9,762 results
Search Results
2. The Future of Vocational Education and Training in Europe. 50 Dimensions of Vocational Education and Training: Cedefop's Analytical Framework for Comparing VET. Cedefop Research Paper. No. 92
- Author
-
Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
- Abstract
This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems. The approach has been developed jointly by a group of interdisciplinary VET researchers over a 5-year period as part of Cedefop's research on the future of VET and has been reviewed several times. The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to 'clearing the ground' for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET. [The research was carried out by a consortium led by 3s Unternehmungsberatung (Austria). The consortium includes Ockham IPS (the Netherlands) and the Fondazione Giacomo Brodolino (Italy). The German Federal Institute of Vocational Education and Training (BIBB) supports the project as sub-contractor. For "The Changing Nature and Role of Vocational Education and Training in Europe. Volume 1: Conceptions of Vocational Education and Training--An Analytical Framework. Cedefop Research Paper. No 63," see ED586251.]
- Published
- 2023
3. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
- Author
-
Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
- Abstract
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
4. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
- Author
-
American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Avoseh, Mejai, and Boucouvalas, Marcie
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
- Published
- 2020
5. Review and Renewal of Qualifications: Towards Methodologies for Analysing and Comparing Learning Outcomes. Cedefop Research Paper. No 82
- Author
-
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
6. Neo-Nationalism and Universities in Europe. Research & Occasional Paper Series: CSHE.7.2020
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and van der Wende, Marijk
- Abstract
The European Union is likely the most far-developed cross-border public space for higher education. The European Higher Education Area (EHEA) and the European Research Area (ERA) both span an even larger number of countries including associate and partner countries of the EU. Based on shared European values, such as academic freedom, cross-border cooperation, and mobility, these policy frameworks have been developed in Europe over the last decades and with much success. HE systems in this area are thus well-positioned to benefit from cross-border mobility and collaboration but may at the same time face a certain loss of control over HE, for instance with respect to access due to the cross-border flows of students. This seems to make them vulnerable to populist tendencies and neo-nationalist politics seeking to inhibit the free movement of students, scholars, and data. Such tendencies have never been completely absent on the "old continent" but resurged over the uneven outcomes of globalization, the effects of the global financial and consequent Euro crisis, and the refugee crisis. Meanwhile, the impact of the coronavirus crisis is still by and large unknown. Populist tendencies seem now to be turning against the EU, with its freedom of movement for persons (i.e. open borders) as one of its cornerstones and are therefore of concern for the HE sector. Countries such as the UK, Switzerland, Denmark, and the Netherlands have a different position in the European landscape but are all struggling with the complexity of combining the virtues of an open system with constrained national sovereignty. Sovereignty is required in terms of steering capacity in order to balance access, cost, and quality, i.e. the well-known "higher education trilemma." In open systems this is challenged by the "globalization trilemma", which states that countries cannot have national sovereignty, (hyper)globalization and democracy at the same time. How are the EU, its Member States, and the HE sector responding? Will the Union stay united (i.e. Brexit)? Are the legal competencies of the EU in HE strong enough? What about the many European university associations, leagues, and networks? And what do the millions of (former) Erasmus students have to say?
- Published
- 2020
7. Coordinating Guidance and Validation. Cedefop Research Paper. No 75
- Author
-
Cedefop - European Centre for the Development of Vocational Training
- Abstract
Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation.
- Published
- 2019
8. 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
- Author
-
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
9. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
- Author
-
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.]
- Published
- 2018
10. Childcare and Education for Children between the Ages of Two and Seven in the Netherlands. Position Paper.
- Author
-
Dutch Ministry of Education, Culture and Science, The Hague (Netherlands). and Dutch Ministry of Health, Welfare, and Sport, The Hague (Netherlands).
- Abstract
In the Netherlands, there is growing interest in the day care and education of young children, stemming from the increase in culturally different, multilingual pupils in recent years and the understanding that the first 2 years of primary education form the basis for a successful school career. This position paper of the Ministry of Education, Culture and Science of the Netherlands describes the current provisions for child care and education of children ages 4 and 5. Chapter 1 discusses the vision, basic assumptions, and policy relating to the preschool period and to primary education. Chapter 2 presents a discussion of the structure of preschool provisions and of primary education. Two attachments to this chapter provide surveys of the quantitative data of several pupils, of the costs, and of personnel working in child care and education. Chapter 3 deals with education, inservice training, and counseling. Chapter 4 considers the relationship and coordination of preschool policy between the Ministries of Health, Welfare and Sport and the educational policy of the Ministry of Education, Culture and Science. This chapter concludes with several policy measures taken to eliminate bottlenecks in the provision of preschool and the first 2 years of primary education. (KB)
- Published
- 1998
11. Position Paper: Should the Scottish National Party Support Scotland to Legalize, Decriminalize, or Prohibit Cannabis?
- Author
-
Jhaveri, Sujata
- Abstract
The UK has the highest rate of cannabis use among young people worldwide. Dr. Alan Leshner, Director of the National Institute of Drug Abuse reports, "Every year more than 100,000 people, most of them adolescents, seek treatment for their inability to control their marijuana use." According to the Scottish Drug Misuse Statistics in Scotland 2002, 51% of individuals under 20 years have used cannabis. Cannabis use is not limited to youth; it is also the single-most used illicit drug among adults. Because of their widespread negative impact, illicit drugs have become a focus of the agenda of the English Parliament and there is ongoing debate on how to combat this problem. As the research assistant of Michael Matheson (MSP), the author compiled this report to gather information on cannabis and to assess approaches that would form the most effective cannabis policy. This research explores whether or not the recent change toward decriminalization is adequate, or if it needs further revising.
