75 results on '"United Kingdom"'
Search Results
2. Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
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Bozkurt, Aras, Xiao, Junhong, Lambert, Sarah, Pazurek, Angelica, Crompton, Helen, Koseoglu, Suzan, Farrow, Robert, Bond, Melissa, Nerantzi, Chrissi, Honeychurch, Sarah, Bali, Maha, Dron, Jon, Mir, Kamran, Stewart, Bonnie, Costello, Eamon, Mason, Jon, Stracke, Christian M., Romero-Hall, Enilda, Koutropoulos, Apostolos, Toquero, Cathy Mae, Singh, Lenandlar, Tlili, Ahm, Lee, Kyungmee, Nichols, Mark, Ossiannilsson, Ebba, Brown, Mark, Irvine, Valerie, Raffaghelli, Juliana Elisa, Santos-Hermosa, Gema, Farrell, Orna, Adam, Taskeen, Thong, Ying Li, Sani-Bozkurt, Sunagul, Sharma, Ramesh C., Hrastinski, Stefan, and Jandric, Petar
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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
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- 2023
3. Mapping the Evolution Path of Citizen Science in Education: A Bibliometric Analysis
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Yenchun Wu and Marco Fabio Benaglia
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For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.
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- 2024
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4. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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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.
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- 2023
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5. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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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.
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- 2023
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6. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
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Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
7. The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy
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Campbell, Janine Anne
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Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
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- 2021
8. Doctoral Defence Formats
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Lantsoght, Eva O. L.
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The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.
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- 2023
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9. The Importance and Level of Individual Social Capital among Academic Librarians
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Wojciechowska, Maja
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Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.
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- 2023
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10. College Educated yet Disconnected: Exploring Disconnection from Education and Employment in OECD Countries, with a Comparative Focus on the U.S. PERC Report and ETS Research Report Series No. RR-20-21
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Kevelson, Marisol J. C., Marconi, Gabriele, Millett, Catherine M., and Zhelyazkova, Nevena
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In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.
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- 2020
11. Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4
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Koçak, Deniz, Türe, Hasan, and Atan, Murat
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Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.
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- 2019
12. Multi-Level Classification of Literacy of Educators Using PIAAC Data
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Yalcin, Seher
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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
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- 2022
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13. Education at a Glance 2021: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
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"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition. [For "Education at a Glance 2020: OECD Indicators," see ED615322.]
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- 2021
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14. Building the Future: Children and the Sustainable Development Goals in Rich Countries. Innocenti Report Card 14
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UNICEF Office of Research – Innocenti (Italy) and Brazier, Chris
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This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). Specifically, this report seeks to bring the SDG [Sustainable Development Goal] targets for children in high-income countries into meaningful operation (while staying true to the ambitions of the global agenda) and to establish a point of departure for reviewing the SDG framework in these contexts. It focuses on those goals and targets with most direct relevance to the well-being of children in high-income settings. Where appropriate, it adapts the agreed SDG indicator, the better to reflect the problems facing children in such countries. The results therefore highlight the new challenges set by the SDGs.
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- 2017
15. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
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Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
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- 2016
16. Mortality, Predictors and Causes among People with Intellectual Disabilities: A Systematic Narrative Review Supplemented by Machine Learning
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Tyrer, Freya, Kiani, Reza, and Rutherford, Mark J.
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Background: There is a need to systematically compare and contrast mortality predictors and disparities in people with intellectual disabilities (ID) for global prevention strategy development. Method: Bibliographic databases and grey literature were searched using systematic review methodology and the machine learning tool "Abstrackr." Results: Fifty-four relevant articles and reports published from 2010 to 2019 were identified. Nearly all (n = 53) were from high-income countries. Mortality disparities were apparent and consistent across countries and publication years, with no evidence of a decrease over time. People with ID can still expect to live 12-23 years less than the general population and are particularly vulnerable to deaths from respiratory infections and epilepsy. Conclusions: Both population and individual-level approaches to prevention are indicated to tackle the continuing mortality disparities in people with ID, including consideration of reasonable adjustments in general population efforts to reduce health inequalities.
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- 2021
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17. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
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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.
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- 2020
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18. Education at a Glance 2020: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
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"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education. [This edition was revised April 2021. For "Education at a Glance 2019: OECD Indicators," see ED615321.]
