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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
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
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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.]
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- 2023
3. Entrepreneurship Competence in Vocational Education and Training in Europe. Synthesis Report. Cedefop Research Paper
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Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
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This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Europe. It complements existing knowledge with examples of methods, tools and approaches that can help policy makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the research of Cedefop's study "Entrepreneurship competence in VET" and eight national case studies covering Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden. [Dmitrijs Kulšs was responsible for the publication and research conducted under the project. Fondazione Giacomo Brodolini Srl SB (FGB) was contracted for research and services.]
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- 2023
4. Pushing Boundaries: The European Universities Initiative as a Case of Transnational Institution Building
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Marcelo Marques and Lukas Graf
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The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions. In this paper, we argue that the EUI can be seen as a case of a transnational institution building process representing a potentially significant structural reform for European higher education. Anchored in new institutionalism, we explore the regulative, normative, and cultural-cognitive dimensions of the EUI. Methodologically, this study analyzes the perspectives of European policy actors (n = 4), a set of policy documents (n = 13) and the mission statements of the EUI's partnerships funded before 2022 (n = 41). The results show that the EUI emerges as the 'next level of cooperation' in European HE since it aims to transform European cooperation (regulative dimension), to create and diffuse a new model for European HE following a challenge-based approach (normative dimension), and to work as a way to reinforce and institutionalize European and global scripts for European HE (cultural-cognitive dimension).
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- 2024
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5. Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper
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World Bank, Crawford, Michael, and Marin, Sergio Venegas
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The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]
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- 2021
6. The Inclusion of LGBTQI+ Students across Education Systems: An Overview. OECD Education Working Papers. No. 273
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Organisation for Economic Cooperation and Development (OECD) (France), McBrien, Jody, Rutigliano, Alexandre, and Sticca, Adam
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Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.
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- 2022
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7. The Importance of Being Vocational: Challenges and Opportunities for VET in the Next Decade. Cedefop and ETF Discussion Paper
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Cedefop - European Centre for the Development of Vocational Training and European Training Foundation (ETF) (Italy)
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This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.
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- 2020
8. Gender Stereotypes in Education: Policies and Practices to Address Gender Stereotyping across OECD Education Systems. OECD Education Working Papers. No. 271
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Organisation for Economic Cooperation and Development (OECD) (France), Brussino, Ottavia, and McBrien, Jody
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In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.
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- 2022
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9. Social and Emotional Learning (SEL) of Newcomer and Refugee Students: Beliefs, Practices and Implications for Policies across OECD Countries. OECD Education Working Papers. No. 266
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and McBrien, Jody
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Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the welfare of others, among them. All students need SEL, but newcomer and refugee students may have particular challenges requiring SES. The beginning of this paper examines the current situation of refugee and newcomer students in OECD countries, SEL, its frameworks and skills and how they apply to newcomer and refugee students. The paper concludes with an examination of SEL policies and practices for newcomer and refugee students in OECD countries.
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- 2022
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10. Multi-Stakeholder Approach for Better Integration of Refugee Students: Stakeholder Engagement in the Practice-Research-Policy Transfer in Refugee Education Policy. OECD Education Working Papers. No. 265
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Organisation for Economic Cooperation and Development (OECD) (France), Siarova, Hanna, and van der Graaf, Loes
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Ample research has shown the importance of collaboration between practitioners, researchers, and policy makers to ensure holistic, inclusive, and effective policy making, particularly in the field of refugee education. Many countries, however, still face challenges in engaging with stakeholders during all the stages of the practice-research-policy transfer in the context of refugee education in a meaningful and effective way. The unique and distinct needs of refugee students in education systems require extensive collaboration among schools, service providers, and (refugee) communities to collect evidence whether and how refugee students' needs are met. Hence, a multi-stakeholder approach or "whole-of-a-society" approach is one of the prerequisites for designing inclusive refugee education policies. This paper highlights the importance of stakeholder engagement at all stages of the practice-research-policy transfer, and maps key stakeholders in refugee education in Europe.
