ethanporcaro/eric-fulltext-meta huggingface dataset:
Cedefop Annual Report, 2015
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Change,Adult Vocational Education,Workplace Learning,Needs Assessment,Organizational Communication,Information Dissemination,Documentation,Publications,Agency Cooperation,Secondary Education,Higher Education,Job Skills,Apprenticeships,Empowerment,Supply and Demand,Labor Needs

The year under review has been marked by a number of events that will inevitably have an impact on the immediate future of Cedefop and European vocational education and training (VET). The celebration of Cedefop's 40th anniversary, the Riga conclusions and the renewed ET 2020, the internal reorganisation of the Centre and Cedefop's planning for the new cycle 2017-20 have given them a new lease of life and more vigour to work harder for VET. The theme 'old routes for new routes' was at the heart of the 40th anniversary celebrations. The aim was to inspire continuation of work to modernise VET by highlighting the considerable achievements of European cooperation in VET to date and the new directions ministers in charge of education and training gave in Riga, as well as the renewed ET 2020 which unfolded a dual role of VET for excellence and inclusion. The anniversary activities also highlighted differences and similarities between 1975, when Cedefop was set up, and today. In 2015, Cedefop also published its latest skill supply and demand forecasts. These showed how economic growth rates and demography may influence employment levels and job opportunities across the EU between now and 2025. To inform and stimulate further discussion on skills, in 2015, Cedefop and the European Commission's Directorate-General (DG) for Employment launched the EU Skills Panorama, a dynamic, interactive web platform giving access to data on trends in skills and jobs across Europe. In response to labour market demands, Cedefop will continue to forge new direct working relationships with Member States to support VET reform. In June 2015, in Riga, the European Commission, European Union (EU) Member States and social partners agreed to a new European VET policy framework for 2015-20. [For the 2014 report, see ED586409.]
Cedefop Annual Report, 2014
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Educational Change,Adult Vocational Education,Workplace Learning,Needs Assessment,Organizational Communication,Information Dissemination,Documentation,Publications,Agency Cooperation,Secondary Education,Higher Education,Job Skills,Apprenticeships,Conferences (Gatherings),Empowerment,Labor Needs,Supply and Demand

Better links between education and training and the labour market was a main thread of the Greek and Italian European Union (EU) Presidency programmes of 2014. This thread guided Cedefop's work and demand for its expertise throughout the year. With youth unemployment rates at more than 40%, improving young people's employability through more work-based learning was central to both Presidency policy agendas. Skill mismatch and labour market imbalances have become a main concern. In 2014, two thirds of Member States were recommended to make their vocational education and training (VET) more relevant, effective and efficient. Countries began to put youth guarantees in place as recommended by the Council. Developing and extending apprenticeships is a main feature of this work and a strand that Cedefop reinforced substantially in 2014. As the EU's agency for VET, Cedefop also assisted the Commission, Member States and social partners in their efforts to empower young people and adults to manage education and career transitions. Besides the mandate from 2010 to conduct regular skills and supply forecasts, since 2014 Cedefop has also been responsible for developing and maintaining the EU skills panorama in cooperation with the European Commission. Outcomes have helped improve Europe's quantitative and qualitative information base on trends in skills and jobs. Besides its assistance to European and international initiatives, Cedefop piloted an interactive conference format to promote policy learning and a new strand of work: supporting Member States and social partners more directly, as proposed by its recent external evaluation. [For the 2013 report, see ED560859.]
Research and PhD Capacities in Sub-Saharan Africa: Nigeria Report
Author: Akudolu, Lilian-Rita
Date: 2018-08-00
Type: Reports - Research
Subjects: Foreign Countries,Doctoral Programs,Access to Education,Research,Educational Policy,Educational Legislation,Alignment (Education),Research Needs,Financial Support,International Cooperation,Research Skills,Higher Education,Barriers,Government Role,Quality Assurance,Institutional Cooperation,Graduate Students,Supervision,Alumni,Satisfaction

