ethanporcaro/eric-fulltext-meta huggingface dataset:
European Cooperation in VET: One Process, Many Stops. Developments in Vocational Education and Training Policy 2015-17. Cedefop Reference Series. No 110
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,International Cooperation,Vocational Education,Educational Policy,Apprenticeships,Work Experience Programs,Vocational Education Teachers,Faculty Development,Competence,Quality Assurance,Job Skills,Skill Development,Educational Objectives,Educational Trends,Educational Change,Educational Quality,Access to Education,Qualifications,Progress Monitoring,Educational Improvement,Informal Education

Work in 2015-17 signals continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications, two areas that have been reinforced by EU-level policy packages. The report also presents measures taken in: VET teacher and trainer professional development, key competence provision, and quality assurance, including actions to make use of information on skills intelligence. Complementing this report, individual country chapters offer more detailed information on national developments. Though their long-standing collaboration, countries aim at achieving common objectives set for 2020. As policy-makers are reflecting on their vision for VET and collaboration beyond 2020, this interim report also discusses these trends from a forward-looking perspective. [The thematic sections and accompanying country chapters were prepared and drafted by: Silke Gadji, George Kostakis, Dmitrijs Kulss, Jelena Letica, Vicky Oraiopoulou, Iraklis Pliakis, Anastasia Pouliou, Eleonora Schmid, Guy Tchibozo and Aristos Theocharous (Cedefop); and Georgios Zisimos, Evgenia Petkova and Mircea Badescu (ETF).]
Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2018-00-00
Type: Reports - Research
Subjects: Global Approach,Vocational Education,Foreign Countries,Educational Change,Qualifications,Standards,Educational Policy,Comparative Education,Case Studies,Industry,Information Technology,Hospitality Occupations,Motor Vehicles,Transportation,Labor Force,Competition,Economic Factors,Governance,International Cooperation

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.]
Value Co-Creation Styles in Higher Education and Their Consequences: The Case of Poland. Research &amp; Occasional Paper Series: CSHE.10.18
Author: Dziewanowska, Katarzyna
Date: 2018-08-00
Type: Reports - Research
Subjects: Higher Education,Colleges,Marketing,Student Attitudes,College Students,Foreign Countries,Competition,Value Judgment,Access to Information,Locus of Control,Intellectual Development,Student Participation,Peer Relationship,Interaction,Student Characteristics

Effective education at the tertiary level is one of the key conditions for the development of modern economies; it also has a substantial impact on social development. Nowadays, higher education institutions all over the world are facing numerous challenges, some of them global (e.g. funding), others local (e.g. demographic trends). Universities are seeking new ways of dealing with the challenges; however, they often resort to methods that seem to do more harm than good by moving the emphasis from long-term objectives to short-term ones. In marketing literature, a new concept of Service-Dominant Logic (SDL) is proposed as an alternative approach to traditional and outdated marketing theories applied to the higher education sector. Its foundational premise of value co-creation seems to be of particular relevance here as it assumes that various groups of actors jointly create the academic experience. This paper focuses on the higher education sector in Poland and investigates the attitudes of Polish students towards value co-creation and their consequences for the academic experience. The study leads to the identification of value co-creation styles among students reflected by five segments: Maximalists, Minimalists, the Scrupulous, the Networking-Oriented and the Intellectuals and presents their detailed characteristics.
The Changing Nature and Role of Vocational Education and Training in Europe. Volume 4: Changing Patterns of Enrolment in Upper Secondary Initial Vocational Education and Training (IVET) 1995-2015. Cedefop Research Paper. No 68
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2018-00-00
Type: Reports - Research
Subjects: Vocational Education,Secondary Education,Enrollment Trends,Foreign Countries,Population Trends,Youth,Lifelong Learning,Definitions,Postsecondary Education,Educational Change,Classification