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- 2022
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11. Building Capacity for Inclusive Teaching: Policies and Practices to Prepare All Teachers for Diversity and Inclusion. OECD Education Working Papers. No. 256
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Organisation for Economic Cooperation and Development (OECD) (France) and Brussino, Ottavia
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Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
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- 2021
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12. Transformation Post-COVID: The Future of European Universities. ESIR Focus Paper
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European Commission, Directorate-General for Research and Innovation, Giovannini, Enrico, Huang, Ailin, Mir Roca, Montserrat, Balland, Pierre-Alexandre, Charveriat, Céline, Morlet, Andrew, Isaksson, Darja, Bria, Francesca, Dixson-Declève, Sandrine, Schwaag Serger, Sylvia, Hidalgo, César, Renda, Andrea, Dunlop, Kirsten, Martins, Francisca, and Tataj, Daria
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This ESIR Focus Paper provides a 'deeper dive' into the role of European Universities in achieving systemic change in the post-pandemic economy and society. It builds on and complements ESIR's second Policy Brief, which offers guidance on how a 'protect-prepare-transform' approach in the post-pandemic Europe can ensure fast learning from innovation by relying on smart and coherent policies, collaborative efforts across levels of government and decentralisation of governance, and most importantly the courage to direct research and innovation at the transformations Europe is facing.
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- 2021
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13. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]
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- 2018
14. 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
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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The aim of the paper is to review scholarly attempts to define or explain vocational education and training and to develop a theoretical model to analyse national definitions or conceptions of VET [vocational education and training] and how they have changed over time. VET takes many forms and is, perhaps, the least unitary of education sectors. Based on a literature review of previous attempts to characterise VET, the paper suggests using a multi-perspective framework which combines: (a) an epistemological and pedagogical perspective; (b) a system and institutional perspective; and (c) a socioeconomic and labour market perspective to analyse VET. These perspectives can help to identify appropriate learning approaches, institutional solutions and forms of cooperation to work towards. In Volume 2 of this series, the approach is empirically tested and the different understandings of VET in 30 European countries are illustrated. [This research paper is the first in a series produced as part of the Cedefop project, "The changing nature and role of VET (2016-18)." The research was carried out by a consortium led by 3s Unternehmensberatung GmbH. For Volume 2, see ED586252. For Volume 3, see ED586256.]
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- 2017
15. Identifying Work Skills: International Approaches. Discussion Paper
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Fowler, Craig
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The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]
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- 2017
16. Digital Strategies in Education across OECD Countries: Exploring Education Policies on Digital Technologies. OECD Education Working Papers, No. 226
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Organisation for Economic Cooperation and Development (OECD) (France) and van der Vlies, Reyer
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This working paper identifies OECD countries' interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries' policy focus before the 2020 coronavirus crisis.
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- 2020
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17. Inclusion of Roma Students in Europe: A Literature Review and Examples of Policy Initiatives. OECD Education Working Papers, No. 228
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Organisation for Economic Cooperation and Development (OECD) (France) and Rutigliano, Alexandre
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Despite the international commitment to Roma social inclusion from 2005 onwards, the overall situation has not significantly changed. In education, important achievements have been reached, mainly in terms of access to primary. Yet, Roma students still lag behind. This paper maps policy initiatives for Roma inclusion in European education systems, analyses remaining challenges and explores policy perspectives. It first describes European countries' conceptualisation and categorisation of ethnic groups. In doing so, it differentiates colour-blind countries that prohibit diversity data and prioritise integrated approaches in policymaking, and countries that collect such data and use targeted approaches. This work then identifies initiatives aimed at improving Roma students' inclusion and recurrent challenges, such as segregation in education and anti-Gypsyism. The few evaluations available indicate that best practices are those that (1) combine mainstream and targeted approaches; (2) are community-based, with a genuine participation of Roma; (3) are conscious of cultural disparities; and (4) adopt an intercultural approach.
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- 2020
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18. Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58
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Cedefop - European Centre for the Development of Vocational Training
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This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, the first is dedicated to understanding better the learning pathways of young students, providing measurements of early leaving in VET, and understanding the role of VET in breaking the vicious cycle of early leaving and unemployment. This second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. This volume identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies. Contains an annex of reviewed evaluations and main results. Includes a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57," see ED573444.]
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- 2016
19. Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57
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Cedefop - European Centre for the Development of Vocational Training
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This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, this first looks at quantitative data to understand better the extent of early leaving from VET (ELVET). It analyses mechanisms for monitoring early leaving (at national and EU-levels), and examines VET and labour-market-specific factors, as well as those related to the individual and his/her family background, contributing to this phenomenon. It aims to assist national policy-makers and decision-makers at different levels in developing existing monitoring systems to measure ELVET and inform VET policies to tackle ELET. It also aims to assist European stakeholders to refine the EU indicator to capture the important variations in individual situations of early leavers. The second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. Contains a bibliography and webliography. [ICF consulting services conducted the research for this report. For "Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58," see ED573445.]
