ethanporcaro/eric-fulltext-meta huggingface dataset:
The Future of Vocational Education and Training in Europe. Volume 2. Delivering IVET: Institutional Diversification and/or Expansion? Cedefop Research Paper. No. 84
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Trends,Futures (of Society),Educational Change,General Education,Workplace Learning,Curriculum Development,Job Skills

This study examines the way in which institutional arrangements for the delivery of IVET have changed in response to shifts in skills demand. Although these arrangements vary across countries, it is possible to identify common trends over time, such as institutional hybridisation, the blurring of boundaries between IVET and general education. Despite this development, IVET has been able to retain a distinct identity, which is attractive to learners and has the support of key labour market actors. This reflects IVET's adaptability and resilience in the face of change. Building on a Europe-wide survey of VET providers and in-depth national case studies, the study delivers a timely update of, and insight into, the continually changing IVET landscape. Results show increasing similarities in how countries configure their IVET systems. This is evident in the broadening of IVET curricula, the prominence given to the work-based learning pathway, as well as the growing importance attached to local and regional autonomy. [For &quot;The Future of Vocational Education and Training in Europe. Volume 1. The Changing Content and Profile of VET: Epistemological Challenges and Opportunities. Cedefop Research Paper. No. 83,&quot; see ED622472.]
Defense of Learning: A Community of Practice Model to Advance Equity, Access, and Social Justice in SCUSD. PLUS Fellows Policy Brief
Author: Gustafson-Quiett, Mary Cate
Date: 2020-00-00
Type: Reports - Research
Subjects: School Districts,Communities of Practice,Models,Equal Education,Access to Education,Social Justice,College Readiness,Career Readiness,Best Practices,21st Century Skills,Information Dissemination,Program Implementation

Sacramento City Unified School District's (SCUSD) college and career readiness initiatives, as cited in the &quot;2016-2021 Strategic Plan,&quot; only equip students with half of the skills and requirements necessary for graduates to succeed in their post-secondary options (Conley, 2012). Namely, SCUSD fails to assess critical soft skills, such as perseverance, growth mindsets, goal-setting, collaboration, etc., that have shown to play a critical role in successfully completing college, finding, and keeping a job. This brief recommends that the district work with individual school sites and Envision Learning Partners to create a Defense of Learning (DOL) Community of Practice that would facilitate the creation of DOL models for each school site and establish best practices that would reinforce and assess critical academic and social enterprise skills that are necessary for graduates to thrive in the post-secondary options of their choice in order to better prepare SCUSD graduates for post-secondary success. [The brief was prepared in partnership with Sacramento City Unified School District (SCSD).]
Is Happiness the Ultimate Goal of Higher Education?
Author: Lee, Jeong-Kyu
Date: 2023-02-10
Type: Reports - Evaluative
Subjects: Role of Education,Psychological Patterns,Higher Education,Religion,Philosophy,Cross Cultural Studies,Buddhism,Confucianism,Christianity,Non Western Civilization,Western Civilization,Foreign Countries,Educational Theories,Religious Education

The purpose of this study is to explore whether happiness is the ultimate goal of higher education. In order to discuss this article systematically, four research questions are addressed. First, what are the concepts and principles of happiness in terms of religion and philosophy? Second, what are significant factors of happiness? Third, what are physical happiness and spiritual happiness? Last, is happiness indeed the ultimate goal in higher education? The research questions are defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the study, happiness is focused on the lenses of the Eastern and the Western philosophical and religious aspects related to conventional higher education, especially South Korea and Canada. The Eastern aspect is limited to Buddhism and Confucianism, whereas the Western aspect is focused on ancient Greek philosophy and Christianity. Specifically, the study is mainly focused on not merely Buddhist Sutras and Confucius' and Mencius' classics, but Plato's and Aristotle's philosophical works and Christian &quot;Scriptures&quot; (&quot;The Bible&quot;). This article focuses on the notions and principles of happiness in terms of religion and philosophy. Lastly, higher education is focused on the lenses of South Korea and Canada. The significance of this study is to provide basic theories and useful resources regarding happiness for educational theorists and practitioners in the world.
The Future of Vocational Education and Training in Europe. Volume 3. The Influence of Assessments on Vocational Learning. Cedefop Research Paper. No. 90
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Trends,Futures (of Society),Educational Change,General Education,Outcomes of Education,Summative Evaluation,Academic Standards,Skill Development