The aim of the paper is to identify and analyse patterns and trends in enrolment in upper secondary initial vocational education and training (IVET) in Europe over the period 1995 to 2015. The research produced findings on comparability of the international data as well as trends in enrolment in upper secondary IVET and its share of enrolment in upper secondary education. It found that, in countries where there has been a decline in VET enrolment, most of this is due to a declining youth population. It also found that many fluctuations in enrolment figures are artificial in the sense that they are the result of changing national classification and/or reporting practices. When correcting for these factors, findings show that the development of absolute enrolment in VET, as well as its share of enrolment in upper secondary education, has been quite stable in most countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, and includes 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.]
The Effect of Selective Public Research University Enrollment: Evidence from California. Research &amp; Occasional Paper Series: CSHE.11.18
Author: Bleemer, Zachary
Date: 2018-09-00
Type: Reports - Research
Subjects: College Admission,Public Colleges,Research Universities,Selective Admission,Outcomes of Education,Enrollment,College Entrance Examinations,Scores,Income,Undergraduate Students,High School Graduates

What are the benefits and costs of attending a selective public research university instead of a less-selective university or college? This study examines the 2001-2011 Eligibility in the Local Context (ELC) program, which guaranteed University of California admission to students in the top four percent of California high school classes. Employing a regression discontinuity design, I estimate that ELC pulled 8 percent of marginally-admitted students into four &quot;Absorbing&quot; UC campuses from less-competitive public institutions in California. Those ELC compliers had lower SAT scores and family incomes than their eventual peers; almost half were under-represented minorities (URM), and 65 percent came from the state's bottom SAT quartile of high schools. Nevertheless, marginally eligible students became more than 20 percentage points more likely to earn a university degree within 5 years, though URM and less-prepared students became less likely to earn STEM degrees. Students' net expected earnings conditional on university completion, major, and gender substantially increased across subgroups, and linked state employment records suggest an increase in URM students' average early-career earnings.
Strengthening the Rural CTE Teacher Pipeline. CTE on the Frontier
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2018-03-00
Type: Reports - Research
Subjects: Vocational Education Teachers,Teacher Recruitment,Teacher Persistence,Teacher Salaries,Work Experience,Beginning Teacher Induction,Experienced Teachers,Preservice Teacher Education,Government Role,State Government,Rural Education,Teacher Certification,Dual Enrollment,Secondary Education,Postsecondary Education

Career Technical Education (CTE) teacher recruitment is a challenge that has dogged state CTE leaders for decades. According to a recent survey of State CTE Directors, 98 percent said that increasing access to industry experts is a high priority in their state. And 20.4 percent of rural districts with CTE teacher vacancies report that CTE positions were either very difficult or impossible to fill. This brief is the fourth, and final, installment in the &quot;CTE on the Frontier&quot; series, which examines challenges and strategies for expanding access to high-quality career pathways in rural areas. The brief explores one of the most pressing challenges rural schools and institutions face: strengthening the pipeline of qualified CTE teachers and faculty. Recruiting and retaining qualified teachers can make or break a CTE program. This brief examines some of the following approaches states are taking to support rural CTE teachers: (1) Recruiting within the community by expanding grow-your-own teacher academy pathways or reducing barriers to entry for industry professionals; (2) Innovating to compete with industry by valuing work experience in teacher and faculty salary schedules; (3) Restructuring new teacher induction programs to extend supports and mentorship opportunities throughout the first year, and providing a continuum of supports for veteran teachers; (4) Strengthening relationships with traditional teacher preparation pipelines; and (5) Adopting a diversified approach to recruiting and training new instructors, establishing multiple pathways into CTE classrooms.
California&apos;s Affirmative Action Fight: Power Politics and the University of California. Research &amp; Occasional Paper Series: CSHE.5.18
Author: Douglass, John Aubrey
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Affirmative Action,Politics of Education,Access to Education,Equal Education,College Admission,Governing Boards,Trustees,Decision Making,Program Termination,State Legislation,Race,Admission Criteria,Selective Admission,Educational Policy,Policy Formation,Court Litigation,Racial Bias

