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2. 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)
- Abstract
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
3. 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
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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
4. 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.]
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- 2013
5. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
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- 2012
6. 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 .)
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- 2006
7. 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
8. Evaluating Physical Activities of Disabled Young People: Expectations & Challenges
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Muhammet Demirbilek
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After rehabilitation or treatment in hospitals, young people with disabilities often could not engage in a variety of sports due to their physical limitations related to their illness or disability. This gives rise to certain psychological problems, reduced self-esteem and self-confident. The aim of the ReSport project is to enable young people with disabilities to participate equally in sports activities, considering their health condition. Professionals from 8 project partners' countries aim to recognize the problems that are preventing young people with disabilities from participating in sports after rehabilitation. Partners collected local, regional, national and Europe wide best practices and concepts in the field of innovative approaches for motivation of youth with disabilities for sports, and developed a set of exercises to raise their inclusion in sport activities. The project "Re-Sport" encourages social inclusion and equal opportunities in sport, while the parallel topics are to promote voluntary activity in sport and education in and through sports with special focus on skills development. Two main target groups will benefit from the project results: a) youth with disabilities and b) volunteers from sports organisations. The purpose of this study is to learn and evaluate which physical activities youth with disabilities prefer, their expectations, challenges and good practices. This research was conducted with young people with disabilities in Slovenia, Austria, Italy, Croatia, Serbia, Sweden, Greece, and Turkey. Total number of participants were 230. Analysis and graphics were prepared with a special software based on the survey's answers. According to the answers received, investigations, inferences were made and reported. [For the full proceedings, see ED654100.]
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- 2023
9. 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.
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- 2021
10. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
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- 2016
11. 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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12. Variables Affecting Student Motivation Based on Academic Publications
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
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In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
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- 2017
13. 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.
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- 2012
14. Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study?
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Murillo-Vargas, Guillermo, Gonzalez-Campo, Carlos Hernan, and Brath, Diony Ico
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This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.
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- 2020
- Full Text
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15. Lifelong Learning: Capabilities and Aspirations
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Ilieva-Trichkova, Petya
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The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The study results show that there are considerable country differences in the level of people's aspirations. They highlight the fact that, despite the growing emphasis on lifelong learning, the level of aspirations has decreased in half of the European countries. However, this decrease occurs to a greater extent among people who did not participate in lifelong learning, but wanted to participate, than among people who had already participated in some form of education or training in the previous 12 months. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
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- 2016
16. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
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Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
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- 2021
17. Upper Secondary Education for Youth at Risk: A Comparative Analysis of Education and Training Programmes in Austria, Norway, Sweden and Switzerland
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Schmid, Evi
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Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk such as changes in the standard duration, preparatory programmes or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify the different education and training models these countries employ to include youth at risk in upper secondary education. Approach: The study is based on document analysis; the documents studied are public documents such as law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis. Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Short-track (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve upper secondary qualifications through preparatory measures, more time or more support. Individualised or short-track programmes aim to adapt education and training programmes to young people's needs by reducing the programmes' demands. In all four countries, young people have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education. Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
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- 2020
18. 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.
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- 2019
19. 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).]
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- 2019
20. 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
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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.)