This report forms part of a broader study commissioned by the British Council and the German Academic Exchange Service (DAAD) that surveyed research and doctoral training capacity in Sub-Saharan Africa. The study includes six country reports, namely Ethiopia, Kenya, Ghana, Nigeria, Senegal and South Africa. This report addresses the outcomes of the study in relation to Nigeria. The country reports include expanded contextualisation of the national research training landscape, while a synthesis report is also available highlighting the key policy implications for PhD provision specifically. The aims of the study were to investigate: (1) the availability, quality and thematic priorities of PhD programmes and how they have changed over the last ten years; (2) the national-level research agenda; (3) the extent to which research training at the institutional level is aligned with the national agenda; (4) national-level systems (policies, legislation) that facilitate alignment between institutional-level research training and the national agenda; (5) how institutional priorities reflect the needs of universities and emerging research and development systems, including local industry and societal challenges; (6) funding sources to develop and sustain PhD provision; and (7) the role of international collaboration in building PhD capacity. [The German Academic Exchange Service (DAAD) in partnership with the British Council conceived this research project and co-funded it together, with support from the German Federal Ministry of Education and Research. The overall study was commissioned to the African Network for Internationalisation of Education (ANIE), and their network of researchers across Sub-Saharan Africa.]
Competency-Based Education: Staying Shallow or Going Deep? A Deeper, More Personal Look at What It Means to Be Competent
Author: Surr, Wendy
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Competency Based Education,College Readiness,Career Readiness,Competence,Skill Development,Academic Achievement,Knowledge Level,Critical Thinking,Problem Solving,Social Development,Emotional Development,Cooperation,Interpersonal Communication,Persistence,Resilience (Psychology),Citizen Participation,High School Students,Postsecondary Education

In order to be successful in the 21st century, students will need to master an expanded set of competencies that extends beyond discrete academic standards. Competency-based education (CBE) is an educational approach that focuses on mastery of these competencies -- rather than seat time -- as a measure of student learning. This approach is being adopted by a growing number of educators focused on ensuring students graduate college and career ready. States engaged in CBE initiatives need to ensure that their efforts do not inadvertently promote &quot;shallow&quot; learning by equating &quot;competency&quot; only with the mastery of academic content. True competence is deeper, broader and more personal. It includes academics, but it also includes a wide range of other cognitive, intrapersonal and interpersonal skills, and dispositions that higher education institutions and employers value and demand. This brief from the CCRS Center, the Great Lakes and Midwest Regional Deeper Learning Initiative, and the Center on Innovations in Learning explores how states and districts can define learner competencies that reflect the full range of knowledge, skills, and dispositions necessary for students to achieve college and career readiness. [This report was also produced by the Great Lakes &amp; Midwest Regional Deeper Learning Initiative at American Institutes for Research.]
Evidence-Based Practices to Support College and Career Readiness in High School: Early-College High School
Author: College & Career Readiness & Success Center at American Institutes for Research
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,College Readiness,Career Readiness,High School Students,Dual Enrollment,College Preparation,College Bound Students,Educational Benefits,Academic Achievement,Outcomes of Education,Graduation Rate,Enrollment,Developmental Studies Programs,Disproportionate Representation,Educational Policy,State Policy,State Legislation,Educational Legislation,Educational Finance,State Aid,Technical Assistance

The Every Student Succeeds Act (ESSA) provides increased flexibility for states and districts to develop strategies to support school improvement while, at the same time, emphasizes the importance of implementing evidence-based interventions to support low-performing schools. As states and districts implement comprehensive college and career readiness initiatives, one challenge is the identification and selection of evidence-based practices for high schools. This snapshot is part of a series by the College and Career Readiness and Success Center highlighting evidence-based practices that promote college and career readiness in high schools. This brief focuses on early college high schools which are partnerships between secondary and postsecondary institutions and businesses that allow students to earn both a high-school diploma and an associate's degree or postsecondary credit towards a bachelor's degree. This evidence-based practice provides a learning environment that enhances students' education experience and improves student outcomes in high school and postsecondary education.
What Can Be Learned from Empirical Evaluations of Non-Experimental Methods?
Author: Wong, Vivian C.
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Evaluation Methods,Program Evaluation,Program Effectiveness,Comparative Analysis,History,Randomized Controlled Trials,Innovation,Research Design