This essay discusses the contentious events leading to the decision by the University of California's Board of Regents to end affirmative action in admissions, hiring and contracting at the university in July 1995. This controversial decision provided momentum for California's passage of Proposition 209 the following year ending &quot;racial preferences&quot; for all of the state's public agencies. In virtually any other state, the debate over university admissions would have bled beyond the confines of a university's governing board. The board would have deferred to lawmakers and an even more complicated public discourse. The University of California's unusual status as a &quot;public trust&quot; under the state constitution, however, meant that authority over admissions was the sole responsibility of the board. This provided a unique forum to debate affirmative action for key actors, including Regent Ward Connerly and Governor Pete Wilson, to persuade fellow regents to focus and decide on a hotly debated social issue related to the dispersal of a highly sought public good -- access to a selective public university. Two themes are explored. The first focuses on the debate within the university community and the vulnerability of existing affirmative action programs and policies -- including a lack of unanimity among the faculty regarding the use of racial preferences. The second relates to the political tactics employed by Connerly and the saliency of his arguments, which were addressed to a larger public, and not to the academic community. Connerly attacked not only the idea of affirmative action but also the coherency of the university's existing admissions programs, the effectiveness of using race in admissions decisions, and the credibility of the university's administrative leaders who defended affirmative action.
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
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Vocational Education,Labor Market,Graduates,Outcomes of Education,Employment Patterns,Qualifications,Secondary Education,Secondary School Students,Age Groups,Comparative Education,Education Work Relationship,Apprenticeships

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.]
The Extra Mile: Time to School and Student Outcomes in Washington, DC. Research Report
Author: Blagg, Kristin
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Travel,Time,Transfer Students,Attendance Patterns,Tests,Scores,Neighborhood Schools,Urban Schools,Transportation,Proximity,Correlation,Charter Schools,School Choice,Geographic Location,Student Mobility,Educational Policy,Public Schools,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,English Language Learners,Special Education,Place of Residence,Elementary Secondary Education,Age Differences

We measure the relationship between travel time to school and students' likelihood of transfer (and where they transfer to), attendance, and test scores in Washington, DC. Travel time to school is especially salient in DC, where roughly three-quarters of students attend a school other than the one tied to their neighborhood. A longer commute is associated with an increased likelihood of changing schools, both during and between school years, and with a slight increase in absenteeism. Despite these negative associations, we find essentially no difference in sixth-grade test score outcomes between peers who travel different distances to the same school.
Going the Distance: Understand the Benefits of a Long Commute to School. Research Report
Author: Denice, Patrick
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Grade 9,Urban Areas,Travel,High Schools,High School Students,School Choice,Proximity,Commuting Students,Transportation,Extracurricular Activities,Racial Differences,Geographic Regions,Socioeconomic Status,Graduation Rate,Standardized Tests,Scores,Discipline,Advanced Placement

In an analysis of 3,100 students entering ninth grade in Denver, this report identified 1,000 &quot;super travelers,&quot; students willing to travel farther or past more schools to get to their first-choice high school. Super travelers' first-choice schools had better academic outcomes, fewer disciplinary incidents, and more advanced courses and dual-language programs than schools closer to home. Though most super travelers could have found a closer school with one of these qualities, only 22 percent could find a similar package of benefits nearer to home. The likelihood of being a super traveler varied by race and ethnicity and by socioeconomic status.
New Measures of Student Poverty: Replacing Free and Reduced-Price Lunch Status Based on Household Forms with Direct Certification
Author: Greenberg, Erica
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Poverty,Lunch Programs,Low Income Students,Economically Disadvantaged,Certification,Welfare Services,Identification,Eligibility,Federal Programs

