2024-03-28T18:50:37Zhttp://aei.pitt.edu/cgi/oai2
oai:aei.pitt.edu:837
2011-02-15T22:16:28Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:65636F6E6F6D696366696E616E6369616C61666661697273:65666153696E676C654D61726B6574:65666153696E676C654D61726B657473686F
74797065733D61727469636C65
The Mutual Recognition of Diplomas. A quest for a more effective/efficient operation of the system while ‘living in the shadows’
Rentrop, Timm
harmonisation/standards/mutual recognition
education policy/vocational training
The Recognition of Diplomas and Professional Qualifications obtained abroad is a potential stumbling block to the Free Movement of Professionals. Although a system to facilitate this has long been established, it often faces problems itself which, in turn, make this field a source of obstacles to free movement. The methodology in this framework has changed and should speed up matters, but more could be done in particular to boost the crucial element of success: mutual trust. Progress here would enable the relevant bodies to decide upon recognition with greater ease. A pivotal means to achieve this would be an increase in the exchange of information between the parties concerned. Furthermore, counterweighing the Directives’ aim of promoting the free movement of professionals, in real life there is also the need for security and safety, which the relevant authorities have to safeguard as well, and which can thereby enter into conflict with the aim of free movement. Here the issue of being able to effectively control the professional conduct of foreign professionals comes into play as well. They would also benefit from enhanced cooperation and a cross-border exchange of information, increasing mutual trust in the process.
2002
Article
NonPeerReviewed
application/pdf
http://aei.pitt.edu/837/1/scop2002_1_6.pdf
Rentrop, Timm (2002) The Mutual Recognition of Diplomas. A quest for a more effective/efficient operation of the system while ‘living in the shadows’. EIPASCOPE, 2002 (1). pp. 1-7.
http://aei.pitt.edu/837/
oai:aei.pitt.edu:1728
2011-02-15T22:19:46Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D41:7465616368696E674555637572726963756C756D
7375626A656374733D44:44303031:6575726F7065616E69736174696F6E6575726F7065616E697A6174696F6E6E6174696F6E616C6964656E74697479
74797065733D636F6E666572656E63655F6974656D
Europeanisation and Higher Education: Towards a Core Curriculum in European Studies?
Bache, Ian.
europeanisation/europeanization & European identity
teaching the EU-curriculum
education policy/vocational training
[From the Introduction]. As a policy area that remains primarily national in control and orientation, European co-operation in education policy has attracted relatively little attention from a political perspective. This is particularly true where there is a direct engagement with the notion of ‘Europeanisation’. This paper considers the motivations for and implications of increased cooperation in higher education (HE), taking as its main case study a current proposal for European universities to move towards a common core curriculum for the teaching of European Studies. This proposal, although not formally an initiative of the institutions of the European Union, receives support from the European Commission through its funding of the Thematic Network in Political Science, which is driving the core curriculum initiative.
2004
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/1728/1/BacheHE.pdf
application/msword
http://aei.pitt.edu/1728/2/Bache_HE.doc
Bache, Ian. (2004) Europeanisation and Higher Education: Towards a Core Curriculum in European Studies? In: UNSPECIFIED, Sheffield, UK.
http://aei.pitt.edu/1728/
oai:aei.pitt.edu:1730
2011-02-15T22:19:47Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303036
7375626A656374733D44:44303031:6575726F7065616E69736174696F6E6575726F7065616E697A6174696F6E6E6174696F6E616C6964656E74697479
7375626A656374733D46:46303131
74797065733D636F6E666572656E63655F6974656D
Europeanisation and Higher Education
Duclaud-Williams, Roger.
europeanisation/europeanization & European identity
Italy
education policy/vocational training
France
[Introduction]. The signatories to the Bologna Declaration of 1999, and those states which have subsequently joined in the Bologna process, have committed themselves to the creation, by 2010, of a European higher education area. Most of the signatory states have subsequently promoted reforms which have been justified as steps taken in this direction. Superficially, at least therefore, some kind of process of Europeanisation is currently transforming previously national systems of higher education. It is the purpose of this paper to suggest that these appearances are misleading. We shall try to show that, in some cases, important reforms are in progress but that the problems which they address and the solutions which they offer are grounded in a national rather than a European analysis. In other cases we shall suggest that proposed reforms are relatively trivial and that therefore the European dimension is almost entirely absent from policy. Italy represents the first of these cases (important changes but problems and solutions which are distinctively national), and France represents the second case (a strong rhetorical commitment to the European objective which in practice requires relatively little policy change). The argument is set out in the five sections of this paper. The first section provides a very brief factual background to the Bologna process. The second section discusses the concept of Europeanisation. We need to be careful not to reject the possibility of genuine Europeanisation merely by defining the process too strictly. The purpose of this section is therefore to suggest as wide a definition of Europeanisation as possible. In this way we can make sure that nothing which might reasonably be considered as Europeanisation is neglected. In the third section of this paper we shall examine the European rationale for the various planks contained within the Bologna process as augmented by subsequent meetings and declarations. The aim here is to show that there is no persuasive European rationale for most of the measures contained within the Bologna process. Clearly, the official statements of policy which are produced at meetings which carry forward the Bologna process, are designed to provide such a European rationale. The official view is that, if a variety of national changes are co-ordinated, a much greater European good can be realised. We shall try to show that, in fact, the real benefits of these reforms, when they are substantial, are going to emerge at the national level and most often for national governments. In the fourth and fifth sections we shall examine the Italian and French cases in order to show that important changes are occurring in Italy but that the problems, and the solutions to them, are Italian and have been produced by Italian governments. By contrast, we shall argue that, in the French case, changes related to the European rhetoric are extremely limited. In addition, we shall try to show that the French government was tempted by the Italian route, namely the possibility of levering important and nationally required changes through resort to a European rationale, but that this attempt was rapidly abandoned in favour of a much more cautious approach.
2004
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/1730/1/DuclaudWiliams.pdf
application/msword
http://aei.pitt.edu/1730/2/Duclaud%2DWiliams_paper.doc
Duclaud-Williams, Roger. (2004) Europeanisation and Higher Education. In: UNSPECIFIED, Sheffield, UK.
http://aei.pitt.edu/1730/
oai:aei.pitt.edu:2254
2011-02-15T22:21:55Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303236
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365
7375626A656374733D44:44303031:44303031303335:737077656C666172657374617465
7375626A656374733D44:44303031:44303031303230
7375626A656374733D44:44303031:44303031303332
7375626A656374733D46:46303135
74797065733D636F6E666572656E63655F6974656D
"Environmental Affairs and European Integration: Comparative Analysis of Changing National Policy Arrangements"
de Bruijn, Theo.
governance: EU & national level
U.K.
rtd (RTD) policy/European Research Area
education policy/vocational training
welfare state
Netherlands
environmental policy (including international arena)
The central aim of our research is to determine whether national arrangements on environmental affairs within the European Union are converging and furthermore to explain this process. The project is part of a larger research program called "National Sovereignty and International Dependency" of the University of Twente in the Netherlands. In this program the changes in the political setting of governments in Western Europe are analyzed from institutional approaches that have been developed recently in social sciences, most notably in economics, sociology and political science. The aim is to further clarify the process of change. The program comprehends analyses of four policy areas: higher education, social security, research and development, and environmental affairs. In this paper we report on first results of our research. We start with elaborating on our research model (section 2). Then we describe recent developments within European environmental policy (section 3). In sections 4 and 5 we illustrate some developments by describing the Netherlands and the United Kingdom. We end with some concluding remarks (section 6).
