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2. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2018
4. 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
5. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
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Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
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The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
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- 2019
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6. Interviewers, Test-Taking Conditions and the Quality of the PIAAC Assessment. OECD Education Working Papers, No. 191
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Organisation for Economic Cooperation and Development (OECD) (France) and Keslair, François
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This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
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- 2018
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7. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
8. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
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A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
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- 2013
9. Making Skills Transparent: Recognising Vocational Skills Acquired through Workbased Learning. OECD Education Working Papers, No. 180
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Organisation for Economic Cooperation and Development (OECD) (France), Kis, Viktoria, and Windisch, Hendrickje Catriona
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This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.
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- 2018
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10. 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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11. Birthplace Diversity, Income Inequality and Education Gradients in Generalised Trust: The Relevance of Cognitive Skills in 29 Countries. OECD Education Working Papers, No. 164
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, and Pokropek, Artur
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The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
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- 2017
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12. Employment Patterns in OECD Countries: Reassessing the Role of Policies and Institutions. OECD Economics Department Working Papers No. 486
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Organisation for Economic Cooperation and Development, Bassanini, Andrea, and Duval, Romain
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This paper explores the impact of policies and institutions on employment and unemployment of OECD countries in the past decades. Reduced-form unemployment equations, consistent with standard wage setting/price-setting models, are estimated using cross-country/time-series data from 21 OECD countries over the period 1982-2003. In the "average" OECD country, high and long-lasting unemployment benefits, high tax wedges and stringent anticompetitive product market regulation are found to increase aggregate unemployment. By contrast, highly centralised and/or coordinated wage bargaining systems are estimated to reduce unemployment. These findings are robust across specifications, datasets and econometric methods. As policies and institutions affect employment not only via their impact on aggregate unemployment but also through their effects on labour market participation -- particularly for those groups "at the margin" of the labour market, group-specific employment rate equations are also estimated. In the "average" OECD country, high unemployment benefits and high tax wedges are found to be associated with lower employment prospects for all groups studied, namely prime-age males, females, older workers and youths. There is also evidence that group-specific policy determinants matter, such as targeted fiscal incentives. The paper also finds significant evidence of interactions across policies and institutions, as well as between institutions and macroeconomic conditions. Consistent with theory, structural reforms appear to have mutually reinforcing effects: the impact of a given policy reform is greater the more employment-friendly the overall policy and institutional framework. Certain more specific interactions across policies and institutions are found to be particularly robust, notably between unemployment benefits and public spending on active labour market programmes as well as between statutory minimum wages and the tax wedge. Finally, it is shown that macroeconomic conditions also matter for unemployment patterns, with their impact being shaped by policies. (A bibliography is included. Contains 144 footnotes, 9 figures, 3 boxes and 27 tables.)
- Published
- 2006
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13. The Evolution of Gender Gaps in Numeracy and Literacy between Childhood and Adulthood. OECD Education Working Papers, No. 184
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Organisation for Economic Cooperation and Development (OECD) (France), Borgonovi, Francesca, Choi, Álvaro, and Paccagnella, Marco
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Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
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- 2018
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14. Education Systems, Education Reforms, and Adult Skills in the Survey of Adult Skills (PIAAC). OECD Education Working Papers, No. 182
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Organisation for Economic Cooperation and Development (OECD) (France) and Liu, Huacong
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This study uses the PIAAC data to examine the relationships between education system characteristics (e.g. early tracking and vocational education orientation) and distributions of adult numeracy skills. It also investigates the effects of postponing the tracking age and easing university access for students on a vocational track on the average skills and different percentiles of the skills distribution. Correlational analysis suggests that education systems with more students enrolled in vocational tracks have on average higher levels of numeracy skills and more compressed skills distributions between the 50th and 90th percentiles. Further analysis suggests that postponing the tracking age among 14 European countries does not have a significant effect on the average skills of the population. However, it increases skills for individuals at the 10th, 20th, and 30th percentiles of the skill distribution. Expanding university access is associated with an increase in numeracy skills, particularly for individuals at the bottom three deciles of the distribution.
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- 2018
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15. Association between Literacy and Self-Rated Poor Health in 33 High- and Upper-Middle-Income Countries. OECD Education Working Papers, No. 165
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Organisation for Economic Cooperation and Development (OECD) (France), Kakarmath, Sujay, Denis, Vanessa, Encinas-Martin, Marta, Borgonovi, Francesca, and Subramanian, S. V.
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We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
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- 2018
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16. Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD Education Working Papers, No. 9
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Organisation for Economic Cooperation and Development, Arbo, Peter, and Benneworth, Paul
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The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)
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- 2007
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17. Differenciation intergroupes en milieu scolaire. Discussion methodologique et analyse comparative dans dix pays (Intergroup Differentiation in the School Context. Methodological Discussion and Comparative Analysis in Ten Countries). Papers on Teacher Training and Multicultural/Intercultural Education No. 34.
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International Bureau of Education, Geneva (Switzerland).
