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Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]

This report focuses on children aged 8 to 11 and their enjoyment of reading, reading behaviour, and attitudes toward reading. It synthesises information from surveys that have been conducted since 2005, but most heavily exploits data from the fourth annual literacy survey conducted in November/December 2013 in which 10,946 8 to 11-year-olds participated. In addition, this report explores the link between reading, gender, and socio-economic background (assessed by free school meal uptake) for this age group and how certain subgroups of pupils are potentially doubly disadvantaged. Some general findings in this report include: (1) Nearly two-thirds (65.8%) of 8 to 11-year-olds enjoy reading either very much (34.4%) or quite a lot (31.4%); (2) Nearly three-quarters (72.8%) of 8 to 11-year-olds have a favourite book or story; (3) 84.6% of children aged 8 to 11 say that they have a book of their own at home; (4) Two-fifths (40.7%) read daily outside class, while over a third (34.7%) read a few times a week; (5) Nearly a quarter (22.8%) of 8 to 11-year-olds read for up to 10 minutes at a time, while another quarter (25.3%) read for up to 20 minutes; (6) When asked what types of materials they read outside class, most 8 to 11-year-olds say that they read text messages (56.4%), followed by magazines (51.6%) and fiction (50.5%); (7) A lot of 8 to 11-year-olds are avid readers of books; (8) Nearly 9 in 10 (87.0%) 8 to 11-year-olds have been given a book as a present, while 9 in 10 (92.7%) have also been to a library; and (9) Most 8 to 11-year-olds have positive attitudes toward reading. [The research for this report has informed the publication "How reading can help children escape poverty" produced by the Read On. Get On. coalition.]

Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]

This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)

This study analyzed why child poverty rates were so much higher in Great Britain than in Western Germany during the 1990s, focusing on why child poverty exit rates were lower and child poverty entry rates were higher in Great Britain. Researchers used a form of decomposition analysis comparing cross-nationally the prevalence of events that triggered poverty (changes in household composition, household labor market attachment, and labor earnings) and the chances of making a poverty transition conditional on experiencing a trigger event. Results found that the latter type of difference was the most important for both poverty exits and poverty entries. The findings reflected differences between the German and British welfare states, with the German one providing a greater cushion against adverse events and better reinforcement of positive events. Differences in the prevalence rates of trigger events also played a role. A notable example was the greater risk of job loss in Great Britain compared to Western Germany. (Contains 29 references.) (SM)

This paper outlines a framework for analyzing existing quality initiatives and for planning and implementing new ones particularly designed for colleges in Great Britain in their new status as independent, incorporated entities. It is designed to assist colleges in managing quality and in using quality management as a means of institutional development. The framework's starting premise is that each institution must find its own route to quality and that externally prescribed approaches are usually the least effective. Following a discussion of the purpose of a quality framework and of the difference between procedural and transformational notions of quality, the following framework components are listed: (1) leadership and strategy, (2) teamwork, (3) customer requirements, and (4) systems and procedures. Each of these is then discussed in detail with the use of a diagram that shows the relations between different elements and specific types of tasks. A section on evaluation looks at immediate, short-term and long-term evaluation. An exploration of the management of quality compares a quality college with a college managed along traditional lines and describes the quality college as having a flatter structure with strong, integrating horizontal links. A conclusion reviews linking the framework in this paper with the European Quality Award. (Contains 24 references.) (JB)

This paper discusses activity analysis and the identification of options as the first two stages of a structured approach to achieving budget savings at postsecondary institutions, focusing on schools and practices in the United Kingdom. It presents five checklists of opportunities for reducing spending and controlling costs. The checklists cover: (1) management staff costs; (2) other staff costs (including staff changes, resignations and dismissals, new appointments, and contractual changes); (3) capital assets costs; (4) non-staff recurrent costs (including security, insurance, utilities, catering services, professional services, finance and contract management, purchasing, examinations and validation, publicity and marketing, staff development, expense accounts, and hospitality); and (5) costing and pricing. The paper concludes that postsecondary institutions can eliminate waste and better utilize their limited resources through an analysis of their activities that focuses on the identification of possible budget savings. (MDM)