1999
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/2254/1/002639.PDF
de Bruijn, Theo. (1999) "Environmental Affairs and European Integration: Comparative Analysis of Changing National Policy Arrangements". In: UNSPECIFIED, Pittsburgh, PA. (Unpublished)
http://aei.pitt.edu/2254/
oai:aei.pitt.edu:2752
2011-02-15T22:23:51Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303036
7375626A656374733D46:46303037
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365:70616666676F7665726E616E63657375626E6174696F6E616C726567696F6E616C2F7465727269746F7269616C
74797065733D636F6E666572656E63655F6974656D
"Strength in diversity? French and German regional responses to European Union educational initiatives"
Wegener, Kara P.
Hega, Gunther M.
education policy/vocational training
France
Germany
subnational/regional/territorial
This paper examines the relations between the regional, national and supra-national levels of government within the European Union (EU). Specifically, it compares the responses of the 22 French regions and the 16 Germans states to the EU’s initiatives in education policy. The hypothesis set forth is that both the French and German regional governments have greatly benefited from EU policies such as Socrates/Erasmus and Leonardo that aim to integrate the education policies of the EU member states. The evidence suggests that by participating in these programs the national governments of France and Germany have lost policy-making competence to the higher level of government, i.e. the European Union, and to the lower level of government, the French regions and the German Länder. This is called the "sandwich hypothesis" because the national governments are seen to be squeezed between the growing power of the EU supra-national institutions, on the one hand, and the increasing influence of the regional governments, on the other hand. Our paper thus sheds some light on the theoretical discussion of the changing role of the nation-state facing the twin forces of internationalization and regionalization within the European Union.
1997
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/2752/1/003774.1.pdf
Wegener, Kara P. and Hega, Gunther M. (1997) "Strength in diversity? French and German regional responses to European Union educational initiatives". In: UNSPECIFIED, Seattle, Washington. (Unpublished)
http://aei.pitt.edu/2752/
oai:aei.pitt.edu:3177
2011-02-15T22:25:50Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
74797065733D636F6E666572656E63655F6974656D
"The Changing Role of EU Education Policy -- a Critical Assessment"
Walkenhorst, Heiko.
education policy/vocational training
[Introduction]. Since its beginning, the European integration process has developed an educational dimension. However, in contrast to highly integrated EU policies such as competition and external trade, education has merely been subject to intergovernmental policy co-ordination. As a cost intensive policy national education generally belongs to the realm of high politics in which the EU does not claim responsibility. But it is not only the budgetary factor that has contributed to the low level of policy integration. Apart from its function as a provider of skilled and prepared generations, education policy is an important national political steering instrument. In the way an education system is designed, it influences people's perceptions about the political past (historical nationalism), contributes to changes in the division of labour (vocational training)\and has a considerable impact on the future elites of societies (higher education). Education, similar to social policy, is an important part of the national welfare systems; hence, state governments are very reluctant to cede sovereignty. Furthermore, education policy is one of the remaining parts of identity politics in which national governments still possess the power of control; here, education policy operates as a cross-generational transmitter of political culture. It is still perceived as a vital tool for creating social legitimacy, promoting political socialization, developing democratization and preserving national identity. Consequently, as Beukel (2001: 126) observed, 'the very notion of "Europeanization of education" causes concern in most countries in Europe, one reason being that it is equated with homogenization of the educational systems that could imply a loss of national identity'.
2005
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/3177/1/Walkenhorst_EUSA_2005_final.pdf
Walkenhorst, Heiko. (2005) "The Changing Role of EU Education Policy -- a Critical Assessment". In: UNSPECIFIED, Austin, Texas. (Unpublished)
http://aei.pitt.edu/3177/
oai:aei.pitt.edu:6136
2011-02-15T22:40:45Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303236
7375626A656374733D44:44303031:6575726F7065616E69736174696F6E6575726F7065616E697A6174696F6E6E6174696F6E616C6964656E74697479
74797065733D636F6E666572656E63655F6974656D
Europeanisation and the Bologna Process; A preliminary to a British study
Corbett, Anne.
U.K.
europeanisation/europeanization & European identity
education policy/vocational training
[Introduction]. This paper addresses the Europeanisation of British politics of higher education, as represented by the Bologna process, by arguing that we must first understand Europeanisation as a process of policy change. It also proposes a methodology for examining Europeanisation of the policy sector at the level of Brussels institutions. This is a preliminary to a further study with an application to the higher education system of England and Wales. The paper engages with Bache (2004) on the Europeanisation of higher education on the question of whether academics, who are the base of knowledge creation and the transmission of academic values, will find in the Bologna process a new site of competition and control, or whether other mechanisms have been found which preserve and even strengthen what Kogan has called ‘academic essentialism’. Using analytic tools of agenda setting and policy change to examine examples of Europeanisation of higher education since 1958, this paper argues that, since the new form of flexible European coordination represented by the Bologna process is necessarily implemented at national level within the existing structures of higher education- government relations, the interest of the Bologna process is as a new venue in which the university community and governments can participate in the development of the policy norms which feed back into national processes. It further suggests that the characteristics of the Europeanisation process may make it difficult to ignore.
2004
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/6136/1/corbettjuly16.doc
Corbett, Anne. (2004) Europeanisation and the Bologna Process; A preliminary to a British study. In: UNSPECIFIED, Sheffield, UK.
http://aei.pitt.edu/6136/
oai:aei.pitt.edu:6387
2016-01-30T17:45:45Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:65636F6E6F6D696366696E616E6369616C61666661697273:65666153696E676C654D61726B6574:65666153696E676C654D61726B657473686F
74797065733D61727469636C65
La reconnaissance des diplômes dans la CE. = The recognition of diplomas in the European Community. EIPAScope 1992(3):pp. 19-19
Pertek, Jacques.
harmonisation/standards/mutual recognition
education policy/vocational training
Not available.
1992
Article
NonPeerReviewed
application/pdf
http://aei.pitt.edu/6387/1/Scop92_3_4.pdf
Pertek, Jacques. (1992) La reconnaissance des diplômes dans la CE. = The recognition of diplomas in the European Community. EIPAScope 1992(3):pp. 19-19. p. 19.
http://aei.pitt.edu/6387/
oai:aei.pitt.edu:6595
2011-02-15T22:43:24Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303435
74797065733D706F6C6963797061706572
Employment and Competitiveness: The Key Role of Education. CEPS Policy Briefs No. 93, 1 February 2006
Gros, Daniel.
innovation policy
education policy/vocational training
employment/unemployment
More than half way into the decade, it is clear that the EU will fall short of reaching its ambitious goal to make the EU the ‘most competitive economy’ by 2010. This contribution looks at an aspect that is often forgotten: namely the link between skills and employment, a central element in the Lisbon goal. It shows that the key problem of Europe in terms of employment is not so much the structure of its labour markets, but the insufficient skill levels of its population. The paper finds that investing more in improving the skills of the EU’s population would have, inter alia, a direct impact on the employment rate. Some progress is happening on this front as a result of a general increase in the investment in schooling that has taken place over the last decades. However, this ongoing ‘automatic’ improvement in skill levels is proceeding very slowly. There has been virtually no acceleration since 2000 and almost none of the more specific benchmarks set in the context of the Lisbon agenda is likely to be reached by the end of this decade.
