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2. European Qualifications Framework Initial Vocational Education and Training: Focus on Qualifications at Levels 3 and 4. Cedefop Research Paper. No 77
- Author
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries. Part of Cedefop's work to make qualifications easier to understand and compare, this study takes a closer look at those acquired through initial VET and assigned to EQF levels 3 and 4 via national classifications and frameworks. It explores what they have in common and in what way they differ. It looks at their purpose and value on the labour market or for further learning, and how they are assigned to the national qualifications frameworks (NQFs) and EQF levels. It also sheds light on the different weighting of occupational and transversal skills and competences and levels of complexity, and between qualifications at both levels within the same occupational area; these issues are not that often examined. While it confirms that describing the intended outcomes of learning improves understanding and eases comparison of vocational qualifications, the study highlights other aspects that are equally important, such as their currency and value on the labour market and in further learning.
- Published
- 2020
3. On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews--2016 Update. Cedefop Research Paper. No 61
- Author
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives. The report accounts for challenges and opportunities arising from recent developments in the international statistical infrastructure and includes updated comparable data from the European statistical system. This publication should be regarded as a tool to help policy-makers better understand and assess VET developments in each country. While these indicators do not claim to assess national systems or policies, they could be used to reflect on countries' situations and progress towards the strategic objectives set for Europe. The indicators present statistical overviews from all European Union Member States, along with the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. Contains an annex with a short description of indicators. [The HIVA Education and Lifelong Learning Research Group and the Centre for Educational Effectiveness and Evaluation, both at KU Leuven, carried out the underlying methodological and statistical work and updated the report.]
- Published
- 2017
4. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
- Abstract
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
- Published
- 2020
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5. Identifying Work Skills: International Case Summaries. Support Document
- Author
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National Centre for Vocational Education Research (NCVER) (Australia) and Siekmann, Gitta
- Abstract
The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global skills strategy outline over the period 2011 to 2013. Each national skills strategy country project offers a tailored approach to focus on the unique skills challenges, context and objectives of each country. Each project leverages OECD comparative data and policy analysis, fosters collaboration across ministerial portfolios and levels of government while engaging all relevant stakeholders--employers, trade unions, and civil society organisations. In its paper "Towards an OECD Skills Strategy" (OECD 2013), the OECD sets out the main issues which must be addressed by efficient and effective policies for skills formation and skills use. The majority of material in each of the 13 case summaries presented here has been lifted mostly verbatim from original sources. These sources are stated at the beginning of each case summary. [This document is an added resource for the report "Identifying Work Skills: International Approaches. Discussion Paper" which can be accessed in ERIC at ED579874.]
- Published
- 2017
6. Virtual Exchange: Towards Digital Equity in Internationalisation
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Research-publishing.net (France), Satar, Müge, Satar, Müge, and Research-publishing.net (France)
- Abstract
This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2021
7. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
- Author
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
- Abstract
Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2020
8. The Index Number Problem with DEA: Insights from European University Efficiency Data
- Author
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Klumpp, Matthias
- Abstract
An increasing effort has been put into dealing with the question of time-series analysis regarding institutional efficiency, including in the area of higher education. Universities are important institutions for economies and societies and are expected to provide excellence as well as efficiency in their processes and outputs. This is reflected in the context of an increased global competitive environment by more refined international university rankings. Combining the two areas, this paper points towards a methodological challenge in comparing different ranking datasets for their use in a data envelopment analysis (DEA) Malmquist index time-series efficiency analysis, namely, index-based data compared to additive data. The problem is discussed in a theoretical framework and complemented with an empirical application: calculations for 70 European universities with budget and staff input data and different ranking output data for the timeframe of 2011-2016 show that there is no evidence for a specific index data problem. Important implications regarding university management and higher education policies are outlined. Efficiency improvements among the analyzed universities are significant but also unevenly distributed and not easy to obtain for individual institutions.
- Published
- 2018
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