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Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

Potentially, technology transfer offices (TTOs) can play a significant role in facilitating the successful transfer of technologies and knowledge between universities and industry. Many developing countries are currently developing technology transfer practices within their universities. However, many developing country TTOs operate inefficiently or are ineffective. The sharing of experiences can lead to improvements in this endeavour. Advanced nations can serve as a frame of reference and a basis of policy recommendations for developing countries due to the longevity of their technology transfer activities. The authors issued 234 questionnaires to European university TTOs, of which 54 usable questionnaires were returned. They combine the data from these questionnaires with 19 interviews conducted with university TTO staff from 9 countries in an attempt to create a typology of practices that developing nations could emulate to improve technology transfer in their own contexts. While ultimately a clear typology was not forthcoming, the authors found some relationship between the dominant focus in the mission statement of developed country TTOs, the activities they undertake, their position in the university governance structure and their level of maturity which may usefully inform the development of TTO practices in developing countries.

About ten years ago, an innovative instrument was developed to promote internationalization in European higher education institutions--"a Certificate for Quality in Internationalization (Cequint)." The initiative fits well the contemporary governance philosophy that promotes voluntary instruments, an individualized approach, and an orientation towards transparency instead of control. While labels and certificates are becoming popular, their effectiveness is often questioned. In this paper we examine critically the value of "Cequint" and its potential for enhancing internationalization. The empirical results confirm that certified study programs outperform their uncertified peers. Partly the effect is explained by self-selection as internationally inclined programs are more likely to apply for the certificate, but there seems to be also a significant independent effect of the certification process. The paper suggests that a voluntary certification scheme can support organizational improvement by three mechanisms: by enhancing motivation, self-awareness, and expertize.

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years ([mu]=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger's regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and [sigma]=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton's (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

In recent years, the idea that the future is inherently unpredictable has gained considerable currency in educational policymaking. In this paper, we seek to critically examine and analyze the implications that stem from embracing this concept of the future. To do so, we focus on current discussions of 21-century skills, and more specifically on the work of the OECD. First, we offer a brief introduction to the prevailing conceptualization of the future as uncertain and risky, and the ensuing emphasis on the development of skills needed to adapt to this increasingly volatile future. We then explain why the emphasis on future uncertainty leads to conceptualizing education as adaptation, while disregarding the importance of the past. We argue that this results in an impoverished conception of education and the skills it should develop. Next, we focus on how the idea of an unpredictable future marginalizes the role of values in education. We maintain that this not only leads to a narrow vision of education, but also undermines the cultivation of skills heralded by 21st-century skills frameworks. We conclude by offering some remarks on the importance of attention to the past and values as the basis for a meaningful vision of education.

In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher social class background and the concern to transmit one's cultural habitus. They further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence.

The 1980s and 1990s have been decades of quite good economic growth in North America and much of Western Europe. But how have the fruits of growth been shared? This paper reviews changing income distributions in the U.S., Germany and the Netherlands. These three countries may be taken as exemplars and leading economic performers in "the three worlds of welfare capitalism" (Esping-Andersen, 1990). The U.S. is a liberal welfare-capitalist state, Germany a corporatist state, and the Netherlands (less clearly) a social democratic welfare-capitalist state. The paper focuses particularly on income changes in the bottom, middle and top quintiles and takes a ten year period into account. Previous analyses have shown that labor and market income dispersion are increasing, with increased returns to human capital. The potential impact of government through the tax-transfer system has been largely ignored. All three governments redistribute income from the rich to the poor. However, the paper shows that only the Dutch government has redistributed sufficiently to ensure that the bottom quintile has gained along with others. In Germany and the U.S. the poorest quintile was considerably worse off in absolute terms at the end of the decade.than the beginning. The German government somewhat counteracted the trend towards greater income dispersion by redistributing to the poorest quintile, so the loss of market income was partly compensated. In the U.S. the impact of government on the poorest quintile stayed about the same, so this group ended up with about the same decrease in disposable income as market income. The U.S., Germany and the Netherlands are the only three countries for which ten or more consecutive years of panel data are available. The data come from the PSID-GSOEP Equivalent File 1980-97 and from a comparable file constructed from the Dutch SEP data.