2006-02
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/6595/1/1301_93.pdf
Gros, Daniel. (2006) Employment and Competitiveness: The Key Role of Education. CEPS Policy Briefs No. 93, 1 February 2006. [Policy Paper]
http://aei.pitt.edu/6595/
oai:aei.pitt.edu:6744
2011-02-15T22:44:16Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303035
74797065733D776F726B696E677061706572
Knowledge Capital as the Source of Growth. CEPS ENEPRI Working Papers No. 43, 1 March 2006
Piekkola, Hannu.
Finland
education policy/vocational training
Regional disparities in the growth rates of GDP and total factor productivity (TFP) are a major policy concern in the EU, not least because of its inclusion of new transition economies. The growth rate of a nation’s TFP especially depends on its level of human capital rather than the increasing rate of human capital. The growth that is driven by innovation and the catching-up process spurred by technology imitation relies on education-based human capital and related agglomeration. This explains why education provides a permanent advantage, which over time may increase in importance in the labour market. This paper examines the role of knowledge agglomeration in productivity growth in Finland. The analysis rests on a very detailed assessment of knowledge capital in firms, using linked employer-employee data at the micro level. It shows that the agglomeration of education-based human capital explains the regional divergence in the growth rates of GDP and TFP in Finland since 1995. High-growth firms are observed to have highly paid occupations and intangible capital – characteristics that are vital for growth to continue in firms that are far from the leader firm at the frontier of their industry in terms of productivity. In low-productivity firms, knowledge capital that is derived from sources other than educational attainment is also found to be essential for growth.
2006-03
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/6744/1/1306_43.pdf
Piekkola, Hannu. (2006) Knowledge Capital as the Source of Growth. CEPS ENEPRI Working Papers No. 43, 1 March 2006. [Working Paper]
http://aei.pitt.edu/6744/
oai:aei.pitt.edu:6832
2011-02-15T22:44:48Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303032:44303032303130
74797065733D64697363757373696F6E7061706572
Stabilität durch Bildung. Die Fortbildungsprojekte des „Zentrum für Europäische Integrationsforschung“ (ZEI) in Südosteuropa (1999-2006). = Stability through education. The training projects of the Center for European Integration Studies (ZEI) in southeastern Europe (1999-2006). ZEI DIscussion Papers C. 160, 2006
Mintchev, Emil
Musial, Janusz.
EU-South-Eastern Europe (Balkans)
education policy/vocational training
Unavailable.
2006
Discussion Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/6832/1/dp_c160_Mintchev_Musial.pdf
Mintchev, Emil and Musial, Janusz. (2006) Stabilität durch Bildung. Die Fortbildungsprojekte des „Zentrum für Europäische Integrationsforschung“ (ZEI) in Südosteuropa (1999-2006). = Stability through education. The training projects of the Center for European Integration Studies (ZEI) in southeastern Europe (1999-2006). ZEI DIscussion Papers C. 160, 2006. [Discussion Paper]
http://aei.pitt.edu/6832/
oai:aei.pitt.edu:7042
2011-02-15T22:46:02Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
Diversity and equality: an ambiguous relationship; reflections on the US case law on affirmative action in higher education. EDAP papers, 4/2006
Ringelheim, Julie.
education policy/vocational training
The concept of diversity has become increasingly salient in equality discourse. In the EU and in many of its member states, the term ‘diversity’ is now often used in place of ‘equality’ by advocates of voluntarist antidiscrimination policies. This trend echoes a phenomenon observable in the United States, where the notion of diversity has acquired a major place in discussions over affirmative action. Interestingly, the US Supreme Court has played an important role in this evolution: ‘promotion of diversity’ has progressively become almost the sole justification admitted for affirmative action programmes in higher education. This paper critically explores the use of diversity argument in US legal discourse on antidiscrimination. It argues that while the notion of diversity may valuably contribute to the promotion of equal opportunities, it is not without ambiguities. A first ambiguity results from the vagueness of the term “diversity.” Considered in the abstract, it may encompass all kind of differences and particularities. Absent further explanation, it is not self-evident that “achieving diversity” requires a special focus on disadvantaged racial or ethnic minorities. The second ambiguity lies with the fact that the diversity argument, as constructed in the US case law, tends to justify efforts to promote the inclusion of disadvantaged groups on the basis of its utility for the dominant majority. This line of argument may obfuscate more principled justifications and makes equality discourse more vulnerable to attacks based on claims that combating discrimination is in fact not “efficient” and thus not in the interest of the dominant majority.
Lantschner, Emma
Palermo, Francesco
Toggenburg, Gabriel N.
2006
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7042/1/2006_edap04.pdf
Ringelheim, Julie. (2006) Diversity and equality: an ambiguous relationship; reflections on the US case law on affirmative action in higher education. EDAP papers, 4/2006. [Working Paper]
http://aei.pitt.edu/7042/
oai:aei.pitt.edu:7177
2011-02-15T22:46:46Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
74797065733D636F6E666572656E63655F6974656D
"The European Approach to Education in S&T"
Campo, Eugenio.
education policy/vocational training
[From the Introduction]. The rapid growth of new technologies requires that young people and adults be better trained and prepared to face the changes in their professional lives. Competence, versatility and a spirit of enterprise are most necessary today. Without these qualities, Europe will not be able to foster expansion and create new jobs, nor be competitive in the production of modern technology, nor make the best possible use of manifold technological applications.
1991
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7177/1/002411_1A.pdf
Campo, Eugenio. (1991) "The European Approach to Education in S&T". In: UNSPECIFIED, Fairfax, Virginia. (Unpublished)
http://aei.pitt.edu/7177/
oai:aei.pitt.edu:7186
2011-02-15T22:46:49Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303035:69646F7067:69646F706768646F63
74797065733D636F6E666572656E63655F6974656D
"Integration Through Education: The Tempus Programme"
Vuijlsteke, Mair M.R.
historical development of EC (pre-1986)
education policy/vocational training
[From the Introduction]. An historical look upon things is often interesting as well as revealing. During the 1947 Conference of The Hague, which was organized by the European Movement, and where the most eminent thinkers and politicians of that time were gathered to shape the face of the Europe to come, it was a widely spread belief that education was ultimately one of the most important ways of integration. Accordingly, it shouldn't surprise us if eventually the only immediate result of that Conference was the creation of the European Council on the one hand and the College of Europe, where I am presently employed, on the other hand; two institutions which were, right from the start, mainly concerned with cultural and educational matters in relation to European integration.... In view of this concern for education and cultural cooperation as a means to achieve a kind of European consciousness and integration, it is rather strange to realize that only a few years later,, by the end of the fifties, this very concern had completely disappeared from the mind of those who were in charge of building and creating the institutions of the European Community as we came to know them today. Quite clearly, education was not recognized as one of the policy areas which the EEC Treaty attributed to the Community institutions and, as a result, education could safely remain within the very sovereignty of the Member States.