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A survey was undertaken in ten countries to assess several aspects of education in multicultural societies: the attitudes of elementary teachers in training concerning different cultural groups, attitudes about separation of cultural groups for teaching purposes, and the fit between teacher attitudes and the system's provisions. In addition, a questionnaire was developed to measure these factors. The questionnaire was administered in ten countries: Bolivia; Spain; Mauritius; Jordan; Lebanon; Mexico; Pakistan; Poland; Senegal; and the Czech Republic. Monographs have been published separately for each country; comparisons are reported here. The first section of the report presents a brief literature review, and the second describes the study's methodology, including difficulties encountered with it. The third part summarizes results concerning the schools' objectives, the teacher's role, teachers' reasons for choosing their career, and the solutions they envision for schooling problems. After this, findings concerning teaching facilities, attribution of causes for teaching problems, and awareness of cultural distance between groups are reported. The final section offers a summary and discussion of findings. Contains 37 references. (MSE)
- Published
- 1996
18. Age, Ageing and Skills: Results from the Survey of Adult Skills. OECD Education Working Papers, No. 132
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Organisation for Economic Cooperation and Development (OECD) (France) and Paccagnella, Marco
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This paper presents a comprehensive analysis of the link between age and proficiency in information-processing skills, based on information drawn from the Survey of Adult Skills (PIAAC). The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to "naturally" decline with age. Age differences in proficiency are, at first sight, substantial. On average across the OECD countries participating in PIAAC, adults aged 55 to 65 score some 30 points less than adults aged 25 to 34 on the PIAAC literacy scale, which is only slightly smaller than the score point difference between tertiary educated and less-than-upper-secondary educated individuals. However, despite their lower levels of proficiency, older individuals do not seem to suffer in terms of labour market outcomes. In particular, they generally earn higher wages, and much of the available empirical evidence suggests that they are not less productive than younger workers. Older and more experienced individuals seem therefore able to compensate the decline in information processing skills with the development of other skills, generally much more difficult to measure. On the other hand, proficiency in information-processing skills remain a strong determinant of important outcomes at all ages: this makes it important to better understand which factors are the most effective in preventing such age-related decline in proficiency, which does not occur to the same extent in all countries and for all individuals. Two broad interventions seem to be particularly promising in this respect. First, it is important to ensure that there is adequate and effective investment in skills development early in the life-cycle: as skills beget skills, starting off with a higher stock of human capital seems also to ensure smaller rates of proficiency decline. Second, it is equally important that policies are in place that provide incentives to individuals (and firms) to invest in skills across the entire working life. In this respect, changes in retirement policies can not only have the short-term effect of providing some reliefs to public finance, but have the potential to radically reshape incentives to stay active, to practice their skills and to invest more in training, thus helping to maintain high levels of proficiency. One table, Age Differences and Age Effects, is appended.
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- 2016
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19. Working and Learning: A Diversity of Patterns. OECD Social, Employment and Migration Working Papers, No. 169
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Organisation for Economic Cooperation and Development (OECD) (France) and Quintini, Glenda
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The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.
- Published
- 2015
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20. Test-Taking Engagement in PIAAC. OECD Education Working Papers, No. 133
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Organisation for Economic Cooperation and Development (OECD) (France), Goldhammer, Frank, Martens, Thomas, Christoph, Gabriela, and Lüdtke, Oliver
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In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee's native language. Appended are: (1) Country differences in test-taking engagement; and (2) Subgroup differences in test-taking engagement.
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- 2016
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21. The Impact of Literacy, Numeracy and Computer Skills on Earnings and Employment Outcomes. OECD Education Working Papers, No. 129
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Organisation for Economic Cooperation and Development (OECD) (France), Lane, Marguerita, and Conlon, Gavan
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Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market. Contains the following annexes: (1) Country Literacy and Numeracy Profiles; and (2) Demographic Control Variables.
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- 2016
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22. Bringing about Curriculum Innovations. OECD Education Working Papers, No. 82
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Organisation for Economic Cooperation and Development and Karkkainen, Kiira
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Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only "what" should be taught to students, but also "how" the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. This paper characterises two contrasted approaches to curriculum decision making and bringing about innovations in education. At one extreme, a prescriptive central curriculum implicitly places the initiative for educational innovations at the level of the central administration. This approach provides strong incentives for schools and teachers to adapt innovations that would not otherwise take place. Innovations, supported by policy measures and informed by research, are brought within the reach of all schools and teachers in an equitable manner. The challenge is then to accommodate local needs and ensure the commitment to and implementation of innovations by schools and teachers. At the other extreme, decentralised curriculum decision making provides schools--and perhaps even teachers--with room to create their own educational innovations. This approach allows for experimentation relevant to individual students and local communities. Innovations are meant to spread through horizontal networks of schools and teachers. The challenge is then to provide incentives for individual schools and teachers to innovate or adapt innovations and ensure that they have equal capacity to do so. The paper provides an overview of various possible approaches linking curriculum policy to educational innovation, it shows that OECD countries can mix these approaches and it discusses elements that can affect those innovations in reality. Focusing on public lower-secondary education, it draws on various OECD and UNESCO data. First, the paper suggests that OECD education systems differ clearly when looking at formal curriculum decision making, although no system relies on a purely central or school-based approach to curriculum innovations. Second, several elements can reduce the "innovation power" of the central curriculum and the "innovation flexibility" of the decentralised curriculum. Third, stakeholders--such as experts, teachers and parents--are able to influence curriculum innovations differently at central and school levels. Innovations in central-level curriculum appear to have widespread possibilities to rely on expert knowledge with consultation with practitioners, parents and the wider public. School level curriculum innovations appear to build mainly on principals and teachers' knowledge with an indirect influence from experts and parents. Annexed are: (1) Emerging Curriculum Themes in OECD Countries; (2) Approaches to Bringing About Competence-Based Curriculum; (3) Central Level Curriculum in OECD Countries; (4) Details on the Implicit Approaches to Curriculum Innovations; and (5) Roles of Parents in Decision Making on Education Policy. (Contains 13 tables, 4 charts, 5 boxes and 20 notes.)