In the policy period following the Lisbon Strategy of 2000, European governments increasingly regard universities, and the research they produce, as key to enhancing economic performance. With this heightened respect for the value of university-based research, comes an impatience to see returns on the public investments made. We analyze how policy is being used to influence the academic research process through the evaluations and funding allocation that accompany public funding. This paper features examples from the European Union and recent policy developments in two nation states to investigate how policy seeks to enhance the non-academic impacts of academic research.

Over the past few decades, large food banks that collect, warehouse, and redistribute food have become institutionalized across Europe. Although food banks gained increased visibility as important food relief mechanisms during the covid pandemic in 2020 and 2021, the crisis also highlighted their structural weaknesses and the fragility of the charity-based emergency food system. In particular, many European food banks faced higher costs, lower food stocks, uneven food donations, and lower numbers of volunteers and personnel as demand for food relief increased sharply. Also, many food banks lacked personal health and safety equipment for front-line staff and volunteers, many of whom were vulnerable or aged, thus forcing the closure of some charities due to health concerns. Yet, the impact of the pandemic was uneven across the continent as the covid pandemic strengthened some food banks while others were weakened. To explore these dynamics in detail, this paper utilizes in-depth interviews and surveys of key food bank operators in the Netherlands, Norway, and Greece to analyze how and why European food bank systems fared so differently from the pandemic. In short, the findings in this paper reveal how the Norwegian food bank system leveraged its position to increase fundraising and visibility, while the Netherlands food bank system suffered from long-term structural weaknesses, and the Greek food bank system was further embroiled in government tensions that threatened its existence. The preexisting structure of food bank systems, broader political economy, and historical context significantly impacted how food relief networks fared during the pandemic. [ABSTRACT FROM AUTHOR]

Introduction: This study characterized the extent to which (1) financial barriers and (2) abortion care-seeking within a person's country of residence were associated with delays in abortion access among those travelling to England and the Netherlands for abortion care from European countries where abortion is legal on broad grounds in the first trimester but where access past the first trimester is limited to specific circumstances. Methodology: We drew on cross-sectional survey data collected at five abortion clinics in England and the Netherlands from 2017 to 2019 (n = 164). We assessed the relationship between difficulty paying for the abortion/travel, acute financial insecurity, and in-country care seeking on delays to abortion using multivariable discrete-time hazards models. Results: Participants who reported facing both difficulty paying for the abortion procedure and/or travel and difficulty covering basic living costs in the last month reported longer delays in accessing care than those who had no financial difficulty (adjusted hazard odds ratio: 0.39 95% CI 0.21–0.74). This group delayed paying other expenses (39%) or sold something of value (13%) to fund their abortion, resulting in ~ 60% of those with financial difficulty reporting it took them over a week to raise the funds needed for their abortion. Having contacted or visited an abortion provider in the country of residence was associated with delays in presenting abroad for an abortion. Discussion: These findings point to inequities in access to timely abortion care based on socioeconomic status. Legal time limits on abortion may intersect with individuals' interactions with the health care system to delay care. Plain Language Summary: This paper explores delays in accessing abortion care associated with financial and medical system barriers. We focus on residents of countries in Europe where abortion is available on broad grounds in the first trimester seeking abortion care outside of their country of residence. This study demonstrates an association between difficulty covering abortion costs for people facing financial insecurity and in-country care seeking and delays in accessing abortion abroad. Policy barriers, medical system barriers, as well as financial barriers may interact to delay access to care for people in European countries with broad grounds for abortion access in the first trimester but restrictions thereafter, especially for people later in pregnancy. [ABSTRACT FROM AUTHOR]

This article explores the experiences of young, well-educated Eastern Europeans who have moved to Western Europe in search of opportunities for professional development, opportunities that, for the most part, are not available in their home countries. The focus of this paper is on the resulting outcome of downskilling, where these individuals work in positions well below their levels of education and capability. Based on 22 in-depth interviews with workers living in Ireland, England, the Netherlands, Poland and the Czech Republic, the study offers two major findings. First, although self-directed expatriates move to host countries specifically for professional development opportunities, they do little to research on their career and employment options prior to moving to the host country. Second, organizations are not fully utilizing the available human capital offered by Eastern Europeans, suggesting untapped opportunities to achieve competitive advantage through human capital.