1991
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7186/1/002421_1A.pdf
Vuijlsteke, Mair M.R. (1991) "Integration Through Education: The Tempus Programme". In: UNSPECIFIED, Fairfax, Virginia. (Unpublished)
http://aei.pitt.edu/7186/
oai:aei.pitt.edu:7192
2011-02-15T22:46:50Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303033:44303033303032
7375626A656374733D44:44303032:44303032303035
74797065733D636F6E666572656E63655F6974656D
"Prospects for TEMPUS"
Wasser, Henry.
education policy/vocational training
EU-Central and Eastern Europe
enlargement
[From the Introduction]. Ladislav Cerych, senior adviser to TEMPUS, in writing about Western Europe in 1992 (1989 Cerych) has enumerated the significant areas in higher education for reference after 1992: curriculum, global and diversified system, institutional automony, responsibility, and responsiveness, competitiveness, equality of opportunity, continuing education, cooperation with industry, use of communication and information techologies, contribution to economic and social cohesion and to regional development and foreign language teaching and learning. He does not rank the items in this exhaustive enumeration. Although it would be useful for Western Europe and Community planning to establish priorities, it would be even more valuable to decide which of these areas should be dealt with now with respect to Central/East Europe. While TEMPUS has selected Poland, Hungary and Czechoslovakia as being sufficiently advanced for its program and the Federal Republic of Germany partly under the aegis of the Community has a plan, apparently controversial in its mainly absorption approach for higher education in its eastern lander, it is not clear what the immediate priorities are for Cerych's decalogue. (Cerych, 1989).
1991
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7192/1/002441_1A.pdf
Wasser, Henry. (1991) "Prospects for TEMPUS". In: UNSPECIFIED, Fairfax, Virginia. (Unpublished)
http://aei.pitt.edu/7192/
oai:aei.pitt.edu:7256
2011-02-15T22:47:13Z
7374617475733D696E7072657373
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:65636F6E6F6D696366696E616E6369616C61666661697273:65666167656E6572616C
7375626A656374733D45:494C4F
7375626A656374733D44:44303032:44303032303132
7375626A656374733D44:44303032:44303032303230
7375626A656374733D44:44303032:44303032303035
7375626A656374733D45:45303130
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D45:45303031
7375626A656374733D44:44303033:44303033303034
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
7375626A656374733D45:45303036
7375626A656374733D44:44303031:44303031303339:74706A6861706A63636D696D6D6967726174696F6E706F6C696379
7375626A656374733D44:44303031:44303031303038
7375626A656374733D44:44303031:44303031303330
74797065733D70726F63656564696E6773
Europe: Space of Freedom and Security. MIGRATION AND MOBILITY: ASSETS AND CHALLENGES FOR THE ENLARGEMENT OF THE EUROPEAN UNION. Proceedings of the international colloquium to celebrate Europe Day, held on 4–5 May 2006 in Timisoara, Romania
OECD
regional policy/structural funds
cohesion policy
regionalism, international
development
EU-Central and Eastern Europe
employment/unemployment
general
founding Treaties
immigration policy
ILO
Council of Europe
UN
education policy/vocational training
general
The Jean Monnet European Centre of Excellence and the School of High Comparative European Studies (SISEC), both within the West University of Timisoara, Romania, jointly proposed the launching of the scientific debate on the migration and mobility within the Romanian universities, the academic life and among the policies and decision makers in Romania. The International Colloquium "Migration and Mobility: Assets and Challenges for the Enlargement of the European Union" proposed for 4-5 of May 2006 was part of the SISEC bi-annual project EUROPE: SPACE OF FREEDOM AND SECURITY, dedicated to study of European Affairs, with focus on migration and mobility, in the framework of the European Year of Workers’ Mobility 2006. We invited both renowned experts on migration and mobility, and PhD students interested in this respect. The countries with researchers invited to be part in this event were: Bulgaria, Canada, Czech Republic, France, Germany, Great Britain, Greece, India, Italy, Kosovo, Moldova, Romania, The Netherlands and the United States of America.
Editura Universitatii de Vest
Silasi, Grigore
Simina, Ovidiu Laurian.
2006
Conference Proceedings
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7256/1/SISEC_2006_Brosura.pdf
UNSPECIFIED (2006) Europe: Space of Freedom and Security. MIGRATION AND MOBILITY: ASSETS AND CHALLENGES FOR THE ENLARGEMENT OF THE EUROPEAN UNION. Proceedings of the international colloquium to celebrate Europe Day, held on 4–5 May 2006 in Timisoara, Romania. [Conference Proceedings] (In Press)
http://aei.pitt.edu/7256/
oai:aei.pitt.edu:7810
2011-02-15T22:50:15Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365
7375626A656374733D46:46303233
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365:70616666676F7665726E616E63657375626E6174696F6E616C726567696F6E616C2F7465727269746F7269616C
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:7061666664656D6F637261637964656D6F63726174696364656669636974
7375626A656374733D44:44303032:676C6F62616C69736174696F6E676C6F62616C697A6174696F6E
74797065733D636F6E666572656E63655F6974656D
"'Becoming Europeans:' Examining the case of educational policy production in Catalonia"
Engel, Laura C.
governance: EU & national level
democracy/democratic deficit
education policy/vocational training
globalisation/globalization
Spain
subnational/regional/territorial
[From the introduction]. In recent decades, Spain has been engaged in a process of massive and dramatic transformation, particularly with respect to democratization and decentralization of most of its public institutions, including education. The nature and scope of these efforts have been influenced largely by policy pressures emanating from supranational (European Union-EU) and global processes, as well as local, regional1, and national state imperatives. This paper focuses specifically on one of Spain’s comunidades autónomas (autonomous communities), Catalonia, in order to examine these dynamic processes in the context of educational policy formation. Drawing on empirical resources, including data generated through semi-structured interviews with key educational actors2 in Barcelona and Madrid, and document analysis of key policy documents collected in Barcelona, Madrid, and Brussels, this paper focuses on contemporary shifts in educational policy production concerning decentralization in Catalonia with respect to a range of multiscalar pressures. First, I broadly discuss the literature on globalization and educational governance and the need to extend beyond binary oppositional frameworks often used in literature on educational decentralization. Next, I provide a background on Spanish democratization and the various pressures surrounding the development of a mass educational system. The last two sections of the paper move from micro to macro perspectives to highlight the complex shifts in governance across regional, national, and EU political spheres.
2007
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7810/1/engel%2Dl%2D05h.pdf
Engel, Laura C. (2007) "'Becoming Europeans:' Examining the case of educational policy production in Catalonia". In: UNSPECIFIED, Montreal, Canada. (Unpublished)
http://aei.pitt.edu/7810/
oai:aei.pitt.edu:7816
2011-02-15T22:50:18Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
7375626A656374733D46:46303236
7375626A656374733D44:44303031:6575726F7065616E69736174696F6E6575726F7065616E697A6174696F6E6E6174696F6E616C6964656E74697479
74797065733D636F6E666572656E63655F6974656D
Between Eurocentrism and Euroscepticism: A comparison of German and English national political and student responses to the European education agenda
Faas, Daniel.