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- 2016
20. ECVET in Europe: Monitoring Report 2015. Cedefop Research Paper. No 56
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Cedefop - European Centre for the Development of Vocational Training
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Cedefop has been conducting monitoring of the European Credit System for Vocational Education and Training (ECVET) implementation since 2010; this report covers developments from mid-2013 till 2015. It is based on national responses provided by the ECVET users' group from 28 EU Member States and four EFTA countries. The report examines whether existing credit systems provide conditions for individuals to have their learning accumulated or transferred towards a qualification. It examines key aspects: whether qualifications are based on learning outcomes and organised in units; whether individual units are assessed and validated for further transfer and accumulation; whether units are assigned credit points; and whether VET providers use memoranda of understanding and learning agreements to understand better the learning outcomes they provide. The report also focuses on the ways ECVET is promoted among stakeholders and beneficiaries and on examples of support materials that can be useful to ECVET promoters throughout Europe. Two annexes provide country summaries and websites with ECVET information, by country.
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- 2016
21. The Future of Work and Skills in ETF Partner Countries. ETF Issues Paper
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European Training Foundation (ETF) (Italy), Popper, Rafael, and Loikkanen, Torsti
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This ETF Issues Paper on the Future of Work and Skills is the first attempt to collect and analyse existing information and data on the skills demands of the future in ETF partner countries, and to explore responses for better managing the transition (transformation) towards an inclusive future for the benefit of individuals and societies. Thus, the paper analyses the impact of global developments on skills demands in ETF partner countries in order to support their discussions on the policy reforms required for managing the transition to the future. Rather than making a detailed analysis of each individual country, the paper reviews the general trends across the four regions of the ETF's partner countries: South Eastern Europe and Turkey (SEET), Eastern Partnership (EaP), Southern and Eastern Mediterranean (SEMED) and Central Asia.
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- 2019
22. Beyond Bologna? Infrastructuring Quality in European Higher Education
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Sotiria Grek and Ian Russell
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Applying qualitative methods, this paper examines the burgeoning of quality assurance databases, processes and networks of actors in the field of higher education in Europe. Our main argument is that there has been a move from the Bologna Process being the near singular focus for European-level coordination and harmonisation of higher education, towards the making of a much more diverse and complex quality assurance and evaluation infrastructure. This infrastructure involves a range of distinct but interdependent actors and processes and contains explicit and implicit interlinkages with the production of wider policy agendas, such as the rise of the European Education Area. The aim of this paper is to analyse the growth and complexity of Quality Assurance (QA) in higher education (HE) in Europe, as a way of understanding the multifaceted and continuously developing process of Europeanisation.
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- 2024
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23. Perspectives for Continuing Education and Training: Cooperation between Western and Eastern Europe. European Congress on Continuing Education and Training (3rd, Berlin, Germany, March 14-15, 1991). Congress Papers.
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European Centre for the Development of Vocational Training, Berlin (Germany). and Wollschlager, Norbert
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The proceedings of the congress include the following workshop summaries: "Continuing Education and Training (CET) and Society" (Sellin); "The Social Dialogue" (Smith); "The Role of the Social Partners in Vocational and Further Training in Denmark" (Jensen); "Problems of Vocational Training in the Period of Transition to the Market Economy" (Csako); "Potential for Institutionalising and Formalising Cooperation between the Social Partners on Vocational Training" (Meghnagi); "CET and Society" (Kuda); "CET of Management Staff" (Standke); "CET for Managers in Europe" (Hummel); "Perspectives and Forms of Effective CET of Polish Management Staff" (Dworzecki); "Establishment of the Timisoara Institute of Management (Romania)" (Wisson); "Improved Qualification of Managerial Staff in Bulgaria" (Evgeniev); "Training Instead of Dismissal" (Makedonska, Soos); "Problems of Continuing Training in the Activity of the Employment Service" (Novikova); "Work-oriented Learning" (Stotzel, Schmidt); "Qualification Strategies for Women at Work and the Re-integration of Women into Working Life" (Prosel); "Integrated CET Programmes at Municipal Level" (Oels, Vogel); "Project-Pedagogics Approach in Training Schemes for Youth and Adults" (Vassileff); "Integrated Projects in CET" (Delatour); "Work, Ecological Crisis, Continuing Vocational Education and Training" (Knapp, Rieseberg); "Environmental Destruction" (Mackwitz); "Environmental Protection and the Workplace" (Bresso); "The Biosphere, the Technosphere and Society" (Balogh); "Psychological Problems Arising from Radical Structural Changes in the Former German Democratic Republic" (Maaz); "Learning Process as Part of the Joint Ventures in Poland" (Dyrschka); "Course in Entrepreneurship and Market Economy for Estonian Decision-Makers" (Hedlund); "Challenges to the Qualification of thw Workforce in the Transition from the Planned to the Market Economy" (Buttler); "IFG Projects in Central and Eastern Europe" (de Zitter); "Open and Flexible Distance Education and Training in Europe" (d'Azevedo); "New Methods, Old Practices" (Curran); "New Media in European CET" (Nickolmann); "Access as a Key Concept for Policies to Develop Open and Distance Learning throughout Europe" (Dondi); and "The Programme, Finish Your Schooling, Now Is the Time" (Anglarill). (KC)