This report was prepared in the course of the Cedefop project &quot;The future of vocational education and training in Europe.&quot; The main objective of this study is to map and analyse the dominant assessment forms applied in IVET and how these have evolved during the past 25 years. There is a particular focus on exploring the extent to which the objectives set by qualifications, programmes and curricula in terms of content and profile are improved or contradicted by assessment, as well as the extent to which a broadening of the skills and competence base of IVET could influence assessments (responding to increased emphasis on general subjects and greater focus on transversal skills and competences). The study explores to what extent assessment specifications and standards are used to support summative assessments and whether these are aligned with qualifications and programme standards. [For &quot;The Future of Vocational Education and Training in Europe. Volume 1. The Changing Content and Profile of VET: Epistemological Challenges and Opportunities. Cedefop Research Paper. No. 83,&quot; see ED622472. For &quot;The Future of Vocational Education and Training in Europe. Volume 2. Delivering IVET: Institutional Diversification and/or Expansion? Cedefop Research Paper. No. 84,&quot; see ED626195.]
Working Together towards Attractive, Inclusive, Innovative, Agile and Flexible VET: Cedefop Monitors and Analyses European Countries&apos; VET and Lifelong Learning Policy and Practice in Support of Common Goals. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Lifelong Learning,Educational Policy,Educational Practices,Educational Objectives,Educational Improvement,Long Range Planning,Inclusion,Educational Innovation,International Cooperation

In the framework of European countries' cooperation on VET and lifelong learning, Cedefop monitors, analyses and reports on countries' priorities and activities. Cedefop's role in the process is pivotal: it gathers the necessary national information through its network of expertise spanning all EU Member States, Iceland and Norway, ReferNet, and analyses it in a structured, comparable way to inform the European Commission and other stakeholders. This briefing note presents examples based on the EU Member States' national implementation plans (NIPs) that reflect the priorities of the Council Recommendation on VET for sustainable competitiveness, social fairness and resilience, and the Osnabrück Declaration.
School Qualifications and Youth Custody. Occasional Paper. No.57
Author: Machin, Stephen
Date: 2023-01-00
Type: Reports - Research
Subjects: Adolescents,Juvenile Justice,Institutionalized Persons,Child Custody,Secondary Education,Exit Examinations,English Instruction,Mathematics Instruction,Failure,Academic Achievement,Foreign Countries,Crime,Grades (Scholastic)

A very small number of young people enter youth custody between age 16 and 18 (about 4 in 1000 males), yet the consequences are severe. They spend an average of 7 months in youth custody and such incarceration has been related to negative outcomes in the longer term even if they can establish themselves in the labour market. In this paper, we evaluate whether there is a relationship between GCSE qualifications in English and maths and the probability of youth custody using administrative data in England. We are hindered in this because the majority of young people who end up in youth custody are not entered or fail their GCSEs in these subjects. Although regression results are consistent with educational achievement being a factor in why people end up in youth custody, they strongly suggest that both non-entry/low achievement and youth custody are correlated with severe vulnerabilities which are partially picked up by the explanatory variables available in administrative data (in particular indicators for special needs, disadvantage and being from some ethnic minority groups). Another interesting insight is that for many, problems only emerge (or at least become evident) in early or middle adolescence. [This paper forms part of a larger project funded by the Nuffield Foundation &quot;Youth custody: Educational influences and labour market consequences.&quot;]
Deepening Education Impact: Emerging Lessons from 14 Teams Scaling Innovations in Low- and Middle-Income Countries. Ongoing Analysis from the ROSIE Project
Author: Olsen, Brad
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Low Income,Educational Innovation,Achievement Gap,Outcomes of Education,Scaling,Educational Change,Educational Improvement,Foreign Countries,Stakeholders,Leadership,Teamwork,Incentives,Comparative Analysis