U.K.
europeanisation/europeanization & European identity
education policy/vocational training
Germany
National political and educational agendas have been reshaped by the processes of European integration. European policies, such as the 1988 Resolution by the Council of Ministers of Education, have encouraged educators to develop a European dimension in education and have contributed to the institutionalisation of education at European level. Drawing upon qualitative data from documentary sources, focus groups and semi-structured interviews, this paper compares the German and English educational responses to Europe and discusses how these different historical engagements affect contemporary student responses. It shows that Europe has been central for the organisation of the German educational system whereas English policy-makers and politicians have been more Eurosceptic, and refrained from including a European dimension in the National Curriculum. This resulted, for instance, in English students having lower levels of knowledge about Europe than their German peers. However, student responses within one country also differ from school to school, depending on issues such as social class positioning and institutional interpretations of macro-level policies. This paper suggests that developing European educational standards may be one way of addressing these knowledge gaps and disparities between national educational systems in Europe without violating the autonomy of nation-states in education policy.
2007
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/7816/1/faas%2Dd%2D06j.pdf
Faas, Daniel. (2007) Between Eurocentrism and Euroscepticism: A comparison of German and English national political and student responses to the European education agenda. In: UNSPECIFIED, Montreal, Canada. (Unpublished)
http://aei.pitt.edu/7816/
oai:aei.pitt.edu:8323
2011-02-15T22:53:21Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D706F6C6963797061706572
Why Reform Europe's Universities? Bruegel policy brief 2007/04, September 2007
Aghion, Phillipe
Dewatripont, Mathias
Hoxby, Caroline
Mas-Colell, Andreu
Sapir, Andre.
education policy/vocational training
Summary. Recently published international rankings indicate that the performance gap between European and American universities is large and, in particular, that the best European universities lag far behind the best American universities. The country performance index we construct using the Shanghai ranking confirms that, despite the good performance of some countries, Europe as a whole trails the US by a wide margin. The reason for this situation, which contributes to Europe’s lagging growth performance, is two-fold. First, Europe invests too little in higher education. Total public and private spending on higher education in EU25 accounts for barely 1.3% of GDP, against 3.3% in the US. This translates into average spending of less than €10,000 per student in EU25 versus more than €35,000 in the US. Second, European universities suffer from poor governance, insufficient autonomy and often perverse incentives. Our own survey of European universities shows that both factors contribute to the EU’s poor performance and that reform should take place on both fronts, because autonomy also increases the efficiency of spending.
2007-09
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/8323/1/PB200704_education.pdf
Aghion, Phillipe and Dewatripont, Mathias and Hoxby, Caroline and Mas-Colell, Andreu and Sapir, Andre. (2007) Why Reform Europe's Universities? Bruegel policy brief 2007/04, September 2007. [Policy Paper]
http://aei.pitt.edu/8323/
oai:aei.pitt.edu:8714
2018-02-09T00:00:09Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D706F6C6963797061706572
Higher Aspirations: An Agenda for Reforming European Universities. Bruegel Blueprint Series, Volume 5, July 2008
Aghion, Philippe
Dewatripont, Mathias
Hoxby, Caroline
Mas-Colell, Andreu
Sapir, Andre
education policy/vocational training
Since the introduction of the Shanghai ranking of the world’s universities it has been clear that European universities are underperforming. This blueprint discusses the potential explanations and points at different reform priorities for higher education in Europe.
Pisani-Ferry, Jean
Fielding, Andrew.
2008-07
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/8714/1/BPJULY2008University.pdf
Aghion, Philippe and Dewatripont, Mathias and Hoxby, Caroline and Mas-Colell, Andreu and Sapir, Andre (2008) Higher Aspirations: An Agenda for Reforming European Universities. Bruegel Blueprint Series, Volume 5, July 2008. [Policy Paper]
http://aei.pitt.edu/8714/
oai:aei.pitt.edu:9085
2011-02-15T22:58:48Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303339:74706A6861706A63636D67656E6572616C
7375626A656374733D46:46303334
7375626A656374733D44:44303031:44303031303437
7375626A656374733D44:44303031:44303031303139
7375626A656374733D44:44303032:44303032303032
74797065733D776F726B696E677061706572
The EU-Russia Review: Issue two. A report commissioned by the EU-Russsia Centre, November 2006. Egmont European Affairs Publication, 2006
Andoura, Sami,
Vahl, Marius,
Barysch, Katinka,
Alexandrova-Arbatova, Nadia,
Moshes, Arkady,
Monaghan, Andrew,
Entin, Mark,
Potemkina, Olga,
Mendras, Marie.
common foreign & security policy 1993--European Global Strategy
energy policy (Including international arena)
Russia
culture policy
education policy/vocational training
general
This second issue of the EU-Russia Centre Review is devoted to the future of EU-Russia relations. There is hardly a more important subject for the EU than the relationship with its large neighbour and the important policy areas that include political and security cooperation, trade and economic affairs, energy, justice and home affairs, education, culture, science and technology. It is no secret that both the EU and Russia have been disappointed with progress under previous agreements. Both the 1997 Partnership and Cooperation Agreement (PCA) and the 1999 strategic partnership have failed to live up to expectations. In the negotiations which the EU hopes to start with Russia early next year, there is an opportunity both for stocktaking and to move forward into a broader framework for a deeper partnership. But what type of agreement should replace the PCA and what are the implications? This is the theme of the article by Sami Andoura and Marius Vahl who consider a number of options including abandoning the PCA, extending it or replacing it with a new type of agreement. In discussing the alternatives the authors examine the legal basis for any accord and their analysis quickly reveals the complexity of the issue of the treaty article on which the EU should base the new agreement. They conclude that the perennial question of the competence of the EU and its member states inevitably arises as the EU is likely to seek a comprehensive, mixed, multi-pillar agreement that will require ratification by all 25, (soon 27) member states and the European Parliament. Katinka Barysch touches on the prospects for the common economic space. She also argues that progress in EU-Russia relations has been frustratingly slow and outlines the thinking behind the move towards establishing the common economic space. Initially, a working group report led to the adoption of the four common spaces at the 2003 St Petersburg EU-Russia summit. Then further road maps were developed and endorsed by the 2005 Moscow summit The author notes the limited achievements in the field of regulatory convergence, but insists that this is a key point for future cooperation. She also argues that a common economic space could help Russia diversify away from its current over-dependence on oil and gas in its economic structure. She reaches the conclusion that the problem is that the EU has limited means to influence Moscow to move in this direction and Moscow has no say in the formulation of EU rules and regulations. Russian perspectives on the future of EU-Russia relations are reviewed by Nadia Arbatova. She argues that the relationship is at a crossroads, and there are two possibilities - each going their own way or coming together to seek a partnership of equals. Russia is still searching for its true identity, while the EU itself is suffering an identity crisis as a result of difficulties with the constitutional treaty. Nevertheless, the author is confident that there will be a new extended treaty, as this possibility is supported by the Kremlin, leading ministries and business. The birth of a new strategic partnership between the EU and Russia could help lead towards a more open and transparent Russia. Arkady Moshes takes stock of the cooperation between the EU and Russia in foreign and security policy. He argues that, while it may look good on paper, the reality is different, with very little practical cooperation between the two sides. The author attributes this to a number of reasons including the lack of consensus within the foreign policy elite in Moscow, the impact of EU enlargement, differences over the shared neighbourhood and doubts about the EU as a cohesive actor. Moshes argues that the list of shared foreign and security policy interests between the EU and Russia is very long and if the internal problems on both sides could be overcome then cooperation could grow quickly. However, based on present trends this area is unlikely to be at the forefront of the relationship. Andrew Monaghan covers a rapidly growing