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- 2020
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19. How Has Private Expenditure on Tertiary Education Evolved over Time and How Does It Affect Participation in Education? Education Indicators in Focus. No. 72
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Organisation for Economic Cooperation and Development (OECD) (France)
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On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high.
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- 2020
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20. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
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- 2020
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21. The Impact of COVID-19 on Education: Insights from 'Education at a Glance 2020'
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Organisation for Economic Cooperation and Development (OECD) (France) and Schleicher, Andreas
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This brochure focuses on a selection of indicators from "Education at a Glance," selected for their particular relevance in the current context. Their analysis enables the understanding of countries' response and potential impact from the COVID-19 containment measures. The following topics are discussed: (1) the impact of the crisis on education, including public financing of education in OECD countries and international student mobility; and (2) COVID-19 and educational institutions, including the loss of instructional time delivered in a school setting, measures to continue students' learning during school closure, teachers' preparedness to support digital learning, when and how to reopen schools, class size, a critical parameter for the reopening of schools, and vocational education during the COVID-19 lockdown.
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- 2020
22. Developing, Approving and Maintaining Qualifications: Selected International Approaches. Research Report
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National Centre for Vocational Education Research and Misko, Josie
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There are lessons for Australia in the key approaches to the development, approval, maintenance and quality assurance of qualifications adopted in countries overseas. This research takes into account a range of approaches used in selected European Union (EU) member states (Germany, Finland and Sweden), the United Kingdom (England, Northern Ireland and Wales, Scotland, and Ireland) and the nations of New Zealand, Singapore and South Korea. The processes used in Ontario, Canada, and selected accreditation agencies in the United States were also investigated. This work serves to inform the vocational education and training (VET) sector in Australia about practices used overseas. It provides a useful reference document for agencies charged with developing and reviewing qualifications and showcases the different approaches used to ensure that qualifications remain current for the industries they serve. This report highlights some key messages for Australia, some of which include: (1) The introduction of qualifications frameworks, implementation of competency-based or learning outcomes approaches to learning and assessment, recognition of prior learning, and effective regulation and quality assurance processes are all being debated overseas, with varying solutions to the perceived issues being applied; (2) The development of hierarchical national qualifications frameworks comprising progressively higher qualification levels is relatively widespread, and increasing; and (3) Collaboration between governments (or their delegated agencies) and industry stakeholders is key to developing and/or approving competency standards, educational standards and content that align with labour market needs. The following are appended: (1) The criteria for SQA accreditation of qualifications; and (2) Standards for the ACCSC in the United States. [This report has been prepared by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research (NVETR) Program.]
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- 2015
23. The Framework of Media Education and Media Criticism in the Contemporary World: The Opinion of International Experts (Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales)
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Fedorov, Alexander and Livitskaya, Anastasia
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The article analyzes the results of the international survey "Synthesis of Media Literacy Education and Media Criticism in the Modern World," conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.
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- 2015
24. Children of the Recession: The Impact of the Economic Crisis on Child Well-Being in Rich Countries. Innocenti Report Card 12
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UNICEF Office of Research – Innocenti (Italy) and Fanjul, Gonzalo
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As the data in this new edition of the Innocenti Report Card series show, in the past five years, rising numbers of children and their families have experienced difficulty in satisfying their most basic material and educational needs. Most importantly, the Great Recession is about to trap a generation of educated and capable youth in a limbo of unmet expectations and lasting vulnerability. League Tables, the flagship tool of the Innocenti Report Card series, rank the change, since the onset of the crisis, in the poverty levels of children and the impact of the recession on youth. The Report also explores the effects of the recession on youth seeking to enter or remain in the labour force in the middle of a recession. [Support for this report was provided by the Government of Italy.]
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- 2014
25. Balancing School Choice and Equity: An International Perspective Based on PISA
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
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Many countries are struggling to reconcile greater flexibility in school choice with the need to ensure quality, equity and coherence in their school systems. This report provides an international perspective on issues related to school choice, especially how certain aspects of school-choice policies may be associated with sorting students into different schools. A key question fuelling the school-choice debate is whether greater competition among schools results in more sorting of students by ability or socio-economic status. At the macro level, school segregation can deprive children of opportunities to learn, play and communicate with other children from different social, cultural and ethnic backgrounds, which can, in turn, threaten social cohesion. The report draws a comprehensive picture of school segregation, using a variety of indicators in order to account for the diversity of the processes by which students are allocated to schools.