- Published
- 1991
24. Promoting Quality Assurance in Vocational Education and Training: The ETF Approach. ETF Working Paper
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European Training Foundation (ETF) (Italy) and Watters, Elizabeth
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The European Training Foundation's (ETF) approach to promoting systemic and systematic quality assurance in vocational education and training (VET) is set out in this working paper. Quality assurance in VET is summarised by the ETF as the measures established to verify that processes and procedures are in place, which aim to ensure the quality and quality improvement of VET. The ETF uses the following definition of VET: "education and training which aim to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market." The intention of this working paper is to serve as a resource for ETF staff and its function is to support a common ETF approach to promoting quality assurance in VET in partner countries. The paper will be made available to a wider audience with an interest in quality assurance in VET. ETF partner countries have signaled the need for more effective quality assurance measures to help improve the quality and relevance of VET outcomes. They aim to strengthen quality assurance policies and measures that support the development of good VET governance and management, good qualifications systems, good qualifications and good learning environments facilitated by good teachers and trainers. The main purpose of this working paper is to guide ETF staff to support partner countries in their endeavours to develop further their approach to quality assurance in VET. The paper has five chapters. The background to present-day quality assurance is presented in Chapter 1. Concepts important to the understanding of the ETF approach to quality assurance in VET are reviewed in Chapter 2. In Chapter 3, the evolution of European policies for quality assurance is summarised. The "status quo" of quality assurance policy and practice in ETF partner countries and reform needs and challenges, as presented in the Torino Process reports, are discussed in Chapter 4. Chapter 5 presents the ETF approach to promoting quality assurance in VET development, based on the conceptual framework set out in the preceding chapters. (A bibliography is included.)
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- 2015
25. Educational Quality of Early Childhood Education in Bosnia and Herzegovina
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Camovic, Dženeta and Becirovic-Karabegovic, Jasmina
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This paper analyzes the key determinants of the quality of preschool education in Bosnia and Herzegovina. Based on the analysis of recent data, the paper indicates the status and development trends in this regard in the last decade. Although preschool education in Bosnia and Herzegovina has a long tradition, it is facing a number of challenges, mostly arising from the arrangement of the state system and post-war transition processes which have significantly impoverished this level of education. Therefore, the main goal of this paper is to point out the recent public policy efforts made in the attempt to ensure the quality of preschool education in Bosnia and Herzegovina, as well as the effects that are being achieved in this regard. Since quality can be approached from the aspects of structure and process, the elementary structural and process dimensions of preschool education will be taken as units of this analysis. Conceptualizing the results of this analysis, the status and quality of preschool education in Bosnia and Herzegovina will be positioned through an orientation towards the European framework for the quality and development trends of preschool education in Europe.
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- 2022
26. The Resilience of VET: Managing Economic Shocks, Ageing, and Technological Change in an Age of Uncertainty
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Hogarth, Terence
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Since the mid 1990s vocational and education and training systems across Europe have had to respond to a number of external factors which have transformed the demand for skills. This paper examines the way in which VET systems have responded to the external factors and increase their resilience in the face of external shocks of one kind or another. The paper also reveals the way in which VET increasing established itself as a mainstream option for young people over the same period because of its capacity to deliver skills which the labour market demands.
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- 2022
27. Theorizing the Affective Regime of 'Best Practice' in Education Policy
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Zembylas, Michalinos
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This paper theorizes the affective and moral grounding of "best practice" policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE's "Digital Citizenship Education Handbook" for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions--especially through cultivating certain affective skills/competences and ethics/morals--that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice.
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- 2023
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28. Erasmus Students' Motivations in Motion: Understanding Super-Mobility in Higher Education
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Cuzzocrea, Valentina and Krzaklewska, Ewa
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This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.
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- 2023
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29. Steering by Stealth? Influence of Erasmus Mundus Joint Master's Programmes in European Higher Education Policy
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Vellamo, Tea, Kivistö, Jussi, and Pausits, Attila
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This paper focuses on the interplay of European and national higher education policy in implementing a joint degree Erasmus Mundus programme on institutional level. We utilise the stakeholder approach to highlight and contrast the differing internationalisation rationales. Specifically, we analyse how the impact of external stakeholders (European Commission, national governments) and their policies are affecting higher education institutions at institutional and programme levels. As a particular case, we utilise the Finnish higher education system and the implementation of a joint degree programme 'Master in Research and Innovation in Higher Education' (MARIHE). We conclude that in Finland Erasmus Mundus programmes have not triggered significant legislative changes at national level supporting the goals attached to the Erasmus Mundus instrument. However, Erasmus Mundus provides important stimulus to institutions and their programmes to find unique ways to collaborate within the boundaries of existing legislative frameworks. The paper also shows that a detailed analysis of the Erasmus Mundus programme can be used as a concrete illustrative example of the multifaceted picture of the EU higher education policy.
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- 2023
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30. The Role of European (Transnational) Business Actors in the Emergence of a Boundary Spanning Policy Regime in European Education and Employment
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Marina Cino Pagliarello
- Abstract
Although research on European education policy has aptly focused on the role of supranational and intergovernmental actors, less attention has been devoted to its analysis as a policy arena in which legitimacy can be created and power can be exerted in sophisticated ways. Specifically, the role of non-state actors as agenda-setters for European education and employment policies is still unexplored. By combining a neo-Gramscian approach of political economy with Jochim and May's boundary spanning policy regimes' perspective, which captures activity across policy subsystems that seek to manage 'wicked' policy problems, this paper looks at the role of private and business actors, and specifically the European Round Table of Industrialists (ERT), in European education during the 1980s and 1990s. The findings show how this period can be considered a foundational period for the emergence of a BSPR in education and employment, and in which specific goals and directions were set out in the European education agenda more fine-tuned with employment goals and industry's needs. Moreover, the paper illustrates why private and non-state actors shape boundary policy spanning regimes at the nexus of education and employment, which in this case reflected the economic interests and preferences of European transnational companies.
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- 2023
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31. Relations and Locations: New Topological Spatio-Temporalities in Education
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Lingard, Bob
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This paper provides an account of the topological and its description of contemporary culture and use as a research methodology, a topological lens, generally, and in education research specifically. Some commentary is proffered on the relationships between the topological and the topographical, between relations and locations. A critical account is then provided on each of the papers in the special issue on the topological in education research and the specific contributions of each. The editors of the special issue make the important point that the topological is a spatio-temporal phenomenon, not just a spatial one. The topological does not exist in time and space, but rather constructs both and they change in a conjoint manner. As such, a topological lens rejects a construction of space as static and of time (and the temporal) as simply linear and chronological. The topological has been facilitated and articulated by and through practices of commensuration, datafication and digitalisation, flows and scapes, global connectivities and new relations, mobilities of various kinds and multiple networks. The paper argues that much greater emphasis has been given to the spatial in topological research; that is, there has been some neglect of the temporal in the spatio-temporal character of topologies.
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- 2022
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32. Transnational Student Associations in the European Multi-Level Governance of Higher Education Policies
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Klemencic, Manja and Galán Palomares, Fernando Miguel
- Abstract
The article seeks to advance understanding of the involvement of transnational student associations in European governance of higher education policies within the European Union (EU) and the European Higher Education Area (EHEA). Specifically, the article explores the mechanisms for interest intermediation that exist for transnational student associations in both policy arenas. Three transnational student associations stand out in terms of their involvement: European Students' Union (ESU), Erasmus Student Network (ESN) and European Students' Forum (AEGEE). The findings point to two distinct models of student interest intermediation in European policy-making. Within the EU, the European Commission interacts with all three transnational student associations; however, ESU and ESN participate in more expert and working groups. The roles afforded to each association in relation to the European Commission are demarcated and functionally differentiated. Within EHEA, in neo-corporatist fashion, ESU, as a representative platform of national student unions, holds representational monopoly. In the EHEA and the EU, the involvement of transnational student associations in policy-making can be attributed to the evolving nature of transnational governance regimes in which participation of transnational student associations not only brings expertise to but also aids the legitimacy of the policy processes and outcomes.
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- 2018
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33. The Need for Digital Education in the Teaching Profession: A Path toward Using the European Digital Competence Framework in Albania
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Miço, Heliona and Cungu, Jonida
- Abstract
Digital competence is part of 21st Century skills that allow individual teaching professionals to engage in new and flexible ways of learning. Studies have shown that digital competence improves education and equips the teaching staff with expertise on how to use information, communication, and basic problem-solving. The need for digital competence is clearly evident in the current pandemic situation, where digital technologies have taken a more prominent role in communication and education processes. Beyond the digital competence of educators, proper school infrastructure and curricula are needed during pre-service training to help teachers achieve digital competence. To better understand this need, an online survey was developed to analyze digital education in Albania. The survey was designed to analyze the teaching competence of teachers in pre-service and in-service programs, as well as their schools' curricula and infrastructure. Results from the questionnaire highlighted a need for the acquisition of digital knowledge for teachers according to different age groups. The results of the study found that difficulties teachers encountered in the acquisition of digital knowledge were not only due to deficiencies in teacher training but also other issues such as lack of infrastructure. The study concludes by recommending that providing digital education should be in line with European and national policy and legislation, as well as with national and international organizations. The paper reports findings assessing the level of preparedness of Albanian educators in regard to digital education and explores opportunities and identifies challenges for coping with enhancing digital development.
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- 2022
34. Bachelor's and Master's Degrees: One and the Same Thing? A Case Study of Implementing the Degree System in Romania
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Torotcoi, Simona
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The adoption of a system based on cycles has been one of the core action lines in the Bologna Process. It represents the base for promoting student mobility, employability, and international competitiveness. The implementation of the degree-cycle system -- conditioned by the achievement of other policy objectives (i.e. ECTS) -- started hot debates on multiple levels including on the relevance of different study stages, or the extent to which the curricular emphasis would differ between the two levels. After almost two decades since the reform has been introduced, rather than looking at the state of implementation, current research should focus on how the reform has been implemented and what are its effects. By using the Romanian case as an illustration of the situation in Central and Eastern Europe (CEE), this paper aims to answer the following questions: to what extent have the intentions and expectations linked to the introduction of a tiered structure of degrees have been fulfilled and what are some the (unintended) effects of such reforms? Based on a series of interviews done in November 2017 with academic staff, student representatives and decision-makers from Romania, this paper presents an analysis of the deliberate intentions and expectations of the introduction of the degree structure. The conclusions show that issues related to (1) financing; (2) quality (3) access and participation; (4) content and curricula (5) career path and opportunities after graduation are the main implications of the implementation of the degree-cycle system.
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- 2020
35. Leadership 2030: Renewed Visions and Empowered Choices for European University Leaders
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Olcott, Don, Arnold, Deborah, and Blaschke, Lisa Marie
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This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.
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- 2023
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36. Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature
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Education Development Trust (United Kingdom) and Ndaruhutse, Susy
- Abstract
COVID-19 has caused considerable disruption to education around the world. Disadvantaged and marginalised learners are being particularly hard hit. Naturally, throughout the pandemic, the focus of much attention has been on how to open schools safely with a preoccupation with the hygiene and social distancing considerations. A shift is noticeable and welcome. With schools in many jurisdictions reopening partially or fully there is a growing interest in the immensely important area of recovering the lost learning that has occurred while learners have been away from face-to-face education. This report documents an analysis of policy and grey literature. It is one output from the first phase of our collaboration and links are made to two other outputs: (1) A rapid evidence assessment (REA) of the academic literature; and (2) An overarching summary paper drawing out key messages and introducing the next phase of the collaboration. [This report is written with assistance from Anna Riggall, Ella Page, Elnaz Kashefpakdel and Sonia Guerriero. For the companion report, "Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment," see ED615066.]
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- 2021
37. University as a Cathedral: Lifelong Learning and the Role of the University in the European Context
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Boyadjieva, Pepka and Orr, Kevin
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The paper discusses the main issues which emerge for the university as an institution in the European context from the development of the lifelong learning paradigm. It focuses on both the opportunity-creating and tension-provoking presence of the lifelong learning concept in the university's institutional environment. The analysis is based on a thematic review of articles published in the "International Journal of Lifelong Education (IJLE)" during the four decades of its existence. The paper argues that: (1) the implementation of lifelong learning requires a profound change in the systemic characteristics of the university institution and cannot be limited to the establishment of departments of adult and continuing education; (2) without being uncritically perceived, lifelong learning is a strategy that can help universities successfully address some of their main problems and continue to develop as a key institution of societies in the 21st century and (3) in the European context, the institutional model that can embody the paradigm for lifelong learning and at the same time contains the possibility of preserving the specificity of university as an institution, is best symbolised by a cathedral.
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- 2022
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38. Affective Ideology and Education Policy: Implications for Critical Policy Research and Practice
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Zembylas, Michalinos
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This paper argues that analyzing education policies through the lens of affect theory provides possibilities for understanding how particular concepts are associated with certain affective ideologies. To illustrate this, the paper analyzes the case of a recent publication by the Council of Europe titled "Reference Framework of Competences for Democratic Culture." The analysis shows how various concepts related to 'democratic competences' are invested with affective meanings, cultural connotations and political rhetoric. The paper argues that democratic competences are effectively conflated with emotional competences, opening up an analysis of democratic education as a form of individual and psychological therapy. The conclusion addresses the implications of this argument for education policy research and practice. In particular, it highlights the importance of paying attention not only to the ways that affect shapes the production of policy text, but also how a policy seeks to invoke certain affective dispositions at the point of enactment.