priority area in the relationship, namely energy. He details the concern in the EU after Russia’s behaviour towards Ukraine in January 2006 and the veiled threats that Russia could easily divert its oil and gas supplies to Asia. The author argues that Russia is unlikely to try and blackmail the EU as it needs Europe for finance and technology to renew its outdated infrastructure. Asia is not, he believes an alternative to Europe, given the lack of pipelines to Asia and concerns about China. Prospects for closer EU-Russia energy cooperation are fairly good but several problems must be tackled, including Russian accession to, or observance of, the Energy Charter, more transparency in both cases and measures to ensure the sustainability of Russian gas supplies. Above all, he states, the EU needs to establish an internal energy policy if it wants to pursue a coherent external energy policy. Mark Entin reviews the rather limited cooperation between the EU and Russia in the fields of education, culture, science, research and technology. Both appear to be aware of existing problems and several working groups and commissions have been established to consider ways to expand cooperation. One of the main problem areas is the non-recognition of Russian degrees in the EU. Another issue hindering contact and progress, is the dismal lack of EU students studying Russia. But the author concludes on an optimistic note, believing that the potential in these areas is very high. Olga Potemkina assesses cooperation in the sensitive areas of justice and home affairs. She notes that this is a rapidly growing area of interaction even though this is not a priority in the current PCA. She discusses the prospects for visa-free travel between the EU and Russia and notes that both sides have a vital interest in tackling issues such as terrorism, drugs, human trafficking, etc., together. The author also notes the inherent problems of the Russian judicial system, still struggling to reform itself into a genuine independent structure. Finally, Marie Mendras argues that President Putin's Russia is authoritarian and clannish, controlled by powerful elite groups with little real interest in promoting a more open relationship with neighbouring Europe. She believes that the EU's inability to forge a common foreign policy towards Russia hinders progress still further and is a result of its lack of commitment, energy and invention. Older member states are criticised as reluctant to provoke the Putin administration, and this lack of any real engagement makes it easier for Russia to hide behind a curtain of isolationist rhetoric, designed mainly for home consumption. Any fresh impetus will have to come from the new, more outspoken and critical, EU members who are not afraid to bring issues to the table. The collection of articles in this Review provides a comprehensive overview of the state of EU-Russia relations on the eve of momentous negotiations to replace the PCA. They are all tinged with a healthy dose of reality, pointing to the opportunities to develop a new and genuine strategic partnership – if the necessary political will is there on both sides. It is to be hoped that our political leaders seize the opportunity.
Cameron, Fraser.
2006
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/9085/1/REVIEW2_final.pdf
Andoura, Sami, and Vahl, Marius, and Barysch, Katinka, and Alexandrova-Arbatova, Nadia, and Moshes, Arkady, and Monaghan, Andrew, and Entin, Mark, and Potemkina, Olga, and Mendras, Marie. (2006) The EU-Russia Review: Issue two. A report commissioned by the EU-Russsia Centre, November 2006. Egmont European Affairs Publication, 2006. [Working Paper]
http://aei.pitt.edu/9085/
oai:aei.pitt.edu:9148
2011-02-15T22:59:13Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303036
74797065733D776F726B696E677061706572
The Role of Ideas in the Emergence of Convergent Higher Education Policies in Europe: The Case of France. CES Working Paper, no. 73
Musselin, Christine.
education policy/vocational training
France
How do ideas influence public policy ? French higher education is a good case in point. It seems reasonable to think that the recent evolution French universities underwent resulted from the diffusion of the convergent discourse held by most European countries on the need for increased university autonomy and more self regulation. But no empirical evidence proves that this diffusion process occured in the French case. Nevertheless, if the recent contractual policy in France can not be understood as the product of the emergence of new beliefs, of a new vision of the (European higher education) world, it certainly gave rise to the development of a new or paradigm. This leads us to revisit the relation of ideas and public policy in two ways. First in arguing that the causal link between them is not as unidirectional as generally stated. Second that change does not always happen through a paradigmatic revolution, but rather through an incremental process.
2000-03
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/9148/1/Musselin.pdf
Musselin, Christine. (2000) The Role of Ideas in the Emergence of Convergent Higher Education Policies in Europe: The Case of France. CES Working Paper, no. 73. [Working Paper]
http://aei.pitt.edu/9148/
oai:aei.pitt.edu:9284
2015-08-05T19:46:07Z
oai:aei.pitt.edu:9286
2015-08-05T19:05:51Z
oai:aei.pitt.edu:9289
2015-08-05T19:44:10Z
oai:aei.pitt.edu:10741
2012-03-26T22:09:15Z
7374617475733D756E707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365
7375626A656374733D44:44303035:69646F7067:69646F706767656E6572616C
7375626A656374733D45:45303131
7375626A656374733D44:44303032:44303032303032
74797065733D636F6E666572656E63655F6974656D
The European Union as an Institutional Scavenger: International organization ecosystems and institutional evolution
McNamara, Kathleen
Newman, Abraham.
governance: EU & national level
common foreign & security policy 1993--European Global Strategy
general
education policy/vocational training
WEU
In this paper, we offer an alternative explanation for international organizational change, one that couples insights from organizational sociology with historical institutionalism. The core argument rests on two assumptions. First, we note that international institutions sit in a broader organizational ecosystem. This ecosystem develops over time and can provide the building blocks of change and evolution in particular organizational sites. As this ecosystem is a fundamentally social environment, understanding IO change requires attention to the cultural materials that make up that environment and provide the building block for institutional change, as highlighted in sociological approaches. Second, the capacity to engage in institutional genesis is conditioned by the temporal sequencing of previous institutional trajectories. Choice is bound and shaped by past decisions, which form the distinct branches available for future moves. Here, insights from the historical institutionalist approach give us leverage over the ways in which institutions are likely to change and evolve. From these foundational assumptions, we derive two ideal typical paths to international organizational change: institutional layering, and institutional incorporation. In the former, an international institution can compensate for internal limitations by layering its perspective or goals over another organization. In the latter, an international institution does a wholesale incorporation of another institution’s policies, in both form and/or content. While the two may at times merge or overlap in the real world of empirical examples, we draw out the two pathways as distinct mechanisms by which the external environment may open up possibilities for internal institutional change (while at the same time conditioning the parameters of such evolution). Our ‘institutional scavenger’ perspective has important implications for understanding international organizational change. Rather than assuming that political actors come to solutions for their functional challenges with a blank slate, or adapt in instrumentally abstract ways, we argue that the process of institutional change is always rooted in the social or cultural ecosystem within which these organizations are nested. The solutions that actors reach for when challenges are perceived are in large part conditioned on the broader organizational ecosystem in which they find themselves. This historically conditioned account means that these solutions often come with the pathologies inherent in adapting previous remedies to new situations. But it also may mean that, if successful, institutions can borrow the form and content of certain organizations to increase their legitimacy, authority, and ultimately, power. As an initial effort to develop the institutional scavenger argument, we examine two cases of European Union institutional evolution. In particular, we look at the relationship between the Western European Union and the Common Foreign and Security Policy as well as the development of higher education policy in light of the Bologna Process. In both cases, the European Union reached outside the EU to existing, external organizational solutions to resolve internal policy demands. We examine how institutional layering (in the Bologna Process) and institutional incorporation (in the case of the WEU) occurred and then assess the repercussions of this institutional pattern of change for EU governance.