This paper examines methods that postsecondary institutions can use to cope with faculty and staff incapability, focusing on schools and practices in the United Kingdom. It first discusses the nature and scale of faculty/staff incapability in the United Kingdom, reviewing relevant court decisions. It then examines administration responses to incapability that may result from incompetence, short-term sickness, and long-term illness. The paper suggests that administration responses to incapability need to address the purpose of action, coverage, stages, time limits, appeals, sanctions, and records. It also discusses the conduct of review panels, investigations, and hearings, as well as the relevance of communication, training, and collective bargaining agreements. Appendices offer guidelines and procedures for decision-making in determining incapability. (Contains 15 references.) (MDM)

The question of whether inequality in skills explains inequality of earnings across advanced countries was examined through a review of data from the International Adult Literacy Survey (IALS), which examined the prose, document, and quantitative literacy skills of adults in 12 member countries of the Organisation for Economic Cooperation and Development. In all countries, jobless individuals tended to have lower skill levels than workers. The distribution of earnings and the distribution of skills varied widely among advanced countries, with the major English-speaking countries, the United States, the United Kingdom, and Canada, having much greater inequality in both earnings and skills than continental European Union countries. According to data from the IALS, skill inequality explains only approximately 7% of the cross-country difference in earnings inequality. The dispersion of earnings in the United States was found to be larger in narrowly defined skill groups than was the dispersion of earnings for European workers overall. In the United States, IALS test scores rose substantially with movement up the income scale, with the increase in scores averaging 17 points per income quintile. The bulk of cross-country differences in earnings inequality were found to occur within skill groups rather than between them. (The bibliography contains 20 references. Twelve tables/figures are included.) (MN)

The patterns, extent, and problems of working at home in the United Kingdom were examined through a multivariate analysis of data from the Labour Force Survey, which has questioned respondents about the location of their workplace since 1992. The numbers of people working "mainly" at home increased from 345,920 (1.5%) in 1981 to 680,612 (2.5%) in 1998. Those working from home at least 1 day per week accounted for 3.5% of the employed workforce, with those working from home "sometimes" accounting for a further 22%. Higher occupational groups were overrepresented among those working mainly or sometimes at home. Three of five of those who work at home at least 1 day per week relied on computers and telecommunications to keep in touch with clients and colleagues. Approximately three-fourths of manual workers who work at home received low pay versus one-fifth of their conventionally located counterparts. Women accounted for 69% of those working mainly at home. Except in certain categories (which did not include manual work), ethnic minorities were underrepresented among those working at home. Women who worked mainly at home were more likely to report having dependent children. (The bibliography lists 51 references. Eight tables are included. Information on data availability and descriptions of variables are appended.) (MN)

This handbook, which is intended for individuals involved in program evaluation and improvement at British further education (FE) colleges, contains strategies and materials to help colleges work with industry to make their programs better able to build the skills and knowledge of their local communities. The first two sections offer rationales for making FE more responsive to the training needs of local business and industry and conducting a program audit. Presented in section 3 are 17 case studies that illustrate innovative programs and practices designed to establish/improve links between FE and business/industry and making FE programming more accessible and responsive to local employers. Section 4 lists key points for FE colleges regarding the following: managing the school-business interface; partnerships; flexibility and responsiveness; staffing; curriculum development; and National Vocational Qualifications development. The process of conducting an industry links audit and potential benefits of such audits are examined in section 5. The last section of the handbook is a 14-page audit tool to help FE colleges working with industry assess the following aspects of program development/improvement: strategic planning/policy development; management and coordination; marketing; image/ethos; curriculum planning, design, and delivery; monitoring and evaluation; resources; and costing/pricing and finance. (MN)