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- 2012
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23. Subsidies and Levies as Policy Instruments to Encourage Employer-Provided Training. OECD Education Working Papers, No. 80
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Organisation for Economic Cooperation and Development, Muller, Normann, and Behringer, Friederike
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This paper provides an overview of the available information concerning selected policy instruments intended to promote employer-provided training, including the stated rationale and objectives, the target groups and operational design as well as a at a summary of the evaluative evidence regarding their operation. The analysis focuses on policy instruments providing financial assistance or incentives, specifically, subsidies (including tax incentives and grants) and levy schemes that devote a least some share of their resources to continuing training. Training leave regulations are considered only to the extent that they can be treated as a form of subsidy or a levy scheme, depending on the main financing mechanism involved. Instruments that focus solely on improving the quality of training or enhancing transparency in the training market are not addressed. In addition to offering a description of different instruments, the paper discusses the strengths and weaknesses (or risks and opportunities, respectively) of different types of instrument or particular elements of instrument design. It also specifies principles of successful instrument design that have been put forth in the literature and concludes with some remarks regarding the choice of policies. Training funds in combination with levy schemes in OECD and non-OECD countries are appended. Individual sections contain endnotes. (Contains 1 figure and 1 table.)
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- 2012
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24. ICT and Initial Teacher Education: National Policies. OECD Education Working Papers, Number 61
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Organisation for Economic Cooperation and Development and Rizza, Caroline
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This working paper aims to give an overview of the national policies that exist in the field of information and communication technology (ICT) and initial teacher education. Information on this topic was initially gathered via a survey, in the form of a country questionnaire, which was conducted as part of the analytical strand of the the Organisation for Economic Cooperation and Development (OECD) study entitled "ICT and Initial Teacher Education." All of this work has been carried out under the auspices of the "New Millennium Learners" project. Responses to the survey were received from the following countries: Austria, Australia, Belgium (Flanders), Chile, Denmark, Finland, Poland, Slovakia, Spain, and the United Kingdom. Some of the responses have been used in this report. In addition, desk research was conducted for 31 OECD countries. Special attention was given to the dates and to the last revisions of the documents in order to ensure the relevance of the information collected. Official country reports, work plans, official texts (decrees, laws) and articles constitute the main material of this study. Multiple sources have been used: databases, official government websites, key stakeholders. The review was completed in January 2009; therefore, reforms and updates of the policies implemented after January 2009 have not been taken into account. On the basis of these documents, three categories are proposed for understanding the extent to which countries have addressed the issue of ICT and initial teacher education: (1) Lack of relevant information concerning ICT and initial teacher education; (2) Category 2: Developing awareness of the stakes of ICT and initial teacher education; and (3) Category 3: Inclusion of ICT in initial teacher education at several levels. The first part of this report presents a comparison of national policies by classifying each of them in one of these three categories. The second part of this report proposes a complementary analysis of these results by first discussing some limits to the initial broad classification of countries in these categories and then presenting key elements of comparison in order to estimate the level of coherence of these policies. Country Questionnaire is appended. (Contains 4 tables and 41 notes.)
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- 2011
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25. Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23
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Organisation for Economic Cooperation and Development and Isore, Marlene
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This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers' professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders' interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers' motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers' appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession. (Contains 1 table.)
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- 2009
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26. What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, No. 22
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Organisation for Economic Cooperation and Development and Nusche, Deborah
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Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]
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- 2009
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27. Measuring User-Created Content: Implications for the ICT Access and Use by Households and Individuals Surveys. OECD Digital Economy Papers, No. 139
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Organisation for Economic Cooperation and Development and van Beuzekom, Brigitte
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This paper reviews recent measurement work on User-Created Content (UCC) undertaken in OECD countries. It shows that UCC is emerging as a significant area of economic and social activity worthy of consideration for official measurement and discusses the implications for the OECD Model Survey on ICT Access and Use by Households and Individuals. (Study summary and questionnaires are annexed. Contains 10 footnotes, 6 figures and 1 table.)
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- 2008
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28. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
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Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
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The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
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- 2012
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29. School Choice and Equity: Current Policies in OECD Countries and a Literature Review. OECD Education Working Papers, No. 66
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Organisation for Economic Cooperation and Development and Musset, Pauline
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This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)
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- 2012
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30. Assessment and Innovation in Education. OECD Education Working Papers, No. 24
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Organisation for Economic Cooperation and Development and Looney, Janet W.