Given the widespread use of non-experimental (NE) methods for assessing program impacts, there is a strong need to know whether NE approaches yield causally valid results in field settings. In within-study comparison (WSC) designs, the researcher compares treatment effects from an NE with those obtained from a randomized experiment that shares the same target population. The goal is to assess whether the stringent assumptions required for NE methods are likely to be met in practice. This essay provides an overview of recent efforts to empirically evaluate NE method performance in field settings. We discuss a brief history of the design, highlighting methodological innovations along the way, and suggest future areas for consideration in the design, implementation, and analysis of WSCs. [This is the in press version of an article published in &quot;Evaluation Review.&quot;]
Evidence-Based Practices to Support College and Career Readiness in High School: Early Warning Indicators
Author: College & Career Readiness & Success Center at American Institutes for Research
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,College Readiness,Career Readiness,High School Students,Low Achievement,Identification,Early Intervention,At Risk Students,Graduation,Attendance,Academic Achievement,State Policy,Progress Monitoring,Formative Evaluation

The Every Student Succeeds Act (ESSA) requires states to identify high schools with a graduation rate less than 67% as low performing. Each low-performing high school is required to implement an evidenced-based strategy to improve student outcomes. One challenge that states face is identifying and selecting evidence-based practices supporting college and career readiness in high school. The College and Career Readiness and Success Center's Evidenced-Based Practices series highlights research-based practices that promote high school college and career readiness in snapshot, user-friendly briefs. This brief focuses on early warning indicators which are used to identify and intervene with students early to help them get back on track and meet major educational milestones, such as on-time graduation. Early warning system indicators are an evidence-based strategy available to struggling high schools.
Skills for a Global Future. 27th National VET Research Conference &apos;No Frills&apos;
Author: Payton, Anna
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Job Training,Foreign Countries,Job Skills,Skill Development,Technological Advancement,Technological Literacy,Labor Force Development,Economic Factors,Industry,Demography,Critical Thinking,Creativity,Cooperation,Entrepreneurship,Thinking Skills

In simple terms, it's about new ideas being put into practice, and it underpins human progress, while in economic terms it can drive long-term productivity growth (Australian Department of Industry, Innovation and Science 2017). The opportunities underpinning the largest growth 'will come from knowledge-intensive companies that innovate and export, as they are the most profitable, competitive and productive' (Innovation and Science Australia 2017, p.1). To be able to do so, these companies will require a workforce whose skills can match, or are better than, our global competitors. This year's theme &quot;Skills for a global future&quot; reflects the international nature of the 27th National Vocational Education and Training Research Conference 'No Frills' and the New Zealand Vocational Education and Training Research Forum. This theme also signals the pivotal role that vocational education and training (VET) plays in preparing people for an increasingly globalised workforce. Last year National Centre for Vocational Education Research (NCVER) looked at &quot;Skilling for tomorrow&quot; (Payton 2017), which took a broad view of the trends changing the world of work, the skills employers seek and the ways in which VET providers can respond. This year, they return to the topic of future skills, but this time they explore skills within the increasingly interconnected world in which Australia and New Zealand not only operate, but in which they seek to succeed. The paper explores findings from recent research into the future of work and skills to prompt questions and discussion at this year's conference. [To view &quot;Skilling for Tomorrow. 26th National VET Research Conference 'No Frills',&quot; see ED574755.]
How to Visualize Success: Presenting Complex Data in a Writing Strategy Tutor
Author: Jacovina, Matthew E.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Feedback (Response),Writing Instruction,Teaching Methods,Grade 9,Essays,Games,Video Technology,Success,Visual Aids

Intelligent tutoring systems (ITSs) have been successful at improving students' performance across a variety of domains. To help achieve this widespread success, researchers have identified important behavioral and performance measures that can be used to guide instruction and feedback. Most systems, however, do not present these measures to the teachers who employ the systems in classrooms. The current paper discusses visualizations that will be displayed to teachers using the writing strategy tutor, Writing Pal. We present visualizations for both classroom and student level data and offer descriptions of each.
How ESSA and IDEA Can Support College and Career Readiness for Students with Disabilities: Considerations for States
Author: Tomasello, Jenna
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Disabilities,Equal Education,Federal Legislation,Career Readiness,College Readiness,Public Education,Access to Education,Postsecondary Education,Higher Education,Secondary Education,Outcomes of Education,Employment Level,Student Needs,State Government,Government Role,Student Characteristics,Civil Rights Legislation,Academic Advising,Transitional Programs