Free and reduced-price lunch status has long been used as a proxy measure for student poverty. This brief offers a short history of school lunch and its recent decline as a measure of economic disadvantage. It then provides a primer on &quot;direct certification,&quot; the most promising alternative, which links student enrollment with public benefits data to directly assess students' household income. Under direct certification, eligibility rules, application, and eligibility determination procedures of public benefits programs take on new importance in affecting counts of low-income students. Better understanding of direct certification can help stakeholders in education make sense of new measures of student poverty and use them in line with intended policy and research goals.
The Rise of Master&apos;s Degrees: Master&apos;s Programs Are Increasingly Diverse and Online
Author: Blagg, Kristin
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Masters Degrees,Masters Programs,Educational Trends,Enrollment Trends,Graduate Students,Student Loan Programs,Educational Finance,Financial Policy,Predictor Variables,Academic Achievement,Online Courses,Student Diversity,White Students,African American Students,Hispanic American Students,Asian American Students,Distance Education,Costs,Paying for College,Supply and Demand,Tuition

Master's degree programs have changed dramatically in the past decade. Roughly 785,000 master's degrees were awarded in 2015-16, at a rate of about two master's degrees awarded for every five bachelor's degrees (appendix figure 1). Journalists have touted the master's degree as &quot;the new bachelor's degree&quot;for young workers who want to stand out in a competitive workforce. But beyond the rise in the number of master's degrees awarded, there have been substantial changes in the enrollment demographics, field offerings, and delivery of master's degree programs that deserve policymakers' attention. In this brief, the author outlines recent trends in master's degree enrollment and connect these trends to potential &quot;supply-side&quot;factors, such as institution-level enrollment pressures, student loan policies, and predictors of success in online coursework.
Evaluating the Return on Investment in Higher Education: An Assessment of Individual- and State-Level Returns
Author: Blagg, Kristin
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Higher Education,College Students,Paying for College,Student Financial Aid,Debt (Financial),Time to Degree,Educational Attainment,Majors (Students),Income,Costs,Employment Patterns,Unemployment,Economic Development,Educational Policy

The growing availability of new data has pushed state policymakers to increasingly consider the return on investment of higher education. In this brief, we highlight key components of the return to higher education investments for both individual students and state taxpayers. By synthesizing research on how the value of education is realized at both individual and societal levels, we demonstrate that state policymakers may want to look beyond measures of individual and aggregate return on investment; they may also want to focus on mitigating risks for students and improving outcomes for specific student populations.
Work Requirements, Education and Training, and Child Care
Author: Adams, Gina
Date: 2018-10-00
Type: Reports - Research
Subjects: Welfare Services,Health Insurance,Nutrition,Low Income Groups,Job Skills,Child Care,Educational Attainment,Employment Qualifications,Federal Aid,Employment Level,Postsecondary Education,Labor Force Development,Parents,Job Training,Access to Education,Financial Support,Block Grants,Grants,Federal Legislation,Family Programs,Federal Programs

National and state policymakers are considering whether to expand or establish work requirements for safety net programs such as the Supplemental Nutrition Assistance Program (SNAP) and Medicaid. During this process, policymakers should take into account what safety net program recipients need to meet those requirements and place themselves on a path toward self-sufficiency--the larger goal of all safety net programs. Among those potentially subject to work requirements are low-income parents with limited education and low skills who need education and training to find and keep stable jobs. However, a lack of quality, affordable child care often inhibits parents' pursuit of education and training. Child care is expensive, subsidies are limited for parents with these needs, and care is often not available during the evening and weekend hours or irregular schedules when many parents need coverage. To inform policy discussions about the implementation of work requirements, the authors have compiled research insights about meeting the child care needs of low-income parents seeking education and job training. This brief pulls from the 12 studies produced under Urban Institute's Bridging the Gap: Exploring the Intersection between Child Care and Workforce Development for Low-Income Parents project, to ensure that the realities facing parents needing education and training are part of this important policy discussion. To frame the issues specific to the population of parents that may be subject to new work requirements, the authors also analyzed data from the first wave of the 2014 Survey of Income and Program Participation.