- Published
- 2005
12. 'High' Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Marie, Olivier, and Zölitz, Ulf
- Abstract
This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students' course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students' study effort. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
- Published
- 2015
13. The 100 Most-Cited Papers in Dentin Hypersensitivity: A Bibliometric Analysis.
- Author
-
Guiomarino Neto, Armando Baia, Rodrigues Limeira, Francisco Ivison, Henriques Ferreira, Kétsia Rayssa, and Costa Arantes, Diandra
- Subjects
TOOTH sensitivity ,BIBLIOMETRICS ,POISSON regression ,REGRESSION analysis ,DENTIN - Abstract
Objective: To identify the 100 most-cited articles in DH and analyze their characteristics. Material and Methods: A search was performed on the Web of Science (WoS) and the 100 most-cited articles were selected. The following data were extracted: citations, year of publication, authorship, institution, country, journal, language, study design, topic of interest, conflict of interest (COI), and sponsorship. The VOSviewer software was used to visualize bibliometric networks. Poisson regression analysis was performed to measure associations between several citations and the characteristics of the studies. Results: The number of citations ranged from 346 to 48. The most-cited article was published in 1997 by Holland in the Journal of Clinical Periodontology. This journal published the most papers, followed by the Journal of Oral Rehabilitation and Journal of Dentistry. Laboratory research, review, and clinical trial were the study designs most prevalent. Reviews (p<0.05; PR= 1.853) and method development studies (p<0.05; PR= 1.853) had a more chance to present more citations. The main topics of interest were the clinical effectiveness of desensitizers and in vitro analysis of dentin morphology. Sponsorship and COI were underreported. England and USA presented the greatest number of citations and connections in the coauthorship network map. Conclusion: Most of the articles were original research, and their topics of interest were mainly the clinical effectiveness of desensitizing agents and dentin morphology. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
14. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
- Author
-
Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
- Abstract
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
15. 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
- Author
-
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.
- Published
- 2014
16. Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
- Author
-
Cedefop - European Centre for the Development of Vocational Training
- Abstract
Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]
- Published
- 2014
17. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
- Author
-
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
18. Comparing Students' Perceptions of Paper-Based and Electronic Portfolios
- Author
-
van Wesel, Maarten and Prop, Anouk
- Abstract
Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio.
- Published
- 2008
19. Private Schools as Public Provision for Education: School Choice and Marketization in the Netherlands and Elsewhere in Europe. Occasional Paper.
- Author
-
Columbia Univ., New York, NY. National Center for the Study of Privatization in Education., Dijkstra, AnneBert, Dronkers, Jaap, and Karsten, Sjoerd
- Abstract
In the international discussion about expanding parental choice and the private delivery of education, the Dutch arrangement is regarded quite often as a "unique" system. This paper discusses the features of the Dutch arrangement as a variation of comparable schemes within the European Union, whereby parents can make a real choice among comparable schools, mostly between public and state-funded private schools, and do not pay very high school fees. School choice was one of the most important political topics in 19th-century continental European societies. These struggles had more or less comparable results, with public and religious-subsidized school sectors offering parents a choice between schools of the same curriculum and usually under comparable financial costs for the parents. Despite the increasing irrelevance of church and religion in the everyday life of most late 20th-century European societies, the religious schools in these societies did not dwindle away in the Netherlands nor in the rest of Europe. (Contains 36 references and 1 graph.) (RT)
- Published
- 2001
20. The Voice of THIMUN Youth: Action Papers of the Annual Session (1st, The Hague, Netherlands, January 21-26, 2001).
- Author
-
The Hague International Model United Nations (Netherlands). Youth Assembly., Williams, David L., Munstermann, Ulrich, Bouwsma, Maria, Dubock, Linda, and Rot, Karen
- Abstract
This document contains action paper reports from an international youth assembly that was held to enable young people from around the world to discuss a variety of social and economic issues and develop a common vision and plan of action. The report by the Committee on Youth Employment and Education examines the current state of education, its impact on employment, vocational education, and needed support systems. The report by the Committee on Water and Life discusses strategies for increasing awareness of the need to protect water resources and possible policy solutions to critical environmental problems. The report by the Committee on Peace and Justice considers the following topics: the need for formal and informal peace education; potential peace education programs; and possible roles for teachers and the media in peace education. The report by the Committee on Health and Social Development explores possible strategies for preventing and controlling HIV/AIDS, drug abuse, and juvenile delinquency. The report by the Committee on Sustainable Development examines critical issues (economic, environmental, human rights, technology and education) that must be addressed in order to achieve sustainable development. The report by the Committee on Cultural Diversity and Tolerance discusses the impact of globalization on cultural diversity and tolerance. The results of a conference nationality and country of residence survey are included. (MN)
- Published
- 2001
21. Excellence and Diversity: The Emergence of Selective Admission Policies in Dutch Higher Education--A Case Study on Amsterdam University College. Research & Occasional Paper Series: CSHE.15.10
- Author
-
University of California, Berkeley, Center for Studies in Higher Education, Reumer, Christoffel, and van der Wende, Marijk
- Abstract
This paper explores the emergence of selective admission policies in Dutch university education. Such policies are being developed to promote excellence in a higher education system that is generally known to be "egalitarian" and increasingly criticized for a lack of differentiation. The changing policy context of admission in Dutch university education and its driving forces and rationales are discussed in the context of European-wide developments such as the Bologna Process. Especially the emergence of selective liberal arts colleges will be presented as a recent excellence initiative. A review of international trends, methods and criteria in selective admission (notably from systems with extensive experience in this field such as the USA), including historical pitfalls, provides an analytical framework for the discussion of the fostering of excellence in combination with the aim for diversity in the student population. The predictive value of selection methods and criteria used at Amsterdam University College (AUC) are evaluated against the study progress and performance of AUC students. This includes academic criteria such as GPA in secondary school, and AUC's use of interviews. Examining data from AUC's first entering class in 2009, the college has achieved enrolling students from different national and socioeconomic backgrounds. It is also achieving excellence in terms of study progress and academic performance, including an attrition rate of only 13 percent. The question is whether interviews generate sufficient added value, in particular with regard to the time and costs of this model and with a view to the risk of subjective interpretations of "soft variables" such as student motivation. The answer seems to be that interviews provide extra guidance to both the student and the institution as to whether the student is choosing the right study programme (and not so much as whether he or she is able to complete it successfully). Consequently, the combined model of selection on the basis of prior academic achievement at secondary school (GPA) and personal interviews will be continued. However, specific attention needs to be paid to the fact that the interviewer's estimate of academic performance seems to be less accurate to predict study success than the actual secondary school GPA (i.e. based on the former more students could have been wrongly rejected than on the basis of the latter). (Contains 6 tables, 11 figures and 27 endnotes.)