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- 2019
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26. Education at a Glance 2019: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
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"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4. [For "Education at a Glance 2018: OECD Indicators," see ED588641.]
- Published
- 2019
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27. A Healthy Mind in a Healthy Body. Trends Shaping Education Spotlight 17
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Organisation for Economic Cooperation and Development (OECD) (France)
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Good health is a benefit in many domains, such as work, studies or social relationships. Fostering a sound knowledge on healthy habits and the implications of risk-taking behaviours is a key to shaping societies with healthier lifestyles.
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- 2019
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28. ECE Teachers' Views on Play-Based Learning: A Systematic Review
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Bubikova-Moan, Jarmila, Naess Hjetland, Hanne, and Wollscheid, Sabine
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In recent years, play-based learning (PBL) has attracted attention, debate and controversy across different national contexts. There is no definitional consensus which may have undesirable consequences for enacting its potential in professional practice. The aim of our study was to synthesize international research on ECE practitioners' views on PBL. Based on a meta-synthesis of 62 studies from 24 national contexts, we show that they have differing views on the degree of conceptual compatibility between play and learning. While they may adopt numerous roles in PBL, they also express uncertainties as to how and when to get involved. Lastly, practitioners report on experiencing many challenges in enacting PBL, most importantly, policy and curricular delivery pressure. Throughout our review, we underscore both general trends and local nuances.
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- 2019
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29. Comparing Public Spending and Priorities Across OECD Countries
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Center for American Progress, Dewan, Sabina, and Ettlinger, Michael
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At the heart of progressivism is the belief that government--not big government, or small government, but effective government--has a critical role to play in ensuring the well being of its citizens. Public spending serves an important function in pursuing economic growth objectives while ensuring that gains are widely distributed to promote broad-based increases in living standards. But governments' relative fiscal positions, how much they spend, and the composition of that spending is likely to make a difference in achieving these objectives. Member countries of the Organization for Economic Cooperation and Development--an international organization consisting primarily of developed, free-market economies--vary significantly in (1) their relative fiscal positions, or deficits and surpluses; (2) their amount of public spending; and (3) how they allocate spending across different categories to reflect priorities. This descriptive study examines how OECD countries have addressed the current economic situation through their fiscal balance sheets, and then goes on to consider similarities and differences in public spending across OECD countries through the prism of economic and social objectives. Countries are compared according to three relative measures of government spending: spending as a share of GDP, spending per capita, and spending by category as a percentage of total government expenditure.
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- 2009
30. Education at a Glance 2018: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) and Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI)
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"Education at a Glance: OECD Indicators" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems in the 35 OECD and a number of partner countries. With more than 100 charts and tables, Education at a Glance 2018 imparts key information on the output of educational institutions, the impact of learning across countries, and worldwide access, participation and progression in education. It also investigates the financial resources invested in education, as well as teachers, the learning environment and the organisation of schools. The 2018 edition presents a new focus on equity in education, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, the educational attainment of parents, immigrant background, and regional location. The publication introduces a chapter dedicated to Target 4.5 of Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Finally, new indicators are introduced on equity in entry to and graduation from tertiary education, and the levels of decision-making in education systems. New data are also available on the statutory and actual salaries of school heads, as well as trend data on expenditure on early childhood education and care and the enrolment of children in all registered early childhood education and care settings. More data are available on the OECD educational database. [For "Education at a Glance 2017: OECD Indicators," see ED580867.]
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- 2018
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31. In Which Countries Do the Most Highly Qualified and Experienced Teachers Teach in the Most Difficult Schools? PISA in Focus. No. 85
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Organisation for Economic Cooperation and Development (OECD) (France) and Avvisati, Francesco
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Teachers are the most important school resource. In every country, teachers' salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students.