2009
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/10741/1/Scavenger(EUSA_final_april_14).pdf
McNamara, Kathleen and Newman, Abraham. (2009) The European Union as an Institutional Scavenger: International organization ecosystems and institutional evolution. In: UNSPECIFIED, Los Angeles. (Unpublished)
http://aei.pitt.edu/10741/
oai:aei.pitt.edu:10994
2011-02-15T23:11:57Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303032
7375626A656374733D44:44303031:44303031303436
74797065733D776F726B696E677061706572
The efficiency frontier as a method for gauging the performance of public expenditure: a Belgian case study. NBB Working Papers. No. 138, 12 September 2008
Eugène, Bruno.
Belgium
public health policy (including global activities)
education policy/vocational training
This paper uses the Free Disposal Hull framework in order to assess the relative efficiency of Belgian general government in the field of health care, education and public order and safety. In order to do so, this paper aggregates a large number of outcome indicators. Several drawbacks indicate that results must be interpreted cautiously. These drawbacks aside, the analysis reveals that Belgium is relatively efficient in the field of health care. As a whole, the Belgian education system is more expensive but also produces better results than the European average. However, an analysis based on a limited set of indicators reveals that the French-speaking education sector is very inefficient while the Flemish Community’s efficiency is markedly better. As far as public order and safety are concerned, major improvements could and should be made, either to improve service or cut costs.
2008-09
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/10994/1/wp138En.pdf
Eugène, Bruno. (2008) The efficiency frontier as a method for gauging the performance of public expenditure: a Belgian case study. NBB Working Papers. No. 138, 12 September 2008. [Working Paper]
http://aei.pitt.edu/10994/
oai:aei.pitt.edu:11067
2011-02-15T23:12:28Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D61727469636C65
Vocational Training for All Ages: How to Improve the Competences and Skills of the European Workforce
Hessel, Roger.
labour/labor
education policy/vocational training
No abstract.
2007-03
Article
NonPeerReviewed
application/pdf
http://aei.pitt.edu/11067/1/20080304112629_RHE_SCOPE2007%2D3_Internet%2D7.pdf
Hessel, Roger. (2007) Vocational Training for All Ages: How to Improve the Competences and Skills of the European Workforce. EIPAScope, 2007 (3). pp. 1-6.
http://aei.pitt.edu/11067/
oai:aei.pitt.edu:11654
2011-02-15T23:15:53Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303435
7375626A656374733D44:44303031:643030314C6973626F6E6167656E6461
74797065733D776F726B696E677061706572
The Post-2010 Lisbon Process: The Key Role of Education in Employment and Competitiveness. CEPS Working Document No. 308, December 2008
Gros, Daniel
Roth, Felix.
innovation policy
education policy/vocational training
employment/unemployment
Lisbon StrategyAgenda/Partnership for Growth and Employment
This paper points out that education should be the central objective of the post-2010 Lisbon Process. Compared to other OECD countries, the member states of the European Union perform poorly when it comes to key indicators of innovative potential, such as the percentage of students enrolled in tertiary education and the educational quality of Europe’s students. Education makes a three-fold contribution to a country’s economic health. First it is beneficial for employment rates, second it is a key driver for long-term economic growth and third it appears to be beneficial for social cohesion. It will be crucial for European countries to attain higher levels of tertiary education and increase the quality of their education.
2008-12
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/11654/1/1768.pdf
Gros, Daniel and Roth, Felix. (2008) The Post-2010 Lisbon Process: The Key Role of Education in Employment and Competitiveness. CEPS Working Document No. 308, December 2008. [Working Paper]
http://aei.pitt.edu/11654/
oai:aei.pitt.edu:11758
2016-01-29T23:50:52Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303339:443030313033394575726F7065616E636974697A656E73686970
74797065733D6F74686572
Citizenship & Education Policies - Value for money? Evaluation of Activities in the Area of Citizenship and Education financed under the Community Budget during the Period 2000-05 & Orientations for Future Activities. Study commissioned by the Budget Committee of the European Parliament 31 August 2006. CEPS Special Reports, November 2006
Meyer, Christoph O.
European citizenship
education policy/vocational training
The promotion of lifelong learning and active citizenship is important for the performance of the European economy and democracy. In this study conducted for the European Parliament's Committee on Budgets, CEPS Associate Fellow Christoph Meyer examines the cost-effectiveness of EU programmes and actions in the fields of education and citizenship during the period 2000-2005. He found that most actions were ‘value for money’, but that more can be done to maximise synergies between different programmes, ease overly burdensome administrative requirements, and to become more innovative in targeting community support
2006-11
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/11758/1/1407.pdf
Meyer, Christoph O. (2006) Citizenship & Education Policies - Value for money? Evaluation of Activities in the Area of Citizenship and Education financed under the Community Budget during the Period 2000-05 & Orientations for Future Activities. Study commissioned by the Budget Committee of the European Parliament 31 August 2006. CEPS Special Reports, November 2006. UNSPECIFIED.
http://aei.pitt.edu/11758/
oai:aei.pitt.edu:11791
2011-02-15T23:16:47Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:706F6C69746963616C6166666169727331323334:70616666676F7665726E616E6365
74797065733D776F726B696E677061706572
When Can a Weak Process Generate Strong Results? Entrepreneurial Alliances in the Bologna Process to Create a European Higher Education Area. CES Working Papers Series 165, 2008
Haskel, Barbara G.
governance: EU & national level
education policy/vocational training
This paper attempts to explain how an intergovernmental process among four countries to “harmonize” the “architecture” of their higher education systems in under ten years turned into an “OMC-type” process with a full role for the European Commission and a membership of forty-six countries, a system which appears to have had some substantial results. The paper argues that the speed of the process is accounted for by a “coordination imperative,” and that the sustainability (institutionalization) of the process has been a product of the initiatives for goals, instruments, support structures, and measurements generated by an “entre–preneurial alliance” composed of the Commission and the European Universities Association as “drivers” of the process and as solver of a collective action problem among social actors interested in university re-form, in the context of a permissive consensus of the member states.
2008
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/11791/1/CES_165.pdf
Haskel, Barbara G. (2008) When Can a Weak Process Generate Strong Results? Entrepreneurial Alliances in the Bologna Process to Create a European Higher Education Area. CES Working Papers Series 165, 2008. [Working Paper]
http://aei.pitt.edu/11791/
oai:aei.pitt.edu:14571
2011-02-15T23:47:30Z
oai:aei.pitt.edu:14572
2011-02-15T23:34:36Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
7375626A656374733D44:44303031:44303031303335:73706469736372696D696E6174696F6E6D696E6F726974696573
74797065733D6F74686572
Education and Political Participation of Migrants and Ethnic Minorities in the EU: An Overview of the Literature. CEPS Special Report, 22 September 2009
Atger, Anais Faure.
discrimination/minorities
education policy/vocational training
general
According to the literature covering the impact of educational inclusion or exclusion of immigrants and ethnic minorities on their political participation, it appears that most authors take for granted that having been educated facilitates actions understood to fall within this scope. This report reveals that this stance is largely undermined, however, by the fact that the levels of opportunity for participation by these groups are legally limited. In addition, the report delves into the different understandings of educational inclusion and political participation, which vary significantly from one author to the other.