- Published
- 2010
22. Parental Choice in the Netherlands: Growing Concerns about Segregation. Sanford Working Paper Series. SAN10-02
- Author
-
Duke University, Sanford School of Public Policy, Ladd, Helen F., Fiske, Edward B., and Ruijs, Nienke
- Abstract
The Netherlands has a long history of parental choice and school anatomy. This paper examines why segregation by educational disadvantage has only recently emerged as a policy issue in the Netherlands. In addition, we document the levels and trends of school segregation in Dutch cities. We find segregation levels that are high both absolutely and relative to those in the U.S. cities. Current efforts to limit segregation in Dutch cities inevitably confront the deeply held Dutch value of freedom of education. (Contains 5 tables, 4 figures and 18 footnotes.)
- Published
- 2010
23. The Rationale for Experiential/Participatory Learning. Working Papers in Early Childhood Development 16.
- Author
-
Bernard Van Leer Foundation, The Hague (Netherlands). and Torkington, Kate
- Abstract
Experiential learning has been defined as the process whereby knowledge is created through the transformation of the experience of the learner who is at the center of the learning process. Modern experiential learning theory begins with John Dewey and his "Experience and Education" (1938). Coleman (1976) describes traditional learning as "information assimilation" and the steps in experiential learning as being almost the reverse of those in traditional learning. Other contributors to experiential learning are Lewin, Piaget, Jung, Rogers, Perls, Maslow, Freire, and Illich. The body of theory relating to experiential learning includes theories of learning and teaching, the relationship of theory and practice in training, and adult learning and adult learners. Introducing experiential training methods presents such problems as the self-perpetuating nature of learning, credibility, large numbers of trainees, and the training of trainers. Trainers who want to design their own training course using experiential methods should decide that practice will be the focus of the training, begin with a diagnostic approach, avoid beginning courses with theory, use analysis of practice as the basis of the group training session, encourage peer support, spend time with trainees in their practice situation, be sensitive to cultural and traditional practices, develop materials and activities, and review assessment methods. Contains 18 references, an 18-item bibliography, and a 16-item list of Working Papers in Early Childhood Development.) (YLB)
- Published
- 1996
24. The Dutch Experience with Weighted Student Funding: Some Lessons for the U.S. Working Papers Series. SAN09-03
- Author
-
Duke University, Sanford School of Public Policy, Ladd, Helen F., and Fiske, Edward B.
- Abstract
Policy makers and educators in the U.S. have recently shown considerable interest in the concept of weighted student funding (WSF) as a means of financing primary and secondary schools. WSF appeals both to conservatives, who see it as a way to promote parental choice and school autonomy, and to progressives, who are attracted by the call of extra funds for challenging-to-educate students. This paper draws lessons for the U.S. from the Netherlands, which has long experience with WSF. We find that, while WSF has succeeded in directing significant amounts of additional funds to primary schools serving educationally disadvantaged pupils, this policy has been shaped by contextual factors that differ in important respects from those in the U.S. These include a deeply embedded right to parental choice, a centralized funding system, a political system that fosters policy stability, and a national value system that accepts pluralism and encourages tolerance and fairness. (Contains 12 footnotes.)
- Published
- 2009
25. Cross National Comparison of the Attributes of Doctoral Education: Methodological Aspects for Institutional Researchers. AIR 1993 Annual Forum Paper.
- Author
-
Maassen, Peter A. M. and Bergman, Maia I.
- Abstract
Given the growing need to look across national borders in order to be prepared for global challenges confronting higher education in the coming decades, it can be expected that institutional administrators in the U.S. and other western countries will need information on the quality and efficiency of their activities, including an international comparative perspective. This paper discusses the methodological and structural problems institutional researchers confront when trying to compare the attributes and quality of activities across institutions of higher education in various countries. The comparison of the efficiency and quality of doctoral education is used as an example. The paper defines the attributes of doctoral education as found in the Netherlands and the United States. Similarities and differences across the two nations are discussed and particular attention is given to methodological and structural problems that arise for institutional researchers making comparisons across the two nations' systems of doctoral education. (Contains 57 references.) (GLR)
- Published
- 1993
26. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
- Author
-
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.)
- Published
- 2012
27. Excerpt from 'The Voice of THIMUN [The Hague International Model United Nations] Youth': Action Papers from the Annual Session of the THIMUN Youth Assembly (1st, The Hague, The Netherlands, January 21-26, 2001).
- Author
-
The Hague International Model United Nations (Netherlands). Youth Assembly.