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Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills in education systems? This report focuses on the impact of high-stake summative assessment on innovation and argues that it is possible to reconcile high-stakes assessments and examinations through innovative approaches to testing. While necessary, assessment based on high-stake examinations often acts as an incentive to teach or study "to the test". It may thus limit risk-taking by teachers, students and parents, for instance. The problem may be amplified if a system of accountability and incentives uses the results of these examinations and tests to assess teachers and schools. What should be done to ensure that the systems used to assess education systems do not stifle the risk-taking inherent to innovation--and that they foster innovation skills in students? This study proposes three main ways of combining assessment and innovation: 1) developing a wide range of performance measurements for both students and schools; 2) rethinking the alignment of standards and assessment; 3) measuring the impact of assessments on teaching and learning. One way of influencing teaching and learning might be to modify high-stake testing. Systems will adapt to this, and both teaching and learning will focus on acquiring the right skills. Rather than testing the content of learning, standards could relate to cognitive skills such as problem-solving, communicating and reasoning--with test/examination developers adapting those skills to subjects such as mathematics, science or literary analysis. Similarly, more use might be made of innovative assessment methods based on information and communication technologies, inasmuch as these may feature simulation or interactivity, for instance, at a reasonable cost. Focusing the assessment on cognitive processes rather than content would leave more scope for teachers to put in place innovative teaching/learning strategies. This does, however, assume a high standard of professionalism in teachers and an adequate system of continuing training and knowledge management. As a single type of assessment cannot fully capture student learning, one effective strategy might also be to multiply the number of measurements and thus relieve the pressure on students and teachers to perform well in a single, high-visibility, high-stake test. At the same time, this larger number of measurements could provide the necessary input for systems based on accountability, diagnosis and assessment of the effectiveness of innovative practice. Finally, assessing the technical standard of tests and examinations is an integral part of their development, but it is less common to address the impact they have on teaching/learning or the validity of how their results are used. Since assessment is an integral part of the education process, it is just as important to assess tests and examinations as it is other educational practices in order to achieve improvements and innovation in educational assessment, but also in educational practice. (Contains 12 notes.)
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- 2009
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31. School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14
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Organisation for Economic Cooperation and Development, Schutz, Gabriela, West, Martin R., and Wobmann, Ludger
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School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages. (Contains 19 footnotes, 6 figures and 9 tables.)
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- 2007
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32. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)
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International Association for Development of the Information Society (IADIS), Nunes, Miguel Baptista, and McPherson, Maggie
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These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.
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- 2016
33. Education in One World: Perspectives from Different Nations. BCES Conference Books, Volume 11
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Almeida, Patrícia Albergaria, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Almeida, Patrícia Albergaria, Hilton, Gillian, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
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This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]
- Published
- 2013
34. 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
- Author
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
35. The Pilgrimage on the Camino de Santiago and Its Impacts on Marital and Familial Relationships: An Exploratory Study.
- Author
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Tykarski, Sławomir and Mróz, Franciszek
- Subjects
FRIENDSHIP ,MARRIAGE ,TRAVEL ,INTERVIEWING ,SPOUSES ,SURVEYS ,QUALITATIVE research ,COMPARATIVE studies ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,COMMUNICATION ,FAMILY relations ,SOCIAL skills ,PARENT-child relationships ,CHURCH buildings ,TRUST - Abstract
This paper presents the results of a survey conducted among people walking the pilgrimage route to the shrine of St James in Santiago de Compostela. The aim of the research was to investigate how a pilgrimage on the Camino de Santiago among a married couple or family affects marital or familial relationships, whether walking the trail to Compostela together influences the behaviour of family members towards each other and whether it forms positive attitudes and behaviour. The empirical basis of the study is the results of a survey among respondents who made the Camino de Santiago pilgrimage, as well as in-depth interviews conducted with 24 spouses of pilgrims along the Way of St James. The study revealed that doing the pilgrimage as a married couple or family had a positive impact on intra-family relationships. According to the interviewees, going on the pilgrimage together helped to strengthen marital bonds and trust, improve communication and mutual connection, show care and affection and improve contact with children. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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36. COLLECTIVE LABOUR RIGHTS OF SELF-EMPLOYED PERSONS ON THE EXAMPLE OF SPAIN: IS THERE ANY LESSON FOR POLAND?
- Author
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Tyc, Aneta
- Subjects
EMPLOYEE rights ,FREELANCERS ,COLLECTIVE bargaining ,PORTFOLIO management (Investments) - Abstract
Copyright of Acta Universitatis Lodziensis. Folia Luridica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
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37. RECON: A Feminist View.