This publication offers practical support to those in British higher education implementing the Observation of Teaching governmental directives. It provides discussion of key issues as well as a range of materials on how to carry out teaching observation including 23 checklists. The materials are grouped in four main areas: general issues, self assessment, peer assessment, and student observation. The chapters are as follows: (1) "Editorial" (Sally Brown and Gareth Jones); (2) "Observing Teaching" (Stewart Rawnsley); (3) "Ways of Observing: Comment" (Gareth Jones); (4) "Observing Teaching: Issues and Outcomes" (Sally Brown, Clive Colling); (5) "Observing Teaching in Other Contexts" (George Brown); (6) "What To Do Before the Session: Some Guidance on Observation of Teaching in Higher Education" (Gareth Jones); (7) "Self Assessment: Reflecting on Your Own Teaching: Observation Checklists 2-6" (Graham Gibbs); (8) "Watching Yourself Teach and Learning from It" (Tony Claydon and Liz McDowell); (9) "Observing Teaching in Higher Education" (Sally Brown); (10) "Peer Assessment: Checklists 7-20, Giving and Receiving Feedback, Developing an Observation Schedule"; (11) "Observation of Teaching: Guidelines for Observers and Observed, Observation Checklist 21" (Hazel Fullerton); and (12) "Student Observation: Checklists 22 and 23." The thirteenth chapter is an annotated bibliography containing nine references. (JB)

This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)

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.)

Intended to introduce educators in secondary schools and colleges to discussion promoting economic literacy for all students, this paper offers a critique of the typical economics curriculum, a rationale for economics education, and a working definition of economic literacy. The first section reviews and critiques current curriculum planning in the United Kingdom's secondary schools, questioning the basis on which some writers have justified the inclusion of economics in the curriculum. In the second section, it is argued that inclusion of economics understanding in "core" curriculum would be too overwhelming, based on the rationale that it is only through an economics perspective that students can achieve sufficient objectivity to ensure realistic scrutiny and evaluation of economic issues, problem experiences, and policies that confront individuals and nations. The third section translates themes from this argument into a working definition of economic literacy. Appendices containing examples of economics reasoning conclude the publication. (LH)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

This collection of articles, based on the 1993 annual consultations between the Society for Research into Higher Education (SRHE) and The Staff College (Bristol, England), examines the nature of franchising (partnerships) between further education (vocational and continuing education) and higher education institutions in the United Kingdom. The articles are: (1) "Introduction" (Sue Brownlow and Heather Eggins); (2) "Setting the Scene" (Susanne Haselgrove); (3) "The Nature of the Higher Education Experience" (John Kingman); (4) "Second Generation Franchising: Widening the Partnership Network" (David Morris); (5) "The Validating University and Associated Colleges: The Evolution of a Relationship" (Jennifer Bone and others); and (6) "HE/FE Partnerships: Redrawing the Boundaries" (Jean Bocock and Peter Scott). Three workshop sessions are summarized These focused on the strengths, weaknesses, opportunities, and threats of partnerships; learning support, resources, and quality; and recommendations for future further education/higher education partnerships. (MDM)

This paper presents a short outline for evaluating the curriculum of post-16 noncompulsory education in the United Kingdom. The first, introductory section establishes a rationale for curriculum evaluation. The second section discusses a manageable sequence events for curriculum evaluation. It points out that the curriculum should only offer courses that meet the needs of clients and posits the basic questions of curriculum evaluation: (1) How well are courses being run? (2) What is missing the courses being run? and (3) Are the right courses being run? The third section explains data collection, according to the work of R. E. Challis. It suggests collecting data under the headings of context, activities, and outcomes. The final section of the paper discusses converting curriculum evaluation into an improved curriculum and provides a framework diagram, taken from Elizabeth Whale's work for Birmingham Local Education Agency, for program evaluation and review. (KC)

Individual lifelong learning accounts (ILLAs) promise to improve the way postschool education and training is financed in the United Kingdom. ILLAs should comprise three distinct functions: save to learn (all individuals would be allowed to save into a special account dedicated to learning); borrow to learn (account holders could borrow for learning through overdrafts or medium-term loans); and credit to learn (account holders would be allowed to gather vouchers or credits to buy or partially pay for specified learning). ILLAs would be held and operated by individuals on a lifelong basis, and only the individual ILLA holder would have the authority to use the account for spending on learning. The proposed model for ILLAs would allow single learning transactions to be financed with funds from savings, loans, and vouchers/credits. The proposed ILLA system would encourage individual commitment to learning, support the development of social commitment to learning, and give lifelong learners a long-term stable financial context in which to seek guidance and pursue a progressive learning plan. Britain's government has shown considerable interest in the potential of voluntary ILLAs and will likely develop a three-function prototype ILLA infrastructure aimed at people in the workplace. (Contains 11 figures) (MN)

This paper looks at the state of education in knowledge management (KM). It reports findings from a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information that was conducted at the Nanyang Technological University (Singapore). Based on a review of course descriptions selected from Web sites of universities in Australia, Canada, Singapore, the United Kingdom, and the United States, the paper describes levels of courses, curriculum areas and topics, and differences in emphasis in teaching KM courses in different departments and schools. A table presents data on the details of KM courses for each university, including the school/department, course title, level, and academic program. A second table lists topics in KM courses for several curriculum areas, including foundations, technology, process (codification), applications, and strategies. (MES)

Learning outcomes and their assessment has given rise to considerable debate as to whether outcomes should be graded or just pass/fail. Assessment models employing learning outcomes have been used for some time in the United Kingdom (UK) in further education programs for example National Vocational Qualifications (NVQs) and General National Vocational Qualification (GNVQs), however, they have only recently been introduced into Higher Education study programs for example Higher National Certificates and Diplomas (HNCs/HNDs). Learning outcome assessment models have not found favor in degree level programs in the university sector but this situation is likely to change as a result of the publication by the Quality Assurance Agency (QAA) for Higher Education in October 1998 entitled'The Way Ahead'. The new framework they have proposed will now be developed and implemented over the next few years and one of the key four areas is the program specification which will be outcome based. This paper reflects on the experience gained at the University of Derby where a learning outcomes model has been in operation since 1995. Where traditional grading systems and assessment regulations are in force the implementation of a learning outcomes model needs careful thought not only at program level, but also at institutional level. From the working experience a number of the pitfalls are examined at program level, for example, is the traditional end of module examination acceptable in this type of model? Should learning outcomes be tested on more than one occasion? Should referral work be similar to that set using the traditional model? At institutional level the purpose of the assessment boards needs to be re-examined as well as the appropriate method to present the assessment information. The author has joined a University working party whose remit is to reconsider the existing model and regulations and in addition has the responsibility as Programs Manager in the Division of Electronic Systems. Principles in the application of learning outcomes are proposed together with some thoughts on the necessary changes in assessment regulations. Requirements for the various levels of professional status are defined in terms of competencies and when coupled with the QAA's requirements offers a major challenge in curriculum design. (Author)

Three main areas related to the school leader's responsibility for continuous professional development are discussed. The first of these is the necessity for school leaders to have an understanding, or a theoretical framework, for how professionals learn. Serving as basis for discussion is the Kolb's Cycle of Learning Experience which has four movements: concrete experience (problem finding), reflective observation (question asking), abstract conceptualization (answer seeking), and active experimentation (portrayal of knowledge). The second part of the paper asks the question, "Is it fair or ethical to attempt to balance needs when planning for professional development?" The paper explains and challenges John Adair's set of three overlapping circles, (team, school, individual) as a means of initiating discussion about fairness when attempting to distribute professional development. Orthodox management of balancing needs is offered as an alternative approach. In part 3, the author encourages educational professionals to make their own suggestions for strategies for continuous professional development in busy schools. (JMD)

The specific characteristics of the World Wide Web mean that publishing documents using this medium has a number of unique requirements and presents a different challenge to anyone wishing to put documents on the Web. Key issues which have to be resolved include determining the nature of the documents to be published, identifying whether documents should be published directly or from an intermediate form, and deciding what sort of document creation tool should be used. Three types of documents can be published on the Web: formatted documents--documents which cannot be edited or have their contents searched, such as images; processable documents--the contents of which can be searched and/or edited, such as text documents; and formatted processable documents--documents that are content searchable and allow hypertext linking, but do not allow editing and require that documents exist as a collection of pages, such as documents produced in Adobe Acrobat. The paper defines HTML (hypertext mark-up language) and Adobe Acrobat, explains how HTML and Acrobat documents are created, and describes key characteristics of the two and to what Web applications each are suited. It also addresses converting documents that exist only in paper form to Web readable pages. Two case studies illustrate the conversion of paper based documents directly to Acrobat, and the use of SGML (standard generalized mark-up language) as a basis for output. (Author/SWC)