Education is crucial for the cultivation of successful individuals, healthy communities, robust societies, strong economies, and a healing planet. Yet, while most available education measures show impressive improvement in access in low- and middle-income countries over recent decades, there remains a heartbreaking gap in educational outcomes between and within countries. While there are many attempts to address low learning outcomes around the world, many efforts abide by a short-term project mindset, limited funding, and a focus on proof-of-concept pilots. However, small-scale efforts cannot solve the challenges within education systems today. Addressing contemporary educational challenges requires coordinated action among stakeholders, ongoing evidence of impact, and an emphasis on expanding and deepening the impact of any single intervention so it reaches more learners and changes whole systems. In a word, it requires &quot;scaling.&quot; The term &quot;scaling&quot; represents a range of approaches--from deliberate replication to organic diffusion to integration into national systems--that expand and deepen impact, leading to lasting improvements in people's lives. This report examines the scaling journeys of 14 regional and global education initiatives that are attempting to scale within 30 low- and middle-income countries (LMICs). The report presents empirical reflections and offers relevant guidance. [This project is supported by the Global Partnership for Education Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education (GPE) and the International Development Research Centre (IDRC).]
Technical Terms Used in General English Textbooks across Disciplines
Author: Dolba, Sammy Q.
Date: 2022-09-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Content Analysis,Textbook Evaluation,Hospitality Occupations,Tourism,Law Enforcement,Marine Education,Engineering Education,Grammar,Information Technology,Language Fluency,Language Proficiency,College Students,Word Frequency,Foreign Countries,Teaching Methods,Models

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that &quot;lexis is the heart of language&quot; and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.
AISD Central Office Work Environment Survey Results for Food Services, Service Center, Transportation and Warehouse, 2012 through 2014. DRE Publication # 13.36 RB
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Work Environment,Food Service,Education Service Centers,Transportation,Facilities,Storage,Employees,Employee Attitudes,Leadership Qualities,Administrator Behavior,School Districts,Leadership Styles,Training,Professional Development,Policy,Equal Opportunities (Jobs),Expectation,Group Dynamics,Interpersonal Relationship,Resources,Persistence

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2014 for AISD employees in Food Services, Service Center, Transportation and Warehouse. Separate reports also were published for other central office departments and offices as well as an overview report for all central offices.
Individual-Intellectual Integrations on the Commonality Criterion in Russian Undergraduates
Author: Dorfman, Leonid
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Factor Analysis,Individual Characteristics,Attribution Theory,Intelligence,Creativity,Student Characteristics,Evaluation Criteria,Foreign Countries,Path Analysis,Universities,Personality Traits,Physiology,Humanities,Personality Measures,Intelligence Tests,Majors (Students)

The commonality is one of underlying conditions that provide the individual-intellectual integrations. Three forms identify the commonality. The first is the causal commonality, the second is the generalizing commonality, third is the intertwining commonality. Confirmatory one- and two- factor analysis (CFA) and path analysis (PA) specified the operationalization of the commonality. 235 undergraduates at universities in Perm city (Russia) involved in this study. Participants were 178 women and 57 men, age 17 to 22 years (M = 18.61, SD = 0.88). The set of variables entered individuality traits (nervous system, temperament, and personality), fluid and crystallized intelligence, and creativity. The main results were as follows: (1) The variables of individuality provide individual-intellectual integrations and function as the causal commonality; (2) Variables of individuality and creativity provide individual-intellectual integrations and function as two forms of causal commonality; (3) The generalizing commonality did not arise by means of one- or two- factor CFA; (4) The intertwining commonality of the variables of individuality and the variables of intelligence and creativity has not found empirical support by means of PA. The recommendation proposes that although constructs of individuality and intelligence with creativity differ, researchers may apply to the commonality criterion. [For the complete proceedings, see ED626149.]
Kindergarten Children&apos;s Metacognitive Self-Regulated Learning during and after Watching Other Child&apos;s Problem-Solving Behaviors
Author: Hwang, Young S.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Kindergarten,Metacognition,Problem Solving,Learning Strategies,Models,Video Technology,Peer Relationship,Task Analysis,Comparative Analysis,Help Seeking

This study invested 24 effective and 16 ineffective problem-solving kindergarten children's awareness of metacognitive self-regulated learning (MSRL) while watching other child's problem-solving behaviors. The model in a video performed a task with a trial-and-error approach and finally asked for help. After watching the video, children were asked how they could help the model. All interviews were transcribed and analyzed using a content analysis method. The research findings indicate that there were several differences between the effective and ineffective children in their awareness of other child's MSRL. Effective children considered monitoring processes related to their understanding of the task goal and nature of a task and using cognitive state as important elements of the model's successful work, whereas ineffective children described separate elements unrelated to a task goal. [For the complete proceedings, see ED626149.]
New Astronomy PhDs: What Comes Next. Data from the Degree Recipient Follow-Up Survey for the Classes of 2018, 2019, and 2020. Focus On
Author: Mulvey, Patrick
Date: 2023-01-00
Type: Reports - Research
Subjects: Astronomy,Doctoral Degrees,Outcomes of Education,Departments,Doctoral Programs,Graduates,Longitudinal Studies,Postdoctoral Education,College Faculty,Employment,Private Sector,Salary Wage Differentials,Work Attitudes,Job Satisfaction,Public Sector,Job Skills