- Author
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Clavero, Sara, Galligan, Yvonne, Holst, Cathrine, Vajda, Róza, and Zielińska, Katarzyna
- Subjects
FEMINISM ,DEMOCRACY - Abstract
This paper examines the three models of democracy delineated in the RECON project and subjects them to a feminist appraisal. It begins with some general remarks about what each model of democracy - nation-state audit (model 1), federal multinational (model 2) and regional cosmopolitan (model 3) - holds for a feminist conception of politics. It then puts these general propositions to the test in a range of empirical studies (Spain, Poland, Hungary, EU). The country studies reveal the persistence of the audit democracy model, despite the diverging responses to implementing EUgenerated equality laws. The process also shows the gender-specific weaknesses of the democratic decision-making process in these member states. The EU-level investigation was also found to follow the model of audit democracy, but with some features corresponding to those found in a multinational federal state. However, the empirical conclusion on this point is that much profound institutional change needs to take place before the EU can respond as a multinational federal entity to women's equality claims. In part three the paper takes a normative feminist turn. It points out that feminist theorists have ambitions for equality that extend beyond the regulative nation-state, seeing advantages in elements of the federal multinational democracy and the regional cosmopolitan one. In the final section, the paper discusses how the deliberative conception of democracy underpinning the RECON analytical approach is received from a feminist point of view. Here, the paper highlights the necessity of taking seriously the principles of congruence and accountability, each requiring the redistribution of socio-economic goods within and across borders. Gender justice, then, can be realised through models 2 and 3. Feminist political theory also highlights the societal role of care as a matter of gender justice. The paper concludes that care should be integrated into democratic thinking, and concludes that RECON standard of deliberative democracy is not hostile, but silent, on this matter. [ABSTRACT FROM AUTHOR]
- Published
- 2011
38. International Teacher Training Courses -- A New Step to Globalization
- Author
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Mirtschewa, Iliana
- Abstract
The paper presents the aims and the design of the international e-learning course for teacher training "International Project" / Internet and Competence to work on the Project"/IPC/, organized with students from the Sofia University "St. Kliment Ohridski" (Bulgaria) and universities from Germany, USA, Spain, Japan, Sweden and Poland (http://www.internationalproject-ipc.com/en/). The project has a long tradition and is developed in co-operation from university teachers by using different methods and approaches. The project is based on an inquiry-based learning. The topics of the student's investigations are connected with the school education and with the children's perspective on school, teaching and learning. Coached by university teachers and tutors the students work in many international groups using different research methods and web tools as wikis, chat forums or blogs. By working on topics selected from the teacher training curriculum the students improve their expertise related to the curriculum and develop awareness of cultural differences. At the end of the course the students from the different universities present the results of the comparative international research and do conclusions about the differences and similarities in the curriculum and the education in different countries and continents. The IPC project fosters the development of many competences for teacher students because of working and doing educational research in international team. [For the full proceedings, see ED622227.]
- Published
- 2021
39. The importance of a continuous belief-update mechanism on crowdfunding with financial returns.
- Author
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Daskalakis, Nikolaos and Karpouzis, Efstathios
- Subjects
CROWD funding ,CROWDS ,DECISION making in investments ,RISK perception ,FINANCIAL institutions - Abstract
Purpose: The purpose of this paper is to add to the existing literature about whether and how a continuous belief-update mechanism affects investors' risk perceptions in crowdfunding. The authors build on existing literature on the impact of a continuous belief-update mechanism on return expectations and risk perceptions, as a result of the funders' personal return and risk experiences, and apply this approach to the crowdfunding area. The authors thus add two specific insights about these dynamic new markets. First, the authors measure the perceived risk along multiple dimensions. Second, the authors consider how perceived risk differs across experienced investors and inexperienced investors, using two levels of analysis. Design/methodology/approach: The paper uses a unique data set of survey respondents on crowdfunding with financial returns. The data set covers Germany, Poland and Spain. Survey data were derived by market research conducted in two stages. The first stage consists of two questions asked within an omnibus survey conducted by computer-assisted telephone interviews. In the second stage, multiple questions (including QA.1 and QA.2 and demographics) were included in an online survey or computer-assisted web interview for the same three countries. Findings: The authors find that experienced investors perceive risks at lower levels than users that are aware of crowdfunding, but have not yet had the experience of an actual investment. The authors also find that investors, who invest larger proportions of their savings in crowdfunding with financial returns, perceive risks even lower than "lighter" investors, for the majority of risks the authors investigate. Research limitations/implications: The study is limited in three European countries and explores crowdfunding with financial returns only. Practical implications: The study suggests that investors' participation and activity in crowdfunding with financial returns can be increased, either via providing incentives for "first investment" or via the creation of investment simulators. Originality/value: This study contributes to the following three areas. First, the authors shed new evidence on the dynamics of crowdfunding with financial returns and explore how decisions are being made in a context of reverse information asymmetries. Second, the authors explore how the "crowd" reshapes risk perceptions via a belief-update mechanism; this is of high importance under the absence of traditional financial intermediaries, which increases the severity of information asymmetries. Third, the authors enrich literature associated with how laypeople take investment decisions, showing how prior experience affects investment decision making. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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40. Promoting social inclusion for adult communities: The moderating role of leisure constraints on life satisfaction in five European countries.