Despite advances in improving CCR for students with disabilities, a great deal of work is needed to help more students achieve their full potential. The Every Student Succeeds Act of 2015 (ESSA) provides states with flexibility over the design of their educational systems and offers additional provisions to support CCR for all students, including those with disabilities (English, Rasmussen, Cushing, &amp; Therriault, 2016). The Individuals with Disabilities Education Act (IDEA) provides protections for students with disabilities to ensure all students receive a free appropriate public education in the least restrictive environment. This brief examines how two federal laws, ESSA and IDEA, can promote the development of meaningful pathways to postsecondary opportunities, including 2- and 4-year college, non-degree certificate programs, apprenticeships, and more, by ensuring all students are college and career ready, and it provides examples of model programs. Specifically, this brief: (1) Examines data on secondary and postsecondary education participation and employment outcomes of students with disabilities; (2) Considers how CCR strategies can support students with disabilities on a path to postsecondary education and career opportunities; (3) Provides analyses of the provisions under ESSA and IDEA that support CCR for students with disabilities; (4) Features examples of effective practices; and (5) Includes guidance for state leaders. States have an important role to play in ensuring students with disabilities have access to the most rigorous standards, receive the supports necessary to meet these standards, and are college and career ready. By continually examining the status and performance of students with disabilities, states can identify challenges and begin using and aligning ESSA and IDEA to improve services to students with disabilities. State efforts to continuously improve policy and strategies that increase equitable opportunities for students with disabilities are critical to improving education and workforce outcomes of students with disabilities and reducing the persistent gaps in outcomes between students with and students without disabilities.
Changes in School Readiness of America&apos;s Entering Kindergarteners, 1998-2010
Author: Latham, Scott
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Change,School Readiness,Kindergarten,Young Children,Educational History,Child Development,Academic Achievement,Low Income Students,Achievement Gains,Achievement Gap,Educational Trends,Self Control,Obesity,Minority Group Students,Social Development,Emotional Development,Interpersonal Competence,Language Skills,Literacy,Mathematics Skills,Knowledge Level,Well Being

This chapter documents changes in school readiness among entering kindergarteners across the years 1998-2010, a period characterized by dramatic changes to the early childhood landscape. I use a broad definition of school readiness that includes not only academic skills such as reading and math knowledge but also social and emotional skills and physical health. The most striking changes over time are large increases in children's math and literacy proficiency. These gains were even larger among low-income and black children, suggesting that early income and race-based achievement gaps have narrowed over time. However, this chapter also documents some concerning trends over time. Children's self-control and their approaches toward learning got worse across this period. Children were also more likely to be obese or overweight in 2010 than in 1998. These increases were largest among low-income and minority children, so racial/ethnic and income-based gaps in obesity have gotten larger. Taken together, the evidence suggests that children's school readiness has improved in some ways and declined in others across the years considered. Implications for policy and practice are discussed. [This paper was published in: A. J. Mashburn, J. LoCasale-Crouch, and K. C. Pears (Eds.). &quot;Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory Development.&quot; Cham, Switzerland: Springer International.]
Alternate Assessment Formats for Progress Monitoring Students with Intellectual Disabilities and below Average IQ: An Exploratory Study
Author: Jones, Francesca G.
Date: 2018-00-00
Type: Reports - Research
Subjects: Alternative Assessment,Intellectual Disability,Progress Monitoring,Autism,Pervasive Developmental Disorders,Reading Instruction,Behavior Problems,Testing Accommodations,Word Lists,Visual Aids,Computer Software,Computer Assisted Testing,Children,Down Syndrome,Cues,Prompting

As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students' responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats--word lists, flash cards, and PowerPoint presentation--were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. [This is the online version of an article published in &quot;Focus on Autism and Other Developmental Disabilities.&quot;]