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- 2012
21. Literacy and the Promotion of Citizenship: Discourses and Effective Practices
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UNESCO Institute for Lifelong Learning (UIL) (Germany) and Medel-Anonuevo, Carolyn
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Many European governments associate improving literacy with providing development assistance to regions like Africa and Asia from which the majority of the world's 774 million illiterates come. As school attendance is compulsory in the region, it is assumed that the Education for All (EFA) goals have been achieved and literacy is therefore not deemed a priority concern. It is in this context that the Institute and its partners, the Agence Nationale de Lutte Contre L'Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on "Literacy and the Promotion of Citizenship: The Challenge of Learning" from 2-5 April 2005 in Lyon, France. With the support of the European Union and the involvement of the European Association of Education of Adults (EAEA), it brought together 145 participants representing governments, research institutes and universities, non-government organizations, and public and private literacy providers. This publication brings together the main presentations from that meeting, and as such documents the diversity of literacy-related thinking and practice in the region. This publication begins with a foreword by Adama Ouane and contains the following papers: (1) Literacies for Active Citizenships (Evangelos Intzidis and Eleni Karantzola); (2) Literacy and Social Inclusion in Ireland and the European Union (Inez Bailey); (3) Young Adults, Gender and Literacy: A UK Perspective (Bethia McNeil); (4) Ensuring Quality in Literacy: Populations, Practices, Pedagogy and Professionalism (Ursula Howard); (5) Assessing Low Levels of Literacy: The Case of France (Jean-Pierre Jeantheau); (6) Basic skills education for the Turkish Roma population (Maria Simion); (7) Social Integration through Literacy: The Example of Romas in Bulgaria (Maria Todorova); (8) Literacy for Migrants: The Nordic Example (Qarin Franker); (9) Interventions for the Imprisoned Populations in Greece (Dimitrios Bekiaridis-Moschou); (10) Professional Development Training Staff in Austria (Antje Doberer-Bey); (11) Ensuring Learners' Participation: The Experience of Frontier College (John O'Leary); (12) Ensuring Learners' Participation Workshop Skills for Life in England (Andrew Nelson); (13) Workplace Basic Education in Ireland (Inez Bailey and Helen Ryan); (14) The Role of Municipalities in Literacy (Rosa M. Falgas i Casanovas); (15) From Adult Learners' Week to Local Education Plan (Lidwien Vos de Wael); (16) Literacy and Numeracy in Local Communities (Jan Eldred); (17) Libraries as an Open Space for Further Education (Barbora Horavova); (18) Illiterates Online! Learning reading and writing via internet? (Ralf Kellershohn); and (19) Literacy through ICTs (Helen Ryan). Individual papers contain tables, footnotes, notes, endnotes, appendices and references. [Additional funding for this paper was provided by French Ministry of Foreign Affairs, Conseil general du Rhone, and Trace Element Institut pour l'UNESCO, and Ecole nationale superieure des sciences.]
- Published
- 2008
22. 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.
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- 2016
23. Expressed Reading Interests of Young Children: An International Study.
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Robinson, H. Alan
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A study of the current expressed reading interests of children in the first two years of school conducted in ten countries--Austria, Canada, England, Israel, Italy, Japan, the Netherlands, Panama, Sweden, and the United States--is reported in this paper. Over 2,000 children drew pictures about what they would best like to read or have read to them. They were then interviewed for additional information in an attempt to ascertain the derivation of their interests. Specific topics drawn and/or stated by the children are listed along with the categories into which topics were placed. Three of the conclusions appearing to grow out of the study are: although some significant differences emerged from country to country, there were more similarities in interests across the ten countries than differences; fairy tales and fantasies were the most preferred expressed reading interests of first- and second-year children in the ten countries; and reading interests of second-year children demonstrated more preferences for nonfictional topics than the interests of first-year children. (Author/WR)
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- 1974
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
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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.
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- 2017
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25. The Universities and Adult Education in Europe. Monographs on Comparative and Area Studies in Adult Education.
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British Columbia Univ., Vancouver. Center for Continuing Education., International Council for Adult Education, Toronto (Ontario)., Kulich, Jindra, and Kruger, Wolfgang
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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. Skills, Earnings, and Employment: Exploring Causality in the Estimation of Returns to Skills
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Hampf, Franziska, Wiederhold, Simon, and Woessmann, Ludger
- Abstract
Ample evidence indicates that a person's human capital is important for success on the labor market in terms of both wages and employment prospects. However, unlike the efforts to identify the impact of school attainment on labor-market outcomes, the literature on returns to cognitive skills has not yet provided convincing evidence that the estimated returns can be causally interpreted. Using the PIAAC Survey of Adult Skills, this paper explores several approaches that aim to address potential threats to causal identification of returns to skills, in terms of both higher wages and better employment chances. We address measurement error by exploiting the fact that PIAAC measures skills in several domains. Furthermore, we estimate instrumental-variable models that use skill variation stemming from school attainment and parental education to circumvent reverse causation. Results show a strikingly similar pattern across the diverse set of countries in our sample. In fact, the instrumental-variable estimates are consistently larger than those found in standard least-squares estimations. The same is true in two "natural experiments," one of which exploits variation in skills from changes in compulsory-schooling laws across U.S. states. The other one identifies technologically induced variation in broadband Internet availability that gives rise to variation in ICT skills across German municipalities. Together, the results suggest that least-squares estimates may provide a lower bound of the true returns to skills in the labor market.