Astronomy PhD recipients generally follow three main outcomes after receiving their degrees: they accept a postdoctoral position, a non-postdoctoral temporary position, or a potentially permanent position. To learn more about these outcomes, AIP annually asked new astronomy PhDs about their immediate post-degree outcomes. For the classes of 2018, 2019, and 2020, an average of just over 160 individuals per year earned an astronomy PhD at one of the 45 departments in the US with an astronomy doctoral program. From these three classes, around two-thirds of PhD graduates accepted a postdoc. Most of the other graduates secured potentially permanent employment. The graduates accepting potentially permanent jobs entered very different employment positions than those accepting postdocs. Most of the postdocs were in academia, while most of the potentially permanent positions were in the private sector. Those taking positions in the private sector typically reported considerably higher starting salaries than those accepting postdocs. Despite the lower pay, more of the graduates accepting a postdoc find their work challenging, and a higher proportion indicate being satisfied with their employment.
Rural Child Care Solutions: From the Ground Up
Author: Werner, Marnie
Date: 2022-00-00
Type: Reports - Research
Subjects: Child Care,Rural Areas,Child Caregivers,Labor Turnover,Labor Supply,Economic Development,Community Leaders,Professional Personnel,Program Descriptions,Program Effectiveness,Employer Attitudes

Child care has been in a downward spiral for twenty years and is a main factor exacerbating the growing worker shortage. New attention before and financial aid during the pandemic perhaps slowed the spiral, but it hasn't reversed it. The primary cause of the shortage in Greater Minnesota is simple: family child care providers, who supply the bulk of child care in rural regions, are leaving the field at a much faster rate than people entering it. To better understand what is happening at the local level, the Center for Rural Policy and Development (CRPD) conducted an unscientific survey of economic development officials, local leaders, and other stakeholders around the state in the fall of 2021. The purpose of this report is to identify a sample of projects in progress right now, which will hopefully provide important information on what's being tried, why, and what can be learned from these experiences.
Teaching Transitional Kindergarten: A Snapshot of the Teacher Experience before UTK Expansion
Author: Montoya, Elena
Date: 2022-12-00
Type: Reports - Research
Subjects: Kindergarten,Preschool Teachers,Teaching Experience,Early Childhood Education,Labor Force,Occupational Information,Teacher Characteristics,Program Implementation,Diversity (Faculty),Teacher Surveys,Minority Group Teachers,Minority Group Students,Educational Facilities,Language Usage,Barriers,Trauma,Work Environment,Professional Autonomy

California is expanding transitional kindergarten (TK) to become a universal preschool program for all four-year-old children. Upwards of 300,000 children are expected to enroll in universal transitional kindergarten (UTK) by 2025, requiring thousands of additional lead teachers and classroom aides to meet lower student-to-teacher ratio requirements and new student demand. This report presents the first comprehensive data collected from California's transitional kindergarten teachers about their teaching experiences. In the fall of 2020, the Center for the Study of Child Care Employment (CSCCE) surveyed almost 300 TK teachers in classrooms throughout California as part of the California Early Care and Education Workforce Study. This report provides an exploratory picture of the composition of the TK workforce, the characteristics of the TK job, and the experience of teaching TK. Recommendations for policymakers conclude the study.
AISD Central Office Work Environment Survey Results, Spring 2012 through Spring 2014. DRE Publication # 13.35 RB
Author: Gross, Raymond
Date: 2014-06-00
Type: Reports - Research
Subjects: Central Office Administrators,Work Environment,Employee Attitudes,Leadership,School Districts,Professional Development,Personnel Policy,Expectation,Resources,Antisocial Behavior,Job Satisfaction,Group Experience,Occupational Surveys

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 through Spring 2014 for AISD central office employees.