- Author
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Koçak, Funda and Gürbüz, Bülent
- Subjects
- *
STATISTICAL correlation , *INDEPENDENT living , *SATISFACTION , *CRONBACH'S alpha , *RESEARCH funding , *STATISTICAL sampling , *QUESTIONNAIRES , *CHI-squared test , *DESCRIPTIVE statistics , *SOCIAL integration , *LEISURE , *STATISTICS , *RESEARCH , *HEALTH promotion , *DATA analysis software , *ADULTS - Abstract
Although leisure constraints that individuals have to cope with can negatively affect their social inclusion and satisfaction with life, little research has addressed the link between these variables. Therefore, the current paper examined the moderator role of leisure constraints on the relationship between satisfaction with life and leisure constraints among adults living in five different European countries. The respondents were 1,382 women and 877 men adults. The findings of analysis revealed that all factors used in the study accounted for 15% of the variance in satisfaction with life and social inclusion had a significant and positive impact on satisfaction with life. As a result, it can be said that leisure constraints had a moderating effect on the relationship between satisfaction with life and social inclusion. The present research study recommends that social inclusion should be encouraged through decreasing to leisure constraints to increase the life satisfaction. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. Incorporating Cross-Cultural Videoconferencing to Enhance Content and Language Integrated Learning (CLIL) at the Tertiary Level
- Author
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Loranc-Paszylk, Barbara
- Abstract
This paper attempts to provide evidence of cross-cultural videoconferencing affordances with reference to a Content and Language Integrated Learning (CLIL) context at the tertiary level. At the core of CLIL lie student-centered paradigms of teaching methodologies that invite task and project work and authentic and meaningful communication, while also providing numerous opportunities for intercultural learning. The aim of this paper is to discuss the results of collaboration that took place in spring 2015 between two cohorts, namely post-primary English as a Foreign Language (EFL) teacher trainees at two universities: the University of Bielsko-Biala in Poland and the University of León in Spain. The main objective of the task was to develop lesson plans and EFL teaching materials that included Polish and Spanish cultural content, respectively, and in addition, to provide feedback on the work sent by the partner university team during videoconferencing sessions. The results of the project illustrated in the self-reported data suggest that within the CLIL methodological framework it was the cultural and cognitive dimension that appeared to benefit most from incorporating the cross-cultural videoconferencing into the course. [For the complete volume, see ED571330.]
- Published
- 2016
42. Divided citizenship: how retirement in the host country affects the financial status of intra-European Union migrants.
- Author
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BRIDGEN, PAUL and MEYER, TRAUTE
- Subjects
CITIZENSHIP ,IMMIGRANTS ,INCOME ,PENSIONS ,POVERTY ,RETIREMENT ,PATIENT participation ,GOVERNMENT policy ,SOCIOECONOMIC factors - Abstract
Since European Union (EU) enlargement in 2003, labour migration from East to West and South to North has increased. It is to be expected that a share of these workers will want to retire in their host countries. According to the academic literature, EU legislation protects such mobility well by allowing the transfer of rights accrued in any EU country to another. However, such research has focused on legislation, not outcomes. We know little about how migration will affect the financial status of retired migrants in their host country and their ability to sustain a life there, should they stay after retirement. Using migration, wage and pension policy data (Eurostat, Organisation for Economic Co-operation and Development), this paper projects the post-retirement incomes of a range of hypothetical EU migrants, selected in relation to the most common migratory flows since 2003. After having worked in their home countries (Romania, Poland, Bulgaria, Italy) for at least ten years, these people move to richer countries (Italy, Spain, Germany, United Kingdom) and work there for at least 30 years. To determine whether they can remain settled after decades of labour force participation in the host country, the paper adds their pension entitlements from home and host countries and compares this income with the relative poverty line of the host countries. This shows that good portability of entitlements matters little when these are very low because of a large wage gap between home and host country. Thus, after at least 30 years of enjoying all citizenship rights as workers, most of these individuals are projected to receive incomes below the relative poverty line of their host countries and thus experience a sharp drop in this status. Their citizenship is diminished. The paper concludes by considering policies that could avoid such an outcome. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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43. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
- Author
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Mavi, Reza Kiani and Standing, Craig
- Abstract
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.]