- Published
- 2017
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27. 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
28. Organising labour market integration support for refugees in Austria and Sweden during the Covid-19 pandemic.
- Author
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Bešić, Almina, Diedrich, Andreas, and Aigner, Petra
- Subjects
COVID-19 pandemic ,LABOR market ,REFUGEES ,PANDEMICS ,SEMI-structured interviews - Abstract
This paper addresses the question of how the Covid-19 pandemic has affected the labour market integration support (LMIS) organised for refugees in Austria and Sweden, and the potential consequences of the changes unfolding. LMIS for refugees is a complex phenomenon involving actors at different interwoven levels—the macro-national level, the meso-organisational level and the micro-individual level. However, the complexities and consequences of such processes for the labour market integration of refugees have so far received limited attention. The current Covid-19 pandemic actualises the need to gain a better understanding of how integration support is organised across the different levels and how the pandemic itself impacts such support. Thus, the article seeks to understand how the pandemic affects the LMIS organised for refugees in Austria and Sweden, two countries with a large refugee population and diverging responses to the pandemic. Based on 29 semi-structured interviews and three focus group workshops, the results highlight in particular three developments: (a) a further entrenching of broader, macro-national level developments related to integration support already underway prior to the pandemic; (b) further mainstreaming of activities; and (c) increased volatility of work. Overall, the pandemic has brought to the fore the interrelation of different levels in the organising of LMIS for refugees and has contributed to a stabilisation of already ongoing activities. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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29. A new symbol-and-GIS based detailed geomorphological mapping system: Renewal of a scientific discipline for understanding landscape development
- Author
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Gustavsson, Marcus, Kolstrup, Else, and Seijmonsbergen, Arie C.
- Subjects
- *
CARTOGRAPHY , *COMPUTER storage device industry , *PERMUTATIONS - Abstract
Abstract: This paper presents a comprehensive and flexible new geomorphological combination legend that expands the possibilities of current geomorphological mapping concepts. The new legend is presented here at scale of 1:10,000 and it combines symbols for hydrography, morphometry/morphography, lithology and structure with colour variations for process/genesis and geologic age. The piece-by-piece legend forms a “geomorphological alphabet” that offers a high diversity of geomorphological information and a possibility for numerous combinations of information. This results in a scientific map that is rich in data and which is more informative than most previous maps but is based on a simple legend. The system is developed to also be used as a basis for applications in GIS. The symbol-based information in the geomorphological maps can be digitally stored as a powerful database with thematic layers and attribute tables. By combining and further developing aspects of different classical mapping systems and techniques into expanded data combinations, new possibilities of presentation and storage are developed and thus a strong scientific tool is provided for landscape configuration and the reconstruction of its development; in turn the combination paves the way for specific thematic applications. The new system is illustrated for two contrasting landscape types: the first is located on the border of Vorarlberg, western Austria, and Liechtenstein in a glacially influenced, high altitude alpine setting that is strongly modified by various degradation processes; the second area represents a formerly glaciated region in Dalarna, central Sweden near Mora, an area that is characterized by a variety of aeolian, fluvial, glaciofluvial and lacustrine depositional and erosional landforms and also reflects isostatic uplift. The new method functions well for both areas and results in detailed scientific outlines of both landscape types. [Copyright &y& Elsevier]
- Published
- 2006
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30. Women, Peace and Security: An Analysis of the National Action Plans Developed in Response to UN Security Council Resolution 1325.
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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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