Reviews developments in telecommunications applications for education in Western Europe by describing national or regional initiatives for support of telecommunications use by teachers and in schools. Highlights include examples of networks and support services and the role of the Commission of the European Communities. (22 references) (LRW)

A model of quality assessment for higher education that incorporates both accountability (representing extrinsic values) and peer-review/collegiality (reflecting intrinsic values) is outlined. It is presented in both a historical context and the context of experiences with quality assessment in North America and Western Europe. (Author/MSE)

This study asks the question on which national “shoulders” the world’s top-level research stands. Traditionally, the number of citations to national papers has been the evaluative measures of national scientific standings. We raise a different question: instead of analyzing the citations to a countries’ articles (the forward view), we examine references to prior publications from specific countries cited in the most elite publications (the backward—citing—view). “Elite publications” are operationalized as the top-1% most-highly cited articles. Using the articles published from 2004 to 2013, we examine the research referenced in these works. Our results confirm the well-known fact that China has emerged to become a major player in science. However, China still belongs to the low contributors when countries are ranked as contributors to the cited references in top-1% articles. Using this perspective, the results do not support a decreasing trend for the USA; in fact, the USA exceeds expectations (compared to its publication share) in terms of references in the top-1% articles. Switzerland, Sweden, and the Netherlands also appear at the top of the list. However, the results for Germany are lower than statistically expected. [ABSTRACT FROM AUTHOR]

The dynamic of articulation between higher education and secondary education in England and Wales, the Netherlands, France, West Germany, and Sweden is examined from historical and administrative perspectives. (MSE)

Eleven papers on developments in middle school education (grades seven through nine) in England, West Germany, Sweden, the Netherlands, and Belgium are presented. Topics include comprehensive education for 11 to 16 year olds, mathematics, political issues, accessibility, curricula, school evaluation, and the view of the United States. (TJH)

This paper outlines a heuristic framework for understanding basic patterns in the efforts of nation-states to achieve some degree of integration of ethnic minorities to the dominant culture. Four case studies, from Britain, Sweden, and the Netherlands, illuminate the basic typology: Assimilation, Cultural Pluralism, Socialized Isolation, Colonialism. (Author/SJL)

The aim of this paper was to compare valuation accuracy of eight European markets, using the same time period, data source and methodology. The emphasis was placed on the accuracy of held properties because previous studies showed that sold properties tend to be valued closer to the market. Real sales data was used to derive hedonic sale prices. The Heckman correction was employed to correct for sample selection bias. A comparison of simple differences between actual valuations and fitted prices showed that valuations were on average below fitted prices in all countries except the Netherlands, indicating a possible overvaluation problem of held properties in Europe. A comparison of the absolute difference showed that the Netherlands and Switzerland displayed the highest valuation accuracy. Italy and Sweden on the other hand were the markets with the lowest median valuation accuracy and largest spreads of observations. All countries, except Sweden, had a majority of observations within an absolute difference of 20%. The two most interesting conclusions from the analysis were that Germany and Switzerland did not differ significantly from other markets in terms of valuation accuracy and that Sweden was consistently the market with the lowest valuation accuracy. [ABSTRACT FROM AUTHOR]

Purpose – Technology is an important driver of organizational change and often strategically used to facilitate adaptations in organizational processes and cultures. While the link between technological and organizational change is widely recognized, the role of macro-context for this link remains undervalued. Based on data from technology implementations in European police forces the paper aims to illustrate the importance of integrating analyses of the macro-context to understand the complexity of technology driven organizational change. Design/methodology/approach – The authors conducted 56 interviews and five focus groups with police officers from 13 countries on two of the major technology trends in European police forces: automatic number plate recognition systems (ANPR) systems and social media. They further conducted site visits to police forces in The Netherlands and the United Kingdom to observe technology usage first hand. Comparing accounts across countries they analyzed how macro-context impacted adoption decisions and implementation processes. In this analysis they concentrated on the five macro-contextual factors in the PESTL framework, i.e. political, economic, social, technological and legal factors. Findings – In analyses of ANPR systems and social media the paper details how the macro-context of police organizations impacted decisions to adopt a technology as well as the intra-organizational alignments of processes and structures. Practical implications – Organizational decision makers and implementers need to be aware not only of the strong agency of technology for organizations' structure and processes, but also of the relevance of the organizational macro-context for the process and impact of technology implementations on the organizational as well as individual level. Originality/value – The paper illustrates the impact of the macro-context of organizations in shaping the link between technological change and organizational change. [ABSTRACT FROM AUTHOR]