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- 2018
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32. Engaging Young Children: Lessons from Research about Quality in Early Childhood Education and Care. Starting Strong
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Organisation for Economic Cooperation and Development (OECD) (France), Barata, Clara, Barata, Clara, and Organisation for Economic Cooperation and Development (OECD) (France)
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The first years of life lay the foundations for a child's future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality. A growing body of research suggests that the magnitude of the benefits for children will depend on the level of quality of early childhood services, with especially strong evidence in the case of disadvantaged children. In light of budgetary constraints, policy makers require the latest knowledge base of the quality dimensions that are most important for ensuring children's development and early learning. However, current research is often narrow in focus or limited to programme-level or national-level conclusions. This book expands the knowledge base on this topic. It draws lessons from a cross-national literature review and meta-analysis of the relationship between early childhood education and care structure (e.g. child-staff ratios, staff training and qualifications), process quality (i.e. the quality of staff-child interactions and developmental activities), and links to child development and learning. This report concludes with key insights, as well as avenues for further research. [This work was written with contributions from Victoria Liberatore, Arno Engel, and Miho Taguma, and was produced with the financial support of the Jacobs Foundation Switzerland. Individual chapters contain references.]
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- 2018
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33. How Does Access to Early Childhood Services Affect the Participation of Women in the Labour Market? Education Indicators in Focus. No. 59
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Organisation for Economic Cooperation and Development (OECD) (France)
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While the benefits of early childhood education and care (ECEC) services to better learning are now widely acknowledged, a widespread and accessible provision for these services also helps support gender equality in the workforce. In particular, the availability, intensity, reliability and affordability of ECEC play an important role in engaging women full time in the labour market. While ECEC has experienced a surge of policy attention over the last decades, wide variations still exist across countries and its costs remains a barrier to accessing paid work for poor families and lone parents, mostly mothers. More efforts are needed to increase the provision and accessibility of free ECEC services, especially for children under the age of 3.
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- 2018
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34. In Which Countries and Schools Do Disadvantaged Students Succeed? PISA in Focus. No. 80
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Organisation for Economic Cooperation and Development (OECD) (France)
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PISA 2015 data show that, on average across OECD countries, as many as three out of four students from the lowest quarter of socio-economic status reach, at best, only the baseline level of proficiency (Level 2) in reading, mathematics or science. While in Canada, Denmark, Estonia, Finland, Germany, Hong Kong (China), Ireland, Japan, Korea, the Netherlands, Norway, Singapore, Slovenia and Viet Nam, more than 30% of disadvantaged students scored at Level 3 or above in all PISA subjects in 2015, and can thus be considered "academically resilient". Students who perform at Level 3 begin to demonstrate the ability to construct the meaning of a text and form a detailed understanding from multiple independent pieces of information when reading. They can work with proportional relationships and engage in basic interpretation and reasoning when solving mathematics problems; and they can handle unfamiliar topics in science. Such skills are the foundations for success and further learning later in life. PISA data collected over a decade (in 2006, 2009, 2012 and 2015) show that several countries have been able to increase the share of academically resilient students among those in the bottom quarter of socio-economic status. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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35. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
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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.]
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- 2018
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36. Inequality in Top Performance: An Examination of Cross-Country Variation in Excellence Gaps across Different Levels of Parental Socioeconomic Status
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Jacobs, Babs and Wolbers, Maarten H. J.
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This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a top-performing student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N = 216,980) to reveal that children with low parental SES have a lower probability of becoming a top-performing student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation.
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- 2018
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37. Returns to Higher Education in the Very Long-Run: 1870-2010
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Hailemariam, Abebe
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This article examines the long-run effect of higher education, measured in average years of tertiary schooling, on the level and growth rate of national per capita income. It uses an improved dataset on educational attainments which not only reduces measurement error but also overcomes data comparability issues and allows us to estimate the long-run effect of human capital through higher education on economic development. Using unique long panel data for 36 advanced and emerging economies spanning over the period 1870-2010, we find that higher education has a positive and significant effect on the level and the growth rate of national per capita income. Specifically, our empirical results indicate that a 1% increase in educational attainment at higher education level would raise the growth rate of per capita income by about 0.01% to 0.02% over a five-year period. That is, at the sample mean, an increase in average tertiary education by one year would raise output growth by about 6% to 11% in five years. We find that the returns to female education are lower than the returns to male education at tertiary schooling levels. Our results are robust to alternative specifications.