- Published
- 2016
44. DO WE WANT CHILDREN? ATTITUDES TOWARDS HAVING OR NOT HAVING CHILDREN: A COMPARATIVE PERSPECTIVE ON SPAIN AND POLAND.
- Author
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Juszczyk-Frelkiewicz, Katarzyna, Simó Solsona, Montserrat, and López Villanueva, Cristina
- Subjects
DEMOGRAPHIC transition ,ATTITUDE change (Psychology) ,RECESSIONS ,MARRIAGE ,ANALYSIS of variance - Abstract
The transformations inherent to the Second Demographic Transition have evolved in intensity and timing in a differential manner in many European countries. The changes in demographic patterns are a reflection, to a large extent, of the transformations in values and attitudes towards fertility, nuptiality and forms of coexistence; transformations that act on a differential cultural, economic and political substratum in each national or regional context. Spain and Poland are two countries that have followed different processes; however, they are joined by a legal constraint, late chronology and economic recession. The aim of this paper is to analyse differences in attitudes of Spanish and Polish respondents towards having or not having children and the differences in two periods of time in both countries. In the article, fertility patterns in Poland and Spain were compared and examined in a dual perspective: firstly, considering the fertility data provided by official statistics. Secondly, from a subjective perspective considering attitudes and opinions about having or not having children. The Second Demographic Transition (SDT) is the theoretical background regarded as a driving force to understand this phenomenon. A subjective perspective on fertility was analysed on the data from the European Social Survey (ESS) in two periods of time: during rounds three (2006) and nine (2018), to capture the changes in respondents' attitudes to having or not having children. Independent samples of tests and an analysis of variance (ANOVA) were used in statistical analyses and were performed using SPSS. The results reflect differences in both countries. While Spain began a change in attitudes towards parenthood (having or not having children) in the early 1980s, and during the analysed period was consolidating its opinion, the starting point from Poland is more conservative, but shows an intense move towards being more flexible with new behaviour patterns. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
45. Development and equivalence of new faces for inclusion in the Childhood Asthma Control Test (C-ACT) response scale.
- Author
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Sully, Kate, Bonner, Nicola, Bradley, Helena, von Maltzahn, Robyn, Arbuckle, Rob, Walker-Nthenda, Louise, Mahon, Aoife, Becker, Brandon, O'Hara, Louise, Bevans, Katherine B., Kosinski, Mark, Zeiger, Robert S., Mackenzie, Ross, and Nelsen, Linda
- Subjects
ASTHMA in children ,FACE ,ASTHMA ,MACHINE translating ,SYMPTOMS ,CAREGIVERS ,CHILD patients ,ASTHMA prevention ,EXPERIMENTAL design ,RESEARCH evaluation ,RESEARCH methodology ,RESEARCH methodology evaluation ,CROSS-sectional method ,HEALTH outcome assessment ,INTERVIEWING ,QUALITATIVE research ,DESCRIPTIVE statistics ,RESEARCH funding ,DATA analysis software ,PARENTS ,EVALUATION ,CHILDREN - Abstract
Background: Accurate symptom monitoring is vital when managing pediatric asthma, providing an opportunity to improve control and relieve associated burden. The CHILDHOOD ASTHMA CONTROL TEST (C-ACT) has been validated for asthma control assessment in children; however, there are concerns that response option images used in the C-ACT are not culturally universal and could be misinterpreted. This cross-sectional, qualitative study developed and evaluated alternative response option images using interviews with children with asthma aged 4–11 years (and their parents/caregivers) in the United States, Spain, Poland, and Argentina. Interviews were conducted in two stages (with expert input) to evaluate the appropriateness, understanding and qualitative equivalence of the alternative images (both on paper and electronically). This included comparing the new images with the original C-ACT response scale, to provide context for equivalence results. Results: Alternative response option images included scale A (simple faces), scale B (circles of decreasing size), and scale C (squares of decreasing quantity). In Stage 1, most children logically ranked images using scales A, B and C (66.7%, 79.0% and 70.6%, respectively). However, some children ranked the images in scales B (26.7%) and C (58.3%) in reverse order. Slightly more children could interpret the images within the context of their asthma in scale B (68.4%) than A (55.6%) and C (47.5%). Based on Stage 1 results, experts recommended scales A (with slight modifications) and B be investigated further. In Stage 2, similar proportions of children logically ranked the images used in modified scales A (69.7%) and B (75.7%). However, a majority of children ranked the images in scale B in the reverse order (60.0%). Slightly more children were able to interpret the images in the context of their asthma using scale B (57.6%) than modified scale A (48.5%). Children and parents/caregivers preferred modified scale A over scale B (78.8% and 90.9%, respectively). Compared with the original C-ACT, most children selected the same response option on items using both scales, supporting equivalency. Following review of Stage 2 results, all five experts agreed modified scale A was the optimal response scale. Conclusions: This study developed alternative response option images for use in the C-ACT and provides qualitative evidence of the equivalency of these response options to the originals. Plain English summary: Accurate monitoring of the symptoms associated with pediatric asthma is important when managing the condition. The CHILDHOOD ASTHMA CONTROL TEST (C-ACT) is a questionnaire widely used to measure asthma severity in young children (aged 4–11 years). Each question answered by the child in the C-ACT has four possible answer choices. To help children answer, each choice is presented alongside an image of a male child's face ranging from sad to happy. However, there are concerns that the images used are not culturally universal and could be misinterpreted—due to difficulties translating to electronic formats and a lack of differentiation between the images used. Through interviewing children with asthma, we aimed to address these concerns by developing and testing new images. Alternative image options developed included simpler faces, circles of decreasing size and squares of decreasing quantity. Children aged 4–11 years old were interviewed to test whether they understood the response scale using the new images and if they answered in the same way as with the original images. Interviews were conducted in two stages, with expert guidance at key stages. Results showed that children can interpret and understand the newly developed images and that they answer the questions the same as they would using the original images. These new images have the advantages of being culturally neutral and easier to implement on an electronic device. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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- View/download PDF
46. Telecollaboration, Challenges and Oppportunities
- Author
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Abruquah, Emmanuel, Dosa, Ildiko, and Duda, Grazyna
- Abstract
This article discusses some practical ideas associated with a pilot intercultural telecollaboration project. The aim of the project was to connect students from five countries: Estonia, Finland, Hungary, Poland and Spain, and to make them interact using social media, such as Facebook, Skype, Google Hangouts, etc. There were success stories connected with the project outcomes, as well as some challenges and problems, such as students' motivation and the available technology. This paper presents the project's objectives, methods and results. [For the complete volume, see ED571330.]