The pepper weevil, Anthonomus eugenii, is a major pest on Capsicum species. Apart from natural spread, there is a risk of spread via international pepper trade. In the Netherlands, a pepper weevil outbreak occurred in 2012 and affected six greenhouses producing different sweet pepper varieties. The following year, a pepper weevil outbreak occurred in Italy. To trace the origin of the Dutch outbreak and to establish if the Dutch and Italian outbreaks were linked, we determined the mitogenomes of A. eugenii specimens collected at outbreak locations, and compared these with specimens from the native area, and other areas where the pest was introduced either by natural dispersal or via trade. The circular 17,257 bp A. eugenii mitogenome comprises thirteen mitochondrial genes typically found in insect species. Intra-species variation of these mitochondrial genes revealed four main mitochondrial lineages encompassing 41 haplotypes. The highest diversity was observed for specimens from its presumed native area (i.e. Mexico). The Dutch outbreak specimens represented three highly similar haplotypes, suggesting a single introduction of the pest. The major Dutch haplotype was also found in two specimens from New Jersey. As the Netherlands does not have pepper trade with New Jersey, it is likely that the specimens sampled in New Jersey and those sampled in the Netherlands originate from a shared source that was not included in this study. In addition, our analysis shows that the Italian and Dutch outbreaks were not linked. The mitochondrial genome is a useful tool to trace outbreak populations and the methodology presented in this paper could prove valuable for other invasive pest species, such as the African fruit moth Thaumatotibia leucotreta and emerald ash borer Agrilus planipennis. [ABSTRACT FROM AUTHOR]

In most empirical applications, forecasting models for the analysis of industrial land focus on the relationship between current values of economic parameters and industrial land use. This paper aims to test this assumption by focusing on the dynamic relationship between current and lagged values of the ‘economic fundamentals’ and industrial land development. Not much effort has yet been attributed to develop land forecasting models to predict the demand for industrial land except those applying static regressions or other statistical measures. In this research, we estimated a dynamic panel data model across 40 regions from 2000 to 2008 for the Netherlands to uncover the relationship between current and lagged values of economic parameters and industrial land development. Land-use regulations such as land zoning policies, and other land-use restrictions like natural protection areas, geographical limitations in the form of water bodies or sludge areas are expected to affect supply of land, which will in turn be reflected in industrial land market outcomes. Our results suggest that gross domestic product (GDP), industrial employment, gross value added (GVA), property price, and other parameters representing demand and supply conditions in the industrial market explain industrial land developments with high significance levels. It is also shown that contrary to the current values, lagged values of the economic parameters have more sound relationships with the industrial developments in the Netherlands. The findings suggest use of lags between selected economic parameters and industrial land use in land forecasting applications. [ABSTRACT FROM AUTHOR]

Revisiting the trend of identifying populism with extreme right parties, in this paper we aim to problematize such associations within the context of today’s Europe. Drawing on examples from relevant parties in France and the Netherlands, and applying a discourse-theoretical methodology, we test the hypothesis that such parties are better categorized primarily as nationalist and only secondarily – and reluctantly – as ‘populist’. Our hypothesis follows the remarks of scholars who have stressed that the central theme in the discourse of such parties is not the staging of an antagonism between a ‘people’ and an ‘elite’, but rather the opposition of an ethnic community with its alleged dangerous ‘others’. In this context, we propose a discursive methodology able to differentiate between ‘populist’ and ‘nationalist’ (xenophobic, racist, etc.) discourses by locating the core signifiers in each discourse in relation to peripheral ones, as well as by clarifying the nature of the axial antagonisms put forth. [ABSTRACT FROM AUTHOR]

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Diverse schools have become the norm throughout much of what is considered the West. Many urban classrooms feature few white European children but are located in nations dominated by Eurocentric epistemologies and discourses that oppress minority students by devaluing their cultures. Most European scholarship fails to analyse cultures of whiteness in educational settings. This paper addresses this gap by documenting cultural discourses of whiteness infusing a diverse primary school classroom in Amsterdam. Discourses reflecting white cultural norms of order, time, cleanliness, and Western and Christian superiority dominated a classroom containing only one white Dutch child. These discourses contribute to diverse students' explicit racialization while promoting the supremacy of white Dutch culture. They are both assimilationist and exclusionary, suggesting that many students, because of their backgrounds, will never be considered fully Dutch. Findings are of relevance to all nations dominated by white cultures with large populations of students of colour. [ABSTRACT FROM PUBLISHER]