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- 2018
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38. Is Labour Market Demand Keeping Pace with the Rising Educational Attainment of the Population? Education Indicators in Focus. No. 57
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Organisation for Economic Cooperation and Development (OECD) (France)
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Across OECD countries, more and more individuals have attained tertiary education and the share of those with less education has declined. Although there are more tertiary-educated individuals than ever before, they still achieve good labour market outcomes. This confirms that labour market demand is generally keeping pace with rising educational attainment. Only in about one-quarter of OECD countries, the employment advantage of tertiary-educated adults over adults with upper-secondary or post-secondary education has declined over the past two decades, which may be a sign that demand for tertiary-educated people is slowing down. Countries also need to address the situation of young men and women who have not completed upper secondary school and who face low employment prospects.
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- 2017
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39. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
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We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
40. Global Higher Education Rankings: Affordability and Accessibility in Comparative Perspective, 2005
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Usher, Alex and Cervenan, Amy
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Over the past few decades, higher education has become available around the world to a degree unimaginable to earlier generations. In many ways, accessible mass higher education is the foundation of the modern knowledge economy, and without it, the bright futures of many youth around the world would be dimmed. Preserving and enhancing the accessibility of higher education is an issue that confronts governments and stakeholders all over the world. This inaugural edition of the Global Higher Education Rankings is the first systematic and rigorous exploration of the affordability and accessibility of higher education within an international comparative context. The report is effectively divided into four parts following an introduction: methodology, affordability rankings, accessibility rankings, and conclusions. The end of the report also includes individual country reports which profile national results, and two appendices relating to data and indicator scores. The affordability section of this report looks at the complete and high quality data on affordability of higher education in fifteen countries: Australia, Austria, Belgium, Canada, Finland, France, Germany, Ireland, Italy, Japan, The Netherlands, New Zealand, Sweden, the United Kingdom and the United States. The accessibility section of the report looks at the relevant, complete data on accessibility of higher education in thirteen countries: Australia, Austria, Belgium, Canada, Finland, France, Germany, Ireland, Italy, The Netherlands, Sweden, the United Kingdom and the United States. Given the difference in national focus and priorities regarding higher education accessibility, data on accessibility is far less open to international comparison than is data on affordability. While there is some clustering, the data and rankings suggest quite strongly that the links between accessibility and affordability are not straightforward. For instance, with the exceptions of Finland and the Netherlands, no country hasconsistently high scores across both the affordability and accessibility rankings. Data Sources and Indicator Scoring/Weightings Sensitivity are appended. (Contains 7 figures and 29 tables.) [This document was published by the Educational Policy Institute. Abstract modified to meet ERIC guidelines.]
- Published
- 2005
41. Libraries, National Security, Freedom of Information Laws and Social Responsibilities. IFLA/FAIFE World Report Series Volume V
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International Federation of Library Associations and Institutions, Seidelin, Susanne, Hamilton, Stuart, Seidelin, Susanne, Hamilton, Stuart, and International Federation of Library Associations and Institutions
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The IFLA/FAIFE World Report Series is unique. It is the only source based on a systematic data collection process that provides an overview of how libraries around the world are tackling barriers to freedom of access to information and freedom of expression. This year's edition includes 84 country reports which detail the extent of Internet access in libraries worldwide and address three specific areas of concern: Anti-terror legislation; freedom of information laws; and the social responsibilities of libraries such as raising awareness of HIV/AIDS and increasing women's access to information. This publication contains the following sections: (1) Acknowledgments (Susanne Seidelin & Stuart Hamilton); (2) Authors; (3) Preface (Kay Raseroka); (4) Introduction (Susanne Seidelin & Stuart Hamilton); (5) Libraries, Liberty and the USA PATRIOT ACT (Marc Lampson); (6) Freedom of Information Legislation, Libraries, and the Global Flow of Information (Barbara Jones); (7) IFLA and Social Responsibility: A Core Value of Librarianship (Al Kagan); (8) Methodology (Stuart Hamilton & Susanne Seidelin); (9) Country Reports (Stuart Hamilton & Susanne Seidelin); and (10) Analysis and conclusions (Stuart Hamilton & Susanne Seidelin). Seven appendices are included: (1) IFLA/FAIFE World Report 2005 Questionnaire; (2) The IFLA/FAIFE World Report Series; (3) National Security Legislation; (4) Follow-up of the work of the Social Responsibilities Discussion Group; (5) Women's Information Needs; (6) The IFLA Internet Manifesto; and (7) The Glasgow Declaration on Libraries, Information Services and Intellectual Freedom. Individual sections contain notes. [Funding for this report was provided by the German Library Umbrella (BID).]