2009-09
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/14572/1/Includ%2DED_AFA_Literature_Review.pdf
Atger, Anais Faure. (2009) Education and Political Participation of Migrants and Ethnic Minorities in the EU: An Overview of the Literature. CEPS Special Report, 22 September 2009. UNSPECIFIED.
http://aei.pitt.edu/14572/
oai:aei.pitt.edu:14573
2014-08-07T01:50:26Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
7375626A656374733D44:44303031:44303031303335:73706469736372696D696E6174696F6E6D696E6F726974696573
74797065733D6F74686572
EU Policy on Education: The Impact on the Social Inclusion of Vulnerable Groups. CEPS Special Report, 21 September 2009
Carrera, Sergio
Geyer, Florian.
discrimination/minorities
education policy/vocational training
general
This paper was prepared as part of the INCLUD-ED Project, an Integrated Project of the 6th Framework Programme of the European Commission. Integrated Projects bring together the critical mass of activities and resources needed to achieve ambitious clearly defined scientific objectives and are expected to have a structuring effect on the fabric of European research. INCLUD-ED was the only project focused on compulsory education which was selected in the last Calls for Proposals of the 6th Framework Programme.
2009-09
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/14573/1/Includ%2Ded_EU_Policy_on_Education.pdf
Carrera, Sergio and Geyer, Florian. (2009) EU Policy on Education: The Impact on the Social Inclusion of Vulnerable Groups. CEPS Special Report, 21 September 2009. UNSPECIFIED.
http://aei.pitt.edu/14573/
oai:aei.pitt.edu:14574
2011-02-15T23:34:37Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303134
74797065733D6F74686572
The Educational System in Luxembourg. CEPS Special Report, 21 September 2009
Geyer, Florian.
Luxembourg
education policy/vocational training
This paper was prepared as part of the INCLUD-ED Project, an Integrated Project of the 6th Framework Programme of the European Commission. Integrated Projects bring together the critical mass of activities and resources needed to achieve ambitious clearly defined scientific objectives and are expected to have a structuring effect on the fabric of European research. INCLUD-ED was the only project focused on compulsory education which was selected in the last Calls for Proposals of the 6th Framework Programme.
2009-09
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/14574/1/Includ%2Ded_FG_on_Ed_System_in_Luxembourg.pdf
Geyer, Florian. (2009) The Educational System in Luxembourg. CEPS Special Report, 21 September 2009. UNSPECIFIED.
http://aei.pitt.edu/14574/
oai:aei.pitt.edu:14575
2011-02-15T23:34:37Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303032
74797065733D6F74686572
The Educational System in Belgium. CEPS Special Report, 21 September 2009
Geyer, Florian.
Belgium
education policy/vocational training
This paper was prepared as part of the INCLUD-ED Project, an Integrated Project of the 6th Framework Programme of the European Commission. Integrated Projects bring together the critical mass of activities and resources needed to achieve ambitious clearly defined scientific objectives and are expected to have a structuring effect on the fabric of European research. INCLUD-ED was the only project focused on compulsory education which was selected in the last Calls for Proposals of the 6th Framework Programme.
2009-09
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/14575/1/Includ%2Ded_FG_on_Ed_System_in_Belgium.pdf
Geyer, Florian. (2009) The Educational System in Belgium. CEPS Special Report, 21 September 2009. UNSPECIFIED.
http://aei.pitt.edu/14575/
oai:aei.pitt.edu:15058
2011-02-15T23:37:58Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:443030314575726F706532303230
7375626A656374733D46:666368696E61
74797065733D776F726B696E677061706572
The Key Role of Education in the Europe 2020 Strategy. CEPS Working Document No. 338/October 2010
Roth, Felix
Thum, Anna E.
Europe 2020
education policy/vocational training
China
The EU 2020 Agenda has taken an important step forward by setting the target for tertiary graduation rates at an ambitious 40%. This paper finds that many European countries, however, including the largest economy – Germany – will not be able to meet this target. Moreover, the crucial topic of educational quality is not even touched upon. Comparing the EU with China in total numbers, the authors find that China’s education system already produces the same number of graduates with tertiary education as the whole EU15. Given the large output of graduates, which is the key to productive spending on R&D, this means that China is likely to soon become a growing power in innovation. Initially the country is expected to concentrate on incremental innovation, with radical innovation to come only later and it is here, the authors warn, that the quality of the university system might represent a major obstacle in the Chinese government’s efforts to close the gap with the US and the EU15 in terms of innovation potential
2010-10
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/15058/1/WD338_Roth_and_Thum_on_Education.pdf
Roth, Felix and Thum, Anna E. (2010) The Key Role of Education in the Europe 2020 Strategy. CEPS Working Document No. 338/October 2010. [Working Paper]
http://aei.pitt.edu/15058/
oai:aei.pitt.edu:15135
2011-02-15T23:38:35Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:443030314575726F706532303230
7375626A656374733D46:666368696E61
74797065733D776F726B696E677061706572
The key role of education in the Europe 2020 strategy. CEPS Working Document No. 338/October 2010
Roth, Felix
Thum, Anna-Elisabeth.
Europe 2020
education policy/vocational training
China
The EU 2020 Agenda has taken an important step forward by setting the target for tertiary graduation rates at an ambitious 40%. This paper finds that many European countries, however, including the largest economy – Germany – will not be able to meet this target. Moreover, the crucial topic of educational quality is not even touched upon. Comparing the EU with China in total numbers, the authors find that China’s education system already produces the same number of graduates with tertiary education as the whole EU15. Given the large output of graduates, which is the key to productive spending on R&D, this means that China is likely to soon become a growing power in innovation. Initially the country is expected to concentrate on incremental innovation, with radical innovation to come only later and it is here, the authors warn, that the quality of the university system might represent a major obstacle in the Chinese government’s efforts to close the gap with the US and the EU15 in terms of innovation potential.
2010-10
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/15135/1/WD338_Roth_and_Thum_on_Education.pdf
Roth, Felix and Thum, Anna-Elisabeth. (2010) The key role of education in the Europe 2020 strategy. CEPS Working Document No. 338/October 2010. [Working Paper]
http://aei.pitt.edu/15135/
oai:aei.pitt.edu:29753
2017-12-14T16:31:24Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303239
7375626A656374733D46:46303231
7375626A656374733D46:46303336
7375626A656374733D44:44303031:44303031303335:73706469736372696D696E6174696F6E6D696E6F726974696573
7375626A656374733D46:46303339
74797065733D776F726B696E677061706572
International action to prevent discrimination: the situation of the Roma community in the field of education. EDAP 3/2010
Gimenez., Judith
education policy/vocational training
Slovak Republic
Czech Republic
Croatia
Macedonia
discrimination/minorities
This article discