources. Students with two years of college education may get something for those two years, but it's less than half of the wage gains from completing a four-year degree. No degree, few skills, and a lot of debt is not an ideal way to begin a career. A big part of the problem is that the United States has paved a single road to knowledge, the road through the classroom. Lots of students, however, crash before they reach the end of the road. Who can blame them? Sit-down learning is not for everyone, perhaps not even for most people. There are many roads to an education. Going to college is neither necessary nor sufficient to be well educated. Apprentices in Europe are well educated but not college schooled. The author contends the need to open more roads to education so that more students can reach their desired destination.
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- 2012
28. Women, Peace and Security: An Analysis of the National Action Plans Developed in Response to UN Security Council Resolution 1325.
- Author
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Gumru, F. Belgin and Fritz, Jan Marie
- Subjects
UNITED Nations Security Council resolutions ,PEACE treaties ,PEACEBUILDING ,WOMEN ,POSTWAR reconstruction - Abstract
This research analyzes the 11 national action plans that were adopted between June 2005 and October 2008 as a response to the United Nations Security Council's Resolution 1325. Resolution 1325, one of the most important UN resolutions within the field of peace and security, was adopted unanimously on 31 October 2000. The resolution highlights the consequences of violent conflict on women and girls and the important role of women in peacebuilding and post-conflict processes. In 2002 and again in 2004, UN member states were invited to prepare national action plans in order to take strong steps towards the implementation of UNSCR 1325. This study examines the similarities and differences in the plans and compares the points identified in the plans to the relevant points in UNSCR 1325. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
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