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- 2005
42. A League Table of Child Maltreatment Deaths in Rich Nations. Innocenti Report Card. Issue No. 5
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United Nations Children’s Fund (UNICEF) (Italy), Innocenti Research Centre, Adamson, Peter, Micklewright, John, Schnepf, Sylke, and Wright, Anna
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This report represents the first ever attempt to draw a comparative picture of the physical abuse of children in the 27 richest nations of the world. UNICEF research estimates that almost 3,500 children under the age of 15 die from physical abuse and neglect every year in the industrialized world. The greatest risk is among younger children. A small group of countries -- Spain, Greece, Italy, Ireland and Norway -- appear to have an exceptionally low incidence of child maltreatment deaths; Belgium, the Czech Republic, New Zealand, Hungary and France have levels that are four to six times higher. The United States, Mexico and Portugal have rates that are between 10 and 15 times higher than those at the top of the league table. The good news is that child deaths from maltreatment appear to be declining in the great majority of industrialized countries.
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- 2003
43. 'It's the Method, Stupid.' Interrelations between Methodological and Theoretical Advances: The Example of Comparing Higher Education Systems Internationally
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Hoelscher, Michael
- Abstract
This article argues that strong interrelations between methodological and theoretical advances exist. Progress in, especially comparative, methods may have important impacts on theory evaluation. By using the example of the "Varieties of Capitalism" approach and an international comparison of higher education systems, it can be shown that the use of improved data and of advanced analysis techniques changes the acceptance or rejection of the theoretical approach. As a conclusion, the article advocates data improvements, the use of advanced methods, more generally a methodologically reflexive interpretation of comparative research results as well as a closer cooperation between theory and method development.
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- 2017
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44. Perspectives on Open Access Opportunities for IS Research Publication: Potential Benefits for Researchers, Educators, and Students
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Woszczynski, Amy B. and Whitman, Michael E.
- Abstract
Access to current research materials, pedagogical best practices, and relevant knowledge has become problematic as journal subscription costs have increased. Increasing delays in the traditional publication timeline, coupled with high subscription costs, have resulted in a diminished ability for IS faculty and their students to access the most relevant research in a timely manner, an issue felt most acutely in developing nations. As IS educators seeks to increase the dissemination of their work and ensure that students have the most updated knowledge, one option is publishing in open-access (OA) journals. However, a lack of knowledge, inconsistent quality perceptions, the presence of predatory journals, and publication fees have negatively affected IS researchers' support for OA publishing. This study surveyed 68 IS scholars and found that IS scholars do not publish in OA journals due to concerns about fees, quality, prestige, and impact factors. This study found more similarities than differences between junior- and senior-level IS scholars, with junior faculty members placing more emphasis on the speed of publication than their senior colleagues do. By understanding the underlying reasons that IS faculty are favoring OA options, the study hopes to shed light on the reliance on traditional journal publication models that restrict the distribution of intellectual property. If the OA approach were embraced by more journals, IS faculty members and their students benefit through expeditious access to relevant content to support faculty professional development, instruction, and research.
- Published
- 2016
45. What Does the Decline in the International Ranking of the United States in Educational Attainment Mean for Community Colleges?
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Skolnik, Michael
- Abstract
This article was written in response to concerns that have been expressed about the possible consequences of an increasing number of countries overtaking the United States in educational attainment. International statistics on educational attainment were analyzed, questions about comparability of data were discussed, and the impact of different approaches to the organization of higher education on attainment rates was examined. The author concluded that comparing the rate of attainment of subbaccalaureate credentials between the United States and other countries is problematic both because of definitional issues, and as a consequence of the major transfer function of American community colleges. The article explains how colleges that previously offered short term vocational training in many European countries have evolved into vocationally-oriented baccalaureate granting institutions that have enabled their nations to achieve rapidly rising levels of baccalaureate degree attainment. It suggests that the experience of these countries may provide useful lessons--and cautions--for policy makers and educational leaders with respect to expanding the role of community colleges in awarding baccalaureate degrees.
