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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 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.)

Noting that under-utilization of information services and systems in developing countries has recently been confirmed by UNESCO (United Nations Educational, Scientific and Cultural Organization) surveys and studies, this paper discusses problems and issues leading to this under-utilization, and examines approaches and actions that could help improve the utilization of information systems if they were undertaken by international organizations at the national and institutional levels. Definitions are provided of user education, user orientation, and user assistance, and a table is used to make the distinctions clear. Interrelationships between the activities in these three categories and their influences on each other are briefly described. A dual approach to user education is recommended: (1) national information policies and programs should explicitly define policies, programs, and minimum standards on user education; and (2) national educational policies and programs should explicitly set out policies, programs, and minimum standards on school and university library and information facilities and services and user education at all educational levels, including formal and nonformal education. User orientation and user assistance are each discussed in turn. Finally, the environment of, and national and international actions with respect to, computerized information systems are discussed. Seven references are listed. (THC)

The Cabri programming language is a dynamic geometry software used all around the world by many of teachers, students, and researchers in mathematics. This paper presents examples of using Cabri and graphing calculators as a tool to practice mathematics and provides ways that mathematics could be approached, taught, and received in a way permitting all students to do real mathematics. (Author/KHR)

This paper illustrates how to teach parallel perspective using Cabri software. Examples include how to move/present cubes, how to use symmetry to draw a star from triangles, how to modify tessellations, and how to present circles by Cabri software. (Author/KHR)

Planning for "Operation Overlord" had been under way for about a year when General Dwight Eisenhower, commander of all the Allied forces in Europe, was ordered in February 1944 to invade the continent. Thousands of troops from the United States, Great Britain, France, Canada, and other nations were assembled in southern England and trained for the complicated amphibious action against Normandy (France). In addition to the troops, supplies, ships, and planes also were gathered. The three primary source documents used in this lesson, two D-Day photographs and a message drafted by Eisenhower in case the invasion failed, deal with the Normandy invasion. The lesson relates to Article I, Section 8, Paragraphs 11 through 16, of the U.S. Constitution which grants Congress the power to declare war and provide for and regulate a military force. The unit also addresses the success of the military force on D-Day. The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It presents the historical background of the Normandy invasion (with six resources); and suggests diverse teaching activities for classroom implementation, including brainstorming/group discussion, document analysis, research projects, class discussion, creative writing, oral history, and a student research paper. Appended are a written document analysis worksheet and the primary source documents. (BT)