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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.

Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.

This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and provides examples of practice from the group members. Given the many inter-institutional, national and international collaborations developed during the pandemic, the group regarded the use of digital technologies as a key feature of collaborative teaching, and it therefore became a key focus of their discussions. The report identifies the various ways in which the group's members collaborate as part of their learning and teaching activities, highlights the key challenges that higher education institutions face in implementing collaborative teaching and suggests a set of recommendations for individuals, institutions and national and European-level bodies to overcome those challenges identified. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.

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?

Higher education institutions (HEIs) are more critical than ever to help societies respond to the complex challenges of our times. Recognising that these challenges require HEIs to adopt holistic innovations in teaching, research and collaboration activities, the European Commission (EC) and the OECD have developed the HEInnovate guiding framework. HEInnovate promotes innovation and entrepreneurship in higher education and provides guidance to policy makers and HEIs that want to generate additional societal and economic value. This policy brief distils the main findings and recommendations of 13 HEInnovate Country Reviews that have examined higher education system and institution, identifying factors affecting the delivery of the entrepreneurial and innovation agenda in higher education. Looked at in the round, the country reviews provide HE leaders with peer-learning and best practices, policy makers with tested policy solutions and the European Union and the OECD with a deeper understanding of the state of innovation and entrepreneurship in higher education.

When does a community create and sustain a truly innovative "next generation" high school that not only remains innovative, but also relevant? According to the Carnegie Corporation, this means seizing the opportunity to redesign schools to promote personalized learning. So far, much work has gone into retooling many of these (reform) elements individually. Many states, districts, and schools have made essential progress in changing teacher preparation and professional development to help talented educators enter and stay in the classroom. There have also been pushes for interventions like additional learning time, new curricula, and new technology, much of which has been shown to have a significant impact on student achievement. However, applied individually, each of these fails to get schools and school systems where they need to be to serve every student. This white paper will explore the issues through the perspectives of several members of the Atlantic Rim Collaboratory, who are attempting to share ideas and concepts on system redesign, by examples of schools that are making deep learning a priority through technology and by examples of initiatives and schools that have made personalized learning and mastery the focus of what they do. All these approaches are important for they become part of a comprehensive whole that can drive meaningful change. [For "Innovation and Deeper Learning: Model High Schools," see ED604591.]

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.

The 2020 EUA Learning & Teaching Thematic Peer Group on "Meeting skills and employability demands" explored how universities can ensure that their study programmes reflect the dynamic demands of society and the labour market, and address skills demands throughout the student experience. In this paper, employability is considered as part of universities' mission to educate and to contribute in general to future graduates' personal and professional development, including in lifelong learning. It outlines challenges associated with this mission and provides recommendations to tackle them.

Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature "the implementation gap". This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a "top-down" perspective, but has progressively shifted towards a more "bottom-up" approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy.

Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.

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

The issues facing the following areas of adult education in Ireland in the era of lifelong learning were examined in a white paper: (1) second chance and further education; (2) community education; (3) workplace education; and (4) higher education. The Irish National Association of Adult Education (AONTAS) analyzed the recommendations presented in the white paper. Although AONTAS generally welcomed the changes in Ireland's adult education system that are outlined in the white paper, it did express specific concerns about several proposals. The following were among AONTAS' specific policy recommendations: (1) limiting the proposal regarding lowering the pupil-teacher ratio to literacy programs could lead to a proliferation of provision at the foundation level with a lack of supported programs after completion of the foundation program; (2) program fees should be abolished not just for the most disadvantaged adults but for all adult learners; (3) because low-skill workers will still be a marginalized group under the proposals outlined in the white paper, measures must be put in place to ensure that they can avail themselves of the opportunities necessary for success in a high-skilled, knowledge-based economy; (4) only the complete abolition of student fees can remove the confusion regarding entitlement to free fees and protect the interests of all adult learners. (MN)

This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.

This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.

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.]

Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.

This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution. Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles. Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution. Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.

It is well-known that there are large disparities in academic achievement between children of different socio-economic status (SES) backgrounds. This study examines the evolution of disparities in literacy skills between adults of different SES backgrounds. It compares countries' patterns in the evolution of disparities in literacy by SES background as cohorts age and asks which patterns of educational and labour force participation predict a narrowing rather than a widening of these disparities. Since there is no international longitudinal study of skills across the entire adult life span, this study uses three cross-sectional international adult studies (International Adult Literacy Survey, Adult Literacy and Lifeskills and Programme for the International Assessment of Adult Competencies) and matches birth years to create synthetic cohorts. Results indicate that there is large cross-national variation in the evolution of skills disparities associated with SES background. Disparities in literacy proficiency tend to widen when SES disparities in high school completion, professional and blue-collar employment increase. Disparities narrow when workers exit the labour force, a finding that is explained by the large inequalities in the employment experiences of individuals from different SES backgrounds, measured by differences in use of literacy skills at work. These results help to explain cross-national variation in the evolution of skills disparities by SES background, which has implications for policies aimed at closing skills gaps over the life course. [Funding from the OECD Thomas J. Alexander Fellowship Programme.]

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.]

Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]

The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.

This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.

We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.

This report describes a qualitative research project designed to evaluate the use of the European Language Portfolio (ELP) in Irish post-primary schools. The project was coordinated by the Centre for Language and Communication Studies, Trinity College Dublin, and involved the participation of language teachers and learners from a number of schools in Ireland. The report is divided into four sections. Section 1 briefly sketches the origins and functions of the ELP, explains how the Irish ELP for post-primary learners was developed, and describes its key design features. Section 2 gives an account of the project that was set up to evaluate the use of the ELP in 2001-02. It outlines the aims and scope of the project, describes its working methods and data-gathering procedures, and gives an overview of the classrooms and participants involved. Section 3 presents a detailed evaluation of teachers' and learners' experiences of working with the ELP. The evaluation draws on teachers' own narrative accounts of classroom events and processes as well as learner reflections and learner-produced ELP materials. Section 4 concludes by considering particular issues and implications arising from the evaluation. (Contains 21 references.) (Author/SM)

The report details the Irish portion of an experiment in tandem language learning by electronic mail (e-mail). The partners were Trinity College, Dublin (Ireland) and Ruhr University, Bochum (Germany), funded by the European Union within the International E-Mail Tandem Network as part of a two-year project. Tandem language learning is a form of open learning in which two individuals with different native languages work together to learn each other's language, in this case, English and German; success depends on adherence to the principles of reciprocity and learner autonomy. The report describes the network and the principles of tandem language learning by e-mail, the organization of this part of the study, including pedagogical design and considerations, the process of affective and linguistic data collection, and data analysis. The linguistic data analysis focused on bilingual skills, language register, discourse fillers, punctuation, explicit coordination between partners, error correction and generalizations made, thematic content, control and critical detachment, use of metalanguage, and accuracy of corrections. Implications for future work in this area are discussed briefly. Contains 10 references. (MSE)

A study investigated the effectiveness of tandem second language learning using electronic mail (e-mail). Tandem language learning refers to a partnership between two learners, each learning the other's native language. The underlying principles of reciprocity and learner autonomy are explored, use of asynchronous communication between individuals for language learning is discussed, and theory on communicative language learning and the role of writing in language learning is examined, and the study is presented. Subjects were seven dyads of native English- and native Spanish-speaking adults of varied second-language proficiency levels, located in Ireland, Denmark, and Spain. Data were drawn from analysis of e-mail messages and a survey of participants. Analysis focuses on choice of language, type of language used, nature of cultural exchange, style and quality of peer feedback, development of language usage awareness, communication strategies, and students' comments and attitudes. Conclusions and areas for further research are discussed. Contains 53 references. (MSE)

A major theoretical issue in the study of language processing and language acquisition is whether language development is independent of other aspects of cognitive development, encapsulated in a "language module." This issue is discussed as it relates to lexical processing. The paper begins with a historical contextualization of the modular view of the mind and a general discussion of language processing from a modular perspective. It then considers and critiques some arguments in favor of modularity based on neurolinguistic data, before examining the cases for and against the notion that the formal aspects of lexical processing are "informationally encapsulated." Finally, it discusses the relevance of the modularity concept to lexical processing. (MSE)

In a review of literature on second language learning, an opinion is put forth that certain assumptions underlying the theory and the research have influenced researchers' attitudes about second language development and diminished the objectivity of the research. Furthermore the content of the research must then be examined within its sociocultural, historical, and political context, and that it may be necessary to question some of these assumptions, which are based, philosophically, on a modern rationalist, positivist perspective. A postmodern view that second language education is political, and that all knowledge is socially and historically constructed is proposed. These issues are examined: the concept of "natural language" traditional in applied linguistics; artificial distinction made between the language learner and the social context of language learning; Eurocentrism in theorizing about language and language systems; the value of statistics in determining generalizability of research findings; the concept of normalization; and the nature of metalinguistic awareness. It is suggested that the social, cultural, and political nature of research is fragile, and that to understand it, it is necessary to examine it in relation to existing practices and conditions. Contains 39 references. (MSE)

This report summarizes six case studies on different aspects of the issue of evaluating investing in continuing vocational training (CVT). Part 1 (chapters 1-2) contains "Conceptual Introduction" (Jean-Marie Luttringer), which explores practical problems in considering training expenses as an investment, and "Methodological Introduction" (Alan Barrett), which discusses the merits of using qualitative and quantitative research methods in evaluating CVT investments. Part 2 (chapters 3-8) describes and analyzes continuing training schemes in six European Member States: "The Evaluation of CVT in Enterprises in Styria in Austria" (Stefan Lorenzoni, Dieter Mandl) investigates whether certain goals of CVT were achieved; "The Importance of CVT to Enterprises: A Discussion of the Agricultural Foodstuffs Sector in Denmark" (John Houman Sorenson) seeks to understand why CVT is not being used; "Accounting for Enterprise Investment in CVT in France" (J-M Luttringer, N. Pasco) discusses difficulties associated with evaluating CVT investments; "Innovative Models for Financing CVT in Germany" (Uwe Grunewald, Dick Moraal) studies four innovative models of CVT provision; "Measuring the Impact of CVT in Irish Companies" (Alan Barrett, Philip O'Connell) explores whether training and productivity growth are positively related across a sample of firms. "CVT Activity within the Packaging Sector in Italy" (Francesco Garibaldo) provides insights into how CVT can be used to cope with challenges faced by a sector. Part 3 contains two chapters: "Methodological Discussion, Conclusions, and Further Work" (Alan Barrett), which reviews each report individually before drawing general conclusions regarding methodology and "Policy Discussion, Conclusions, and Further Work" (Jean-Marie Luttringer), which examines seven problems in the assessment of training investment. Appendixes provide background to CVT in the six countries. (YLB)

The process by which Irish-speaking regions became English-speaking regions over a period of centuries is examined. The first part argues that schooling played far less of a role in the shift than some scholars have suggested, because schools were not structured to be particularly effective in teaching the second language (English) to Irish-speakers and because 1851 census data suggest widespread illiteracy among Irish-English bilinguals. The second part considers the role that migratory labor may have played in the shift, based on documented demographic patterns and research in other languages supporting this influence in language shift. Excerpts from individual accounts from history are used as illustration. The third part considers whether the diffusion of English in Ireland constitutes pidginization or creolization. Phonological/phonetic and morphological characteristics of Hiberno-English are examined in this context. It is concluded that while aspects of both pidginization and creolization processes are evident, this form of language mixing is unique. Contains 75 references. (MSE)

This study investigated language transfer, particularly in the realm of pragmatics, in a native Korean-speaking student of advanced Japanese. A series of tasks including a verbal report were used to elicit Japanese production and comprehension data. Results indicate that the learner drew heavily on his native language in completing the tasks, but that in pragmatic areas of language his performance deviated from generally accepted linguistic norms to a greater degree than his overall language proficiency would indicate. It is concluded that although language transfer helps learners attain a high level of global proficiency in a closely-related target language, it may be less effective in helping them attain a similar level of pragmatic competence in that language. This suggests that metapragmatic knowledge and affective variables may have a greater influence on development of pragmatic competence than they do on the development of other areas of target-language competence. (Contains 63 references.) (MSE)

A study investigated the evolution of the use of "devil" (or as it is often spelled to represent the vernacular, divil) as part of a negation "Divil a one" (= "not a one") in Irish and Hiberno-English and traces the influence of language contact in this history. While it is found that multiple causes resulted in the development of the "devil" negation, the influences of substrate, superstrate, and universal factors are unequal. It is concluded that the principle of minimal necessity applies here: when substrate influence can be posited for the same structure in two or more language contact situations, and when this influence arises independently in at least one of the situations, the substrate is the primary causal factor in both, unless there is evidence that the structure could not have developed without a contribution from superstrate influence. contains 46 references. (Author/MSE)

Originating from a concern with the quality of teachers' guides that accompanying English language course books, this report examines the amount of importance they are accorded and the type of information they contain. The first section discusses the demands that the guides' assumptions make on the teacher in terms of the teacher's knowledge, the teacher-learner relationship, teaching techniques, and classroom management. In the second section the focus is on the practical support that teachers require in order to be able to handle communicative materials and on ways in which that support might be supplemented. The third section analyzes the results of a questionnaire that was distributed to practicing English language teachers in a number of countries. Finally, the fourth section presents a framework of basic features that teachers' guides could contain and briefly examines examples of guides written for current English language teaching materials. The framework of basic features includes the following: attitude to language; attitude to language learning and teaching; background information; linguistic information; rationale for methodology; implementation; evaluation; usability; supplementary work; and practical effort. A questionnaire on the use of teachers' guides to English language coursebooks is appended. Contains 50 references. (LB)