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- 2016
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46. Gifted Education's Reflection of Country-Specific Cultural, Political, and Economic Features
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Frantz, Roger S. and McClarty, Katie Larsen
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Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country's cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to which the economy supports basic education for all students may be reflected in the way in which a country approaches gifted education. We examined gifted and talented education policies and practices in 38 Organisation for Economic Co-operation and Development (OECD) member and partner countries and considered how those policies and practices may reflect country-specific characteristics. In this article, we discuss ways in which gifted education in OECD countries may reflect cultural, political, and economic features of countries.
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- 2016
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47. Educational Differentiation Policies and the Performance of Disadvantaged Students across OECD Countries
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Castejón, Alba and Zancajo, Adrián
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This article focuses on analysing the effect of educational differentiation policies of OECD educational systems on socioeconomically disadvantaged students, based on data from PISA 2009. The analysis is conducted on the basis of a definition of two subgroups of disadvantaged students: those that achieve high scores, and those obtaining scores that are significantly below the average for their country. Educational systems are classified in four models following the classification proposed by N. Mons. Results show that the more integrated the educational system, the greater the number of disadvantaged high achievers, and the lower the number of disadvantaged low achievers.
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- 2015
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48. PIAAC Technical Standards and Guidelines
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Organisation for Economic Cooperation and Development (OECD) (France)
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The Programme for International Assessment of Adult Competencies (PIAAC) will establish technical standards and guidelines to ensure that the survey design and implementation processes of PIAAC yield high-quality and internationally comparable data. This document provides a revised version of the technical standards and guidelines originally distributed (October 11, 2008). The document is structured in two parts: (1) Part I provides an introduction to PIAAC and its objectives as well as the methodologies; and (2) Part II presents the proposed standards, together with their rationale, technical implications, recommendations for implementation, and quality assurance procedures. The standards presented in this document are the generally agreed upon policies or best practices to be adhered to in the conduct of the survey. The guidelines are statements which elaborate on the implementation of the standard(s). Once the guidelines and standards are adopted, it is essential that all countries follow them. Where this is not possible, countries may apply for derogations from the standards. Where such derogations would compromise the survey objectives, the PIAAC Consortium will bring these to the attention of the OECD Secretariat, which, in turn, may refer them to the BPC for arbitration in situations where they might compromise the collective value of PIAAC. In addition to the standards and guidelines, the document provides recommendations which are designed to further improve the quality of the survey implementation and results. The recommendations are suggestions based on experience and best practices which would be acceptable approaches or activities to be undertaken in conjunction with a standard(s). Individual sections contain references. Annexes are included.
- Published
- 2014
49. Participation Patterns in Adult Education: The Role of Institutions and Public Policy Frameworks in Resolving Coordination Problems
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Desjardins, Richard and Rubenson, Kjell
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This article focuses on evidence regarding cross-national patterns of participation in adult education and an interpretation of these patterns from an institutional and public policy perspective. The interpretation follows from the perspective that sustaining high and widely distributed levels of investment in the development and maintenance of skills over the lifespan of individuals is to a large extent interconnected with a high-level of non-market coordination via institutional arrangements and/or specific public policy measures. Such arrangements and measures are seen to alleviate coordination problems that otherwise lead to underinvestment in skills and/or inequity in the distribution of access to education and training and hence skills. Consequently, it is argued that institutional contexts and public policy measures condition participation patterns in adult education, and are thus worthwhile to understand better for the purposes of informing policy. (Contains 4 figures and 3 tables.)
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- 2013
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50. Research Collaboration across Higher Education Systems: Maturity, Language Use, and Regional Differences
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Shin, Jung Cheol, Lee, Soo Jeung, and Kim, Yangson
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This study analyzed whether research collaboration patterns differ across higher education systems based on maturity of the systems, their language, and their geographical region. This study found that collaboration patterns differ across higher education systems: academics in developed systems are more collaborative than their colleagues in developing systems; academics in English-speaking countries are no more collaborative than their colleagues in non-English speaking countries; and academics in European countries are more collaborative internationally than their colleagues in non-European countries. In addition, it was found that publication is not associated with collaboration, either domestically or internationally. This finding implies that collaboration is a different dimension from publication. Finally, the article discusses implications of the findings for evaluation systems. (Contains 4 tables.)
- Published
- 2013
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