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- 2022
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39. The French Connection at the Council of Europe: 'Éducation Permanente' as a Pan-European Policy Repertoire
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Hake, Barry J.
- Abstract
This paper examines transnational circulation of political and pedagogical ideas associated with "éducation permanente" with particular reference to post-war Western Europe. It offers a socio-historical reconstruction of pan-European dissemination and reception of policy repertoires articulated by governmental and non-governmental policy actors. It focuses on advocacy regarding permanent education as a pan-European repertoire associated with the Council of Europe during the 1960s and 1970s. The paper explores involvement of French and other francophone nationals in circulatory regimes, who were engaged in mediating partisan reform aspirations, exchange of information, and dissemination of innovative practices at national, transnational, and pan-European levels. The more specific focus of this paper addresses participation of 'rooted cosmopolitans' in policy formation, who are defined as policy actors rooted in specific national contexts, but who engage in regular activities involving their participation in transnational networks. The conclusions call for further research into circulatory regimes at local, sub-national, regional, national, bilateral, transnational, and pan-European during the 1960s and 1970s. Such research should focus on revisiting different expert, reformist, missionary, and militant networks responsible for building peripatetic 'scholar-militant-activist' coalitions that historically contributed to pan-European policy repertoires seeking to mobilise citizens to participate in the unfinished political project of pan-European cultural democracy.
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- 2022
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40. Mapping Inclusive Education 1980 to 2019: A Bibliometric Analysis of Thematic Clusters and Research Directions
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Methlagl, Michael
- Abstract
The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.
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- 2022
41. Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities
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Charttrakul, Kanjana and Damnet, Anamai
- Abstract
In 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or the CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. This has inevitably affected Rajabhat Universities (RUs) in the country that have major roles and responsibilities in producing pre-service English teachers. This paper presents the results of an investigation of English teachers' perceptions at Rajabhat universities in Bangkok and suburban areas. Participants were 67 teachers in total. A mixed-methods approach was employed for data collection. Research tools are a set of questionnaire and an individual semi-structured interview. An interview was conducted with 6 teachers in 6 RUs, each was purposively selected. Data analysis employed frequency, means, and standard deviation, while Grounded theory (Strauss & Corbin, 1999) was used for interview data analysis. Findings indicate the participants mostly agreed with the MOE's launching the CEFR policy and reflected they could apply the CEFR as a guideline in teaching and learning management. However, data from the in-depth interview revealed both advantages and disadvantages of the CEFR. This study might be a kind of mirror for policy makers and practitioners at both policy and classroom pedagogy levels who advocate the CEFR policy in Thailand.
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- 2021
42. A Comparative Perspective on Social Class Inequalities in Parental Involvement in Education: Structural Dynamics, Institutional Design, and Cultural Factors
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Goldstone, R., Baker, W., and Barg, K.
- Abstract
The goal of this paper is to extend research on parental involvement in education and its relationship to social class and inequalities. We do so by developing a new theoretical framework that helps us to better understand and explain cross-national and cross-cultural differences in how parental involvement in education differs across socio-economic groups. We propose that giving greater analytical attention to the role of institutional factors, cultural processes, and the underlying class and economic structures of particular countries is important for understanding the social mechanisms underpinning patterns of parental involvement in education. Once this framework has been developed, we identify promising directions for future research.
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- 2023
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43. Workforce Upskilling: Can Universities Meet the Challenges of Lifelong Learning?
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Lang, Josephine
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Purpose: Since new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations. Design/methodology/approach: This commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners. Findings: Universities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credentials. Research limitations/implications: This paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking. Practical implications: Understanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers. Social implications: Provides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change. Originality/value: The commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.
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- 2023
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44. Unpacking Ableist Discourses in Cypriot Education Policy during the Pandemic
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Symeonidou, Simoni
- Abstract
During the COVID-19 pandemic, children with disabilities were confronted with ableist discourses that justified unfair policy measures. This study is concerned with the discourses recorded in a range of education documents, published during the pandemic within the Republic of Cyprus. It employs an interdisciplinary framework, informed by Critical Discourse Analysis, Inclusive Education, and Critical Disability Studies, to examine the powerful actors and the ideologies that influenced the formation of discourses. The paper undertakes a critical interpretation of the disability discourses developed in Cyprus during the pandemic, links this with other relevant research conducted in other European countries prior to and during the pandemic, and suggests policy actions/measures that value children with disabilities and their families.
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- 2023
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45. Towards a European Model of Collective Skill Formation? Analysing the European Alliance for Apprenticeships
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Graf, Lukas and Marques, Marcelo
- Abstract
While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that: (1) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation; and (2) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model.
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- 2023
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46. Is There a Transnational Trend of 'Nudging' Away from the Arts? How the Selection Device Works in the European-Swedish Context
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Lilliedahl, Jonathan
- Abstract
This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the "selection device" refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by "nudging" as an underlying principle of the selective device. By presenting students with "rational choice" alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy.
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- 2023
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47. Forming a Supranational Boundary-Spanning Policy Regime -- European Intersectoral Coordination in Education and Employment
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Marcelo Marques, Lukas Graf, and Judith Rohde-Liebenau
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While European governance of individual policy sectors has received considerable academic scrutiny, less attention has been paid to the development of intersectoral coordination. This paper charts the emergence of a supranational boundary-spanning policy regime (BSPR) in education and employment in Europe. By looking at issues, ideas, interests and institutions, we gain a deeper understanding of the conditions for the emergence and further institutionalisation of European intersectoral coordination in education and employment from the 1990s onwards. The study relies on semi-structured interviews with European policy-makers in education and employment and EU policy documents. We analyse how endogenous and exogenous factors frame (policy) issues that contribute to the emergence and further strengthening of intersectoral coordination, the extent to which "ideas" for European education and employment stress intersectoral policy designs, how "interests" support or hinder intersectoral work, and which "institutions" are developed with an intersectoral reasoning. We find that endogenous forces (rather than exogenous ones) played a significant role in the emergence of a European BSPR in education and employment. Structural aspects and policy instruments ("institutions"), alongside "ideas" and "interests," then contribute to the institutionalisation of the European BSPR in education and employment.
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- 2023
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48. Language Policies and Practices in Early Childhood Education: Perspectives across European Migration Societies. Introduction to the Special Issue
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Platzgummer, Verena and Thoma, Nadja
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This paper will introduce the subject of language policies and practices in early childhood education across European migration societies and formulate theoretical and methodological questions. It links perspectives from applied linguistics, most explicitly sociolinguistics, and educational research on language (education) policies and practices, thus contributing to the growing body of research on language in early childhood education. Building on this broad literature review as well as on recent socio-political developments, this introduction will identify key avenues for research in this field, and argue for three essential principles: the need of a nuanced understanding of the complex interplay between language policies and language practices within early childhood education; the adoption of a perspective that considers interrelations and interactions between all actors involved (i.e. children, teachers/educators, parents, policymakers, etc.); and the commitment to a critical perspective that asks questions of power, social difference and inequality. Finally, the introduction will present the contributions to the special issue and point out how they approach the identified avenues and principles for research on language policies and practices in early childhood education.
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- 2023
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49. Reframing Teacher Education around Inclusion, Equity, and Social Justice: Towards an Authentically Value-Centred Approach to Teacher Education in Europe
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Noel Purdy, Kathy Hall, Daria Khanolainen, and Conor Galvin
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Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity dominated approach to teacher education in Europe - focused primarily on classroom-based pedagogical competencies - is insufficient to fulfil the agentic potential of the teaching profession to promote inclusion, equity, and social justice. It is argued that the conceptualisation of teacher education and teachers' professional practice found within recent European Commission policy is too narrow and must move beyond competency-framed standards and accountability-focused monitoring systems towards the realisation of a more expansive, ambitious, value-driven, contextualised and 'messier' approach to teacher education and development. Such a transformative reframing must seek to develop teachers' criticality, autonomy and agency, helping them to find their voice and to work as agents of change to create a more inclusive, equitable, and fair society for all.
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- 2023
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50. Erasmus+ Sport Cluster Meeting on 'The Role of Sport in Education: Enhancing Skills Development and Dual Careers Perspectives'. Final Report
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European Commission (Belgium), European Education and Culture Executive Agency (EACEA)
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This report compiles the results of the Erasmus+ Cluster Meeting on "The role of sport in education: enhancing skills development and dual careers perspectives" gathering 120 participants including project leaders, policy makers and high-level speakers on 4-5 December 2019. This final report follows the meeting agenda, devoted to three policy sessions and three workshops on dual careers of athletes, skills development through sport, and coaches' role, qualification and recognition. This document aims at reporting on the outcomes of the meeting feeding the policy work of the European Commission and other policy-makers, and the reflections on the 2021-2027 Erasmus+ programme, and may form a fruitful ground for future initiatives for the participants and other interested stakeholders.
- Published
- 2021
- Full Text
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