- Abstract
The education systems that are in place throughout the world were created for a society different from the one that exists now. These outdated educational systems lead to a lack of motivation on the part of teacher and student and stifle new initiatives. Actions to improve this situation include the following: (1) revising the current amount and methods of communication between the teacher and the student, with the goal being to achieve a more active student role in the classroom; (2) building teachers' capacity and leadership qualities; (3) breaking the tradition of teaching in a straight line in order to allow creative solutions and critical thinking; (4) integrating new technologies; (5) developing partnerships with the private sector to tackle the challenges of education; and (6) integrating educational needs with teaching methods. Challenges to the education system of the future include linking education to employment, improving vocational training, increasing student support systems, developing partnerships between education and business, addressing the rural-urban divide, eliminating corruption, and committing to youth education and employment. (KC)
- Published
- 2001
28. Reasons for School Choice in The Netherlands and in Finland. Occasional Paper.
- Author
-
Columbia Univ., New York, NY. National Center for the Study of Privatization in Education., Denessen, Eddie, Sleegers, Peter, and Smit, Frederik
- Abstract
Current educational reforms encompass increasing freedom of parental choice. Parental choice is seen as a stimulus for school improvement and school quality control. One of the central thoughts behind freedom of parental choice is that the quality of education will increase when the educational system has to act using market mechanisms, in which the principle of "demand and supply" prevails and where competition becomes a major feature of the educational system. This study focused on the relative importance of parents' reasons for school choice, hoping to provide insight into how reasons for school choice are imbedded within cultural contexts. Data were gathered regarding the reasons 244 Dutch and 244 Finnish parents choose schools. Results show that people from both countries emphasize social education as a leading reason for choosing a school and that academic achievement and religious values are seen as least important. It is recommended that research on reasons for school choice should pay more attention to social factors influencing school choice than to issues of academic achievement. (Contains 21 references.) (RT)
- Published
- 2001
29. Towards a Technology Policy: Implications for Education and Retraining. AIR 1992 Annual Forum Paper.
- Author
-
van Terwisga, Henk B. and van Rosmalen, Karel M. A.
- Abstract
This paper investigates technology policy for national governments, particularly the importance of education and training and the role of institutions of higher education as components of such policies for the diffusion and absorption of knowledge, as part of an overall strategy for improving the competitive edge of a nation's enterprises. The paper concentrates on key factors for success in building up strategic alliances between institutions and industry. An examination of the relation between technology policy and the innovation process looks at a linear model and an interactive model and elaborates on the changing approach towards these different models. The paper discusses the three phases of the model used in the Netherlands, which begins with a pre-competitive phase involving conceptualization of the business concept, then testing of the business concept, and finally commercial development of the product. A section on education and training in the Netherlands also looks at linear and interactive models for technology diffusion and describes the interactive Dutch approach. A list of seven success factors is offered. Eight references are included. (JB)
- Published
- 1992
30. Sectoral Training Systems in a Knowledge Economy. Discussion Paper = Sektorale Ausbildungssysteme in der Wissensgesellschaft. Diskussions papier = Les systemes sectoriels de formation dans une economie de la connaissance. Document de discussion. CEDEFOP Panorama.
- Author
-
European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Warmerdam, John
- Abstract
Based on an explorative study of sectoral training systems, this paper looks at the opportunities and limitations of a sectoral approach to training from the perspective of the knowledge economy. After the definition of the sector concept, the paper presents a theoretical analysis of the main elements and processes of sectoral training systems, considered as dynamic social systems unfolding in time through joint interactions of sectoral agencies and bodies. Four basic elements are described: sectoral agencies and bodies; training agreements between agencies; sectoral training policies and provisions; and training activities at the level of the firms. A discussion of these four basic processes follows: articulation, negotiation, policy creation, and implementation. An overview is given of the actual state of affairs in Belgium, France, and the Netherlands, three countries with well-developed sectoral training systems in a number of branches. Discussed next are the opportunities of sectoral training systems in relation to the educational system and in relation to employment and innovation, such as flexibility of the educational system, adaptation of qualifications, reduction of unemployment, and transfer of innovations. The paper concludes with a discussion of the main limitations of a sectoral approach to training. (German, English, and French versions appear in side-by-side columns. (Contains 15 references.) (YLB)
- Published
- 1997
31. Funding for Private Schools in England and the Netherlands: Can the Piper Call the Tune? Occasional Paper.
- Author
-
Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. and Walford, Geoffrey
- Abstract
This paper examines effects of public funding for religious and private schools in the Netherlands and England over the last century. These two countries were chosen because both have religious schools fully funded by the state. The paper shows that state funding has disadvantages and advantages. Funding has been associated with considerable, yet variable, state control and regulation over such aspects as curriculum, staff, and governance. At various points in the past, both governments have effected powerful shocks to the religious schools that have received funding. There has also been a gradual increase in regulation, especially since the 1990s. This increase in state regulation and control is such that now some religious schools in both countries do not seek state funding but prefer to remain dependent on fees. The benefits of state funding are seen as being outweighed by the decrease in autonomy. A final twist is that private schools not receiving state funding have also experienced increased state regulation at both the country and European levels. Furthermore, all schools have also been influenced by issues of standards and league tables that have brought pressure to conform to a narrow version of schooling. (Contains 57 references.) (Author)
- Published
- 2000
32. University Budgeting: Creating Incentives for Change? AIR 1991 Annual Forum Paper.
- Author
-
Savenije, Bas
- Abstract
This paper investigates the role of the budget as an instrument for realizing strategic change and as an influencing factor on the behavior of university faculty within the decentralized educational environment of the Netherlands. It distinguishes between a base component (lump sum allocation) and a special-purpose component (earmarked allocation) in budgeting. It also analyses several approaches to budget development in relation to the implementation of change. Major conclusions are: (1) that in Dutch higher education the budget is a limited instrument for the implementation of strategic change with some use in strengthening developments already initiated within a faculty but ineffective to implement change in a top-down manner; and (2) that change at the faculty level is more effectively stimulated by control devices than by detailed planning instruments. Section 1 of this paper provides a brief introduction to the Dutch higher education system. Section 2 describes some relevant aspects of university organization. Section 3 makes some general remarks about university budgeting and distinguishes a number of budgeting systems. Sections 4 and 5 analyze these budgeting systems as management tools for the implementation of strategic change, using experiences at the University of Utrecht as background. Section 6 presents some general conclusions. Contains 31 references. (GLR)
- Published
- 1991
33. Weighted Student Funding for Primary Schools: An Analysis of the Dutch Experience. Working Paper Series. SAN09-02
- Author
-
Duke University, Sanford School of Public Policy, Ladd, Helen F., and Fiske, Edward B.
- Abstract
In recent years, policy makers and educators in the U.S. have begun to show considerable interest in the concept of weighted student funding as a means of financing primary and secondary schools. Weighted student funding (WSF) has three main elements. Money follows students on a per student basis to the schools they attend, the per student amount of the funding differs with the educational needs of the student, and schools have the flexibility to use the money in whatever way they wish. Although a relatively new idea in the U.S., weighted student funding has a long history in the Netherlands. The Dutch program is impressive not only because many disadvantaged students bring with them almost twice as much funding as regular students, but also because the system has sustained political support over a long period of time. Our analysis of the Dutch system shows that schools with high proportions of weighted students in the country's four big cities have access to substantially more resources that schools with few weighted students. In particular, the high weight schools have 57 percent more teachers per pupil on average as well as almost twice as many additional support staff per teacher. These additional resources notwithstanding, we find that weighted student funding does not assure equal quality schooling, which we take as the minimal goal of such a policy. In particular, the quality of education in the high weight schools, as measured by the standardized evaluations of the Dutch Inspectorate of Education, on average falls short of that in the low weight schools. This basic finding about school quality, as well as other considerations, suggests that although weighted student funding has the potential to generate some major equity gains over the current U.S. system of funding schools, it is not the "100 percent solution" as claimed by some of its U.S. supporters. Moreover, there is no guarantee that any significant movement in the direction of student funding in the U.S would be accompanied by the highly progressive weights that are central to Dutch system. (Contains 43 footnotes, 10 figures, and 7 tables.)
- Published
- 2009
34. Self-Evaluations and Visiting Committees: Effects of Quality Assessment in Dutch Higher Education. ASHE Annual Meeting Paper.
- Author
-
Frederiks, M. M. H.
- Abstract
This study evaluated the effectiveness of assessment practices of educational quality at universities in the Netherlands. The project involved analysis of questionnaire responses from 239 study programs at all 13 Netherlands universities followed by 12 case studies. The paper first provides a brief account of the theoretical background of the research project, identifying hypotheses expected to explain the degree of effectiveness of the quality assessment procedures. The study concluded that: (1) quality management in teaching has received much more attention in recent years; (2) larger amounts of resources based on assessment findings are being employed to foster improvement based on assessment findings; and (3) the Dutch quality management system has been receiving a high level of approval within the institutions. The study's efforts to explain differences in assessment utilization from the perspectives of contingency theory and political economics perspective were not successful. (Contains 26 references.) (GLR)
- Published
- 1993
35. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
- Author
-
National Center for Education Statistics (ED), Office of Educational Research and Improvement (ED), and Lippman, Laura
- Abstract
This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
- Published
- 2001
36. IFLA General Conference, 1992. Division of Special Libraries: Section on Art Libraries; Section on Geography and Map Libraries; Section on Government Libraries; Section on Science and Technology Libraries. Papers.
- Author
-
International Federation of Library Associations and Institutions, London (England).
- Abstract
The following 21 papers were delivered for the Special Libraries Division of the International Federation of Library Associations and Institutions at its 1992 annual meeting: (1) "From Indochina to Afghanistan: Arts from Abroad in Parisian Libraries" (M. F. Macouin); (2) "The Indonesian Archeology Photograph and Documentation System (IAPDS) in Leiden" (H. I. R. Hinzler); (3) "The Collection Development and Organisation of Art Materials: The Cultural Center of the Philippines in Context" (E. R. Peralejo); (4) "Resources for the Conservation of Southeast Asian Art" (S. G. Swartzburg); (5) "The Moravian Mission and Its Research on the Language and Culture of Western Tibet: A Case Study for Collection Development" (H. Walravens); (6) "The National Art Library and the Indian Collections of the Victoria and Albert Museum, London" (J. F. van der Wateren); (7) "Collection Development and Acquisition of Art Materials with Special Reference to South and South-East Asia: A Case Study of the Indira Gandhi National Centre for the Arts" (A. P. Gakhar); (8) "Map Collection of the National Library and Its Users' Pattern" (D. K. Mittra and A. K. Ghatak); (9) "Russian Maps of Asia" (N. Ye. Kotelnikova); (10) "A Survey of Maps and Atlases Published in India" (A. K. Ghatak); (11) "Government Libraries in India: An Overview" (M. K. Jain); (12) "Technology as an Agent for Communication" (E. J. Valauskas); (13) "Changing Duties: Relations between Library and Information Work" (A. G. A. Staats); (14) "Access to Scientific and Technical Information: The Greenlight or Not?" (D. Stoica); (15) "Initiatives To Facilitate Access to S&T (Science and Technology) Information in India" (A. Lahiri); (16) "Improving Access to Scientific Literature in Developing Countries--A UNESCO Programme Review" (A. Abid); (17) "Science, Technology and Libraries in French-Speaking Africa" (H. Sene); (18) "Productivity, Impact and Quality of Scientific Work at the UNAM (National Autonomous University of Mexico): Actions for their Acknowledgement" (P. Dector); (19) "The Post-Perestroyika Sci-Tech Libraries: Will They Survive?" (A. Zemskov); (20) "Access to Information and Science Development in the Developing World" (S. Arunachalam); and (21) "Manuscript Collections in Indian Libraries with Special Emphasis on National Library" (S. Akhtar). (SLD)
- Published
- 1992
37. Better Research, Better Programmes? Cardiff Paper.
- Author
-
Erasmus Univ., Rotterdam (Netherlands). Rotterdam Inst. for Sociological and Public Administration Research. and Fase, Willem
- Abstract
Lessons learned from Onderwijs un Sociaal Milieu (OSM), or Education and Social Origin, the largest compensation and enrichment program ever developed in The Netherlands, are described in this paper. Although the program did not raise lower class students' standardized test scores to the national level, the program had overly ambitious goals and the advantages of structure and efficiency. Conclusions are that: (1) The OSM had a limited scope and should involve more schools and other bureaucratic and professional partners; (2) demographic circumstances have changed drastically since OSM began; (3) successful implementation is no guarantee for better student achievement; and (4) diversification of research activities should not be confused with major breakthroughs into the outlines and principles of OSM. The paradox of OSM may be that the strength of its explicit rationality in outline and infrastructure lessened its ability to adequately respond to the ideals of equity in a rapidly changing school population that needs frequent diagnosis of deprivation and underachievement. (Contains 20 references.) (LMI)
- Published
- 1990
38. Lesjes van de Nederlanders: Little Lessons from the Dutch to Promote Educational Quality. AIR 1995 Annual Forum Paper.
- Author
-
Palmer, Barbara H.
- Abstract
This study explored quality assessment and accountability in Dutch university education using a case study approach. The Dutch national system of quality assurance is described, and developments since the mid-1980s are traced. The university case studies illustrate models which are being employed to implement the quality assurance system including Total Quality Management (TQM) and Continuous Quality Improvement (CQI). Comparisons are made between the Dutch and American approaches to achieving educational quality and the role of the respective governments in the process. While the American system emphasizes peer review, the Dutch process emphasizes external assessment but begins with an internal self-study. Interviews were conducted with educational leaders responsible for designing and implementing the system at the national level, as well as with students, faculty members, and administrators of departments, divisions, and institutions at four Dutch Universities. At the University of Groningen, the process of quality assessment was managed by influencing existing structures, while at the University of Amsterdam new structures and group process consultants were employed. The University of Limburg at Maastricht model is one in which the assessment of teaching and learning is embedded in existing faculty structures. The Dutch system is characterized as egalitarian, autonomous, democratic, and federated. Implications for American higher education include constraining the role of government and borrowing selectively from other systems of self-regulation. (Contains 31 references.) (SW)
- Published
- 1995
39. El Ambiente del Nino (The Environment of the Child). Occasional Paper No. 6.
- Author
-
Bernard Van Leer Foundation, The Hague (Netherlands). and Nunes, Terezinha
- Abstract
This Spanish-language report offers a framework for the analysis and evaluation of intervention on children's behalf against which to analyze actions upon their environment. The first section looks at the complex issue of defining suitable child development outcomes for intervention programs, noting that because the concept of childhood varies across cultures and classes, definitions of developmental outcomes need to take into account cultural and class variables. The second section examines two examples of environmental conditions that threaten children's development, poverty and prejudice, and explains how both situations involve complex systems of adverse circumstances that tend to be chronic and that interact in a multiplicative fashion with respect to negative effects on children's development. The third section summarizes briefly the characteristics of a general model for planning and analyzing the results of interventions on children's behalf, recommending that interventions: (1) be child-centered; (2) be culturally sensitive; (3) be multi-faceted to combat multiple affiliations; (4) support families, improve health care and school, and enhance neighborhood conditions; and (5) demolish societal barriers to child development. An afterword examines the implications of the findings for future program development. Contains 90 references. (AP)
- Published
- 1994
40. From Parent to Child: Early Labor Market Experiences of Second-Generation Immigrants in the Netherlands. Discussion Paper.
- Author
-
Institute for the Study of Labor, Bonn (Germany)., van Ours, Jan C., and Veenman, Justus
- Abstract
This study investigated the early labor market experiences of second generation immigrants in the Netherlands, focusing on Turks, Moroccans, Surinamese, and Antilleans. Researchers examined those leaving school and their job experiences. Data came from a 1998 nationwide survey involving the four minority groups and a Dutch reference group in 13 large cities. Respondents described household composition, immigration history, neighborhood, parental education, work status while in school, leaving school, job search, job characteristics, wages, and type of contract (steady jobs, full-time jobs, and job level). Overall, ethnicity was not an important determinant of labor market position among ethnic minorities. Turkish and Moroccan immigrant children did not perform as well as native Dutch children. Young Surinamese and Antillean children also performed less well than their Dutch counterparts, but the difference was not as large. When leaving school, the average educational level of these ethnic groups was lower, participation in the labor market was lower, and finding a job was less likely than among Dutch natives. Ethnic makeup of the neighborhood did not have a large effect on immigrants' labor market position. Employed workers had jobs with similar characteristics irrespective of ethnicity. Information about the research is appended. (Contains 9 tables and 20 references.) (SM)
- Published
- 2002
41. The Effect of Firm-Based Training on Earnings. Working Paper.
- Author
-
Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training. and Long, Mike
- Abstract
The conclusion of a 1999 Organisation for Economic Cooperation and Development (OECD) report that wage gains for training are higher for workers with lower levels of education was revisited using data for males from the 1997 Australian Survey of Education and Training (SET). The study used methods similar to the OECD report (ordinary least squares and treatment effects model) with the following findings: (1) earnings effects for workers with Skilled and Basic Vocational Qualifications were slightly higher than for completers of Year 12; (2) years of occupational experience strongly affected earnings, though effect size declines with experience; and (3) structured training had a positive effect and unstructured training mixed effects. No evidence of a pattern of earnings effects consistent with the OECD results was found. A second study conducted further analyses of the 1997 SET data within the context of the OECD results. For Australia, the OECD had used 1995 Australian Workplace and Industrial Relations Survey (AWIRS). SET results were compared with AWIRS and other results for Canada, France, Germany, Italy, the Netherlands, and Great Britain. The reanalysis highlighted limitations of the OECD report: focus on employer-sponsored formal training, incumbent employees aged 25-54, and cross-sectional rather than longitudinal data. With multivariate analyses to correct for selection biases, the second study did not support the conclusion of the OECD report. (Study 1 contains 10 references; study 2 contains 24 references.) (SK)
- Published
- 2001
42. Computational Linguistics in the Netherlands 1996. Papers from the CLIN Meeting (7th, Eindhoven, Netherlands, November 15, 1996).
- Author
-
Eindhoven Univ. of Tech. (Netherlands). IPO--Center for Research on User-System Interaction., Landsbergen, Jan, Odijk, Jan, van Deemter, Kees, van Zanten, Gert Veldhuijzen, Landsbergen, Jan, Odijk, Jan, van Deemter, Kees, van Zanten, Gert Veldhuijzen, and Eindhoven Univ. of Tech. (Netherlands). IPO--Center for Research on User-System Interaction.
- Abstract
Papers from the meeting on computational linguistics include: "Conversational Games, Belief Revision and Bayesian Networks" (Stephen G. Pulman); "Valence Alternation without Lexical Rules" (Gosse Bouma); "Filtering Left Dislocation Chains in Parsing Categorical Grammar" (Crit Cremers, Maarten Hijzelendoorn); "Speech Output Generation in GoalGetter" (Esther Klabbers); "Possessive Affixes and Complement Composition" (Dimitra Kolliakou); "Presuppositions as Anaphors Revisited" (Emiel Krahmer, Kees van Deemter); "Modeling Coordination by Means of Operations on Strings and on Derivation Trees" (Carlos Martin-Vide, Georghe Paun); "Improving the Precision of a Text Retrieval System with Compound Analysis" (Renee Pohlmann, Wessel Kraaij); "Unbounded Negative Concord in Polish: A Lexicalist HPSG Approach" (Adam Przepiorkowski, Anna Kupsc); "Information Update in Dutch Information Dialogues" (Mieke Rats); "ANNO: A Multi-Functional Flemish Text Corpus" (Ineke Schuurman); "GoalGetter: Predicting Contrastive Accent in Data-to-Speech Generation" (Mariet Theune); "On the Notion 'Minor Category'" (Frank van Eynde); and "Resolving PP Attachment Ambiguities with Memory-Based Learning" (Jakub Zavrel, Walter Daelemans, Jorn Veenstra). (MSE)
- Published
- 1997
43. A Causal Model for Assessing Problems of Dutch Research Assistants (PhD-Students). ASHE Annual Meeting Paper.
- Author
-
van Hout, Hans
- Abstract
This study examined the problems of postgraduate research assistants in the Netherlands. The study was conducted as a result of Government plans to introduce a new educational system for obtraining a doctorate equivalent to a Ph.D.--the "assistants-in-training system" (aio system). On the basis of a literature study on the American and British Ph.D, a model was developed for assessing problems of Dutch research assistants (Ph.D students). As possible causes of these problems three categories were discerned: (1) background (age, gender, motives, etc.); (2) the discipline; and (3) the working environment (supervision, the department, etc.). A survey of research assistants (n=166) at six Dutch universities who were studying in the natural sciences, social sciences, and humanities revealed the following: that the influence of the discipline appeared to be substantial (background, working environment, and experienced problems); that the working environment also had a substantial effect on research assistant problems; and that research problems caused teaching problems. A new global causal model is presented for further research. Contains 14 references. (GLR)
- Published
- 1991
44. Linking VET to Productivity Differences: An Evaluation of the Prais Program, and its Implications for Australia. Working Paper No. 18.
- Author
-
Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training., Maglen, Leo, and Hopkins, Sonnie
- Abstract
Research tested the hypothesis that preemployment vocational education is a major contributor to enterprise productivity, because it raises workers' skills that are then applied in more effective work practices. An intercountry comparisons approach involving Britain and Germany and Britain and the Netherlands or France identified medium-sized establishments that produced similar products and compared and contrasted the following: worker productivity; management styles and practices; technologies used; workplace organization; on-the-job training; level and type of vocational qualifications of workers; and curriculum content relating to the qualifications. Findings were as follows: the average productivity of the British enterprises was below that of their counterparts; percentages of British personnel holding intermediate qualifications were much lower; in contrast to British manufacturing, German manufacturing was withdrawing from producing bulk quantities of standard goods; German companies were more inclined to use numerically controlled machinery; and machine breakdowns were rare in Germany, but common in Britain. The different productivity levels were also due to workers' capabilities, which could be explained as a consequence of differences in work preparation. Implications for Australia were to emphasize skilling to increase productivity in customized, high-quality products; to develop technological competence; and to implement rigorous student assessment. (Contains 46 references.) (YLB)
- Published
- 1998
45. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
- Abstract
This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
- Published
- 1992
46. Mothers Speaking: A Study on the Experience of Mothers with Samenspel. Working Papers in Early Childhood Development, No. 21.
- Author
-
Bernard Van Leer Foundation, The Hague (Netherlands)., Kieneker, Nanette, and Maas, Judith
- Abstract
Focusing on minority group children, ages 2 to 4 years, and their mothers, the Netherlands' Samenspel project is intended to be a link between the home environment and the preschool or primary school. Mothers and children go to playgroups once a week, most of which are held in a community center or preschool. This summary report describes a study from September 1994 to June 1995 of mothers' experiences with Samenspel. Thirty-five mothers were interviewed, most of whom do not have a Dutch background, and their experiences and thoughts formed the focus of the study. After describing Samenspel's background and objectives, this report presents reasons for the study, its objectives, and the process of decisions about problem formulation and methodology. The bulk of the report presents results from the study. Findings include the following: (1) the most significant motivation for participating in Samenspel is enabling children to meet other children; (2) mothers especially appreciate activities that they do together with their children; (3) the presence of play leaders who speak the mothers' own language as well as those who speak Dutch is considered important for learning and speaking languages; (4) meeting other women at Samenspel has been a positive experience; (5) the opportunity to discuss child-rearing with other women is appreciated; (6) mothers believe Samenspel is good for their child's, and often their own, language development; (7) mothers are dealing with their children's socio-emotional development with more awareness; (8) positive changes in the children's and mothers' independence are occurring; and (9) the majority of participants are satisfied with Samenspel. (EV)
- Published
- 1997
47. The Social Protection of Teachers in Europe. Papers presented at a Workshop of the World Confederation of Organizations of the Teaching Profession (Budapest, Hungary, May 9-11, 1992).
- Author
-
World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).
- Abstract
This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)
- Published
- 1992
48. Persisting Barriers: Changes in Educational Opportunities in Thirteen Countries. EUI Working Paper.
- Author
-
European Univ. Inst., Florence (Italy)., Blossfeld, Hans-Peter, and Shavit, Yossi
- Abstract
This study is a comparative analysis that addresses the question: to what extent has the relationship between parental socioeconomic characteristics and educational opportunities changed over time and why? The document suggests six hypotheses regarding change in the effects of social origins on education transitions: (1) modernization hypothesis: the effects of social origin on all transitions decline; (2) reproduction hypothesis: the effects of social origins decline on earlier transitions but not on later transitions; (3) hypothesis of maximally maintained inequality: the effects will only decline at those transitions for which the attendance rates of the privileged classes are saturated; (4) socialist transformation hypothesis: socialist transformations brought about an initial reduction in the effects, that will then be followed by increased effects; (5) life course hypothesis: the effects decline across transitions but are stable across cohorts; and (6) differential selection hypothesis: the effects decline across cohorts, but the effects on later transitions increase across cohorts. The 13 industrialized countries included in the study may be classified according to their basic cultural and economic systems into three major groups: (1) western capitalistic countries: United States of America, (former) Federal Republic of Germany, Great Britain, Italy, Switzerland, the Netherlands, Sweden, and Israel; (2) non-Western capitalistic countries: Japan and Taiwan; and (3) western socialistic countries: Poland, Hungary, and Czechoslovakia. Study results show that educational expansion facilitates the persistence of inequalities in educational opportunity. Tables summarize the major findings with respect to educational expansion and attainment, change in the effects of social origins on highest education attained, and cohort differences. (DK)
- Published
- 1991
49. National Strategies for Coping with Unemployment: An International Perspective. Occasional Paper No. 69.
- Author
-
Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Emmerij, Louis
- Abstract
This paper considers the economics of employment and education in industralized countries, particularly European countries. The paper covers six main topics. The first part deals with the present European employment situation, using figures mainly from Holland; the second part is an economic outlook for the 1980s; in the third, the employment and economic situations are combined, and the resulting employment prospects are considered. Discussed in part 4 are economic policies to cope with unemployment. Labor market policies are the subject of the fifth part, while the last section looks at social and cultural policies and what education can do within an overall packet to cope with the unemployment problem. A question-and-answer section follows. The paper maintains that actual unemployment is worse than the figures would indicate because of the rate of disability retirement; suggestions are made for policies of re-education, economic restructuring, and stimulation of international demand. (KC)
- Published
- 1981
50. Expectations for Bioenergy Considering Carbon Neutrality Targets in the EU.
- Author
-
Proskurina, Svetlana and Mendoza-Martinez, Clara
- Subjects
CARBON offsetting ,BIOMASS energy ,RENEWABLE energy sources ,RENEWABLE natural resources ,ENERGY consumption ,PAPER industry - Abstract
The EU has set the ambitious target of raising the share of EU energy consumption produced from renewable resources to 32% by 2030, with a target of climate neutrality by 2050. The aim of this paper is to assess the role of biomass usage in the context of these targets. The paper identifies the progress made between 2013 and 2022 by focusing on a selection of EU countries. The largest bioenergy increments of 130, 77, and 60 PJ were reported for Poland, Sweden, and the Netherlands. This study evaluates the crucial role of co-generation and heat in EU regions, with biomass usage between 55 and 80% of the combined heat and power (CHP) energy in Nordic countries. The future perspectives for bioenergy based on EU policies, biomass resources, and technical issues were addressed. The EU possesses around 9% of the global biomass supply, ensuring a certain level of biomass resource dependence. Thus, the biomass usage demand in energy production, non-energy sectors, and transport is expected to rise, leading to increments of 13–76% on biomass imports. It appears that bioenergy development is mostly limited by economic issues and uneven support for bioenergy in different EU countries as well as environmental issues. The study shows a promising and sustainable potential of bioenergy in the EU as a renewable energy source while minimizing negative impacts on the environment and the economy. By 2050, liquid biofuels are likely to be increasingly used in the transport sector. Non-energy sector usage of biomass is still in an early stage of development, except for the pulp and paper industry, and significant use of biomass in non-energy sectors seems unlikely in the near future. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.