- Published
- 2016
47. Features influencing policy recommendations for the promotion of zero-emission vehicles in Slovenia, Spain, and Poland.
- Author
-
Knez, Matjaz, Jereb, Borut, Jadraque Gago, Eulalia, Rosak-Szyrocka, Joanna, and Obrecht, Matevz
- Subjects
ZERO emissions vehicles ,ELECTRIC automobiles ,AUTOMOBILE sales & prices ,CONSUMER preferences ,PURCHASING agents ,POINT set theory - Abstract
To make society more sustainable, cleaner transportation technologies, such as zero-emission vehicles and sustainable mobility, are being investigated, promoted, and supported by different policy measures. The emphasis of this paper is determining the zero-emission vehicle features that can influence specific policy recommendations; this understanding can boost zero-emission vehicle use as a potential cleaner transportation technology among different consumer segments in different EU member states. A customer-oriented study of over 1500 Slovenians, Spaniards, and Poles revealed the most relevant zero-emission vehicle-purchasing features are: (a) vehicle price and (b) fuel economy. The percentage of potential zero-emission vehicle buyers is said to rise to 80% should the price of electric cars decrease and fuel price increase accordingly, i.e. by 30% and 50%, respectively. Concerning the car price, Slovenian and Polish consumers' preferences are similar, and 40% of them (and up to 85% of Spaniards) would consider buying one if the price drops by 25%. Women in all three studied countries are more interested in zero-emission vehicles than men are. Different policies should be used in Poland, where people are not as interested in zero-emission vehicles as Spanish and Slovenian consumers are. Customer segmentation in all three groups pointed out that Poland has the highest share (19%) of "No-green" consumers, whereas Spain has the highest share (60%) of "Go-green" consumers, i.e. consumers who would consider buying a zero-emission vehicle in the foreseeable future. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
48. SUSTAINABLE DEVELOPMENT AT ENTERPRISE LEVEL: CSR IN SPAIN AND POLAND.
- Author
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Sánchez-Hernández, M. I., Gallardo-Vazquez, D., Dziwinski, P., and Barcik, A.
- Subjects
SOCIAL responsibility in banking ,VOLUNTEER service - Abstract
This paper is an attempt to review the European debate between proponents of the voluntary and the obligatory case for CSR in the middle of the economic crisis that we are living. Starting by the analysis of the current European government-led initiatives to foster CSR among companies we move to the analysis of two specific national government-led initiatives in the EU area, Spain and Poland. Finally, the paper focuses on the comparison of both cases, as an example of the disparities between national policies in Europe. The lack of a regulatory European framework for CSR could explain the misbalance between country initiatives. [ABSTRACT FROM AUTHOR]
- Published
- 2012
49. A Series of Vertical Deflections, a Promising Traffic Calming Measure: Analysis and Recommendations for Spacing.
- Author
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Pérez-Acebo, Heriberto, Ziółkowski, Robert, Linares-Unamunzaga, Alaitz, and Gonzalo-Orden, Hernán
- Subjects
CITIES & towns ,ROAD safety measures ,ROAD interchanges & intersections - Abstract
Featured Application: This work provides a tool for determining the adequate spacing between vertical traffic calming measures as a function of the target speed in the segment. Traffic calming measures (TCM) are placed in urban areas to improve road safety, and among them, vertical TCMs are widely employed. Many researches are focused on the influence of the geometry of each measure on speed reduction, but it is demonstrated that drivers forget its effect and speed up after it. Therefore, placing consecutive TCMs can help to maintain a safe area. However, scarce literature can be found about the adequate spacing between them. Hence, the aim of this paper is to analyze the adequate distance between TCMs. Various streets with variable distances and different vertical TCMs were evaluated in Poland and Spain, including raised crosswalks, raised intersections, speed humps and speed cushions. The intermediate point between two TCMs was selected as the place where the maximum speed is achieved. Results showed that there was a good correlation between the speeds at intermediate points and the distance between TCMs, with a determination coefficient around 0.80. For an 85th percentile of the speed under 50 km/h, a maximum distance of 200 m between TCMs is recommended, and for a value of 40 km/h, 75 m. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
50. Six Censored Countries.
- Subjects
FREEDOM of the press - Abstract
Reports on censorship on press in six countries. Suspension of papers by the Ministry of Information of Portugal; Censorship of press by Spain's dictator, Francisco Franco; Restriction to publish dispatches by foreign correspondents and domestic newspapers are still subject to censorship by the Civil and Provincial Governments in India; Control over domestic media of communication in Soviet Union; Discussion of censorship of domestic press in Poland; Ownership of Chinese newspaper by the political party Kuomintang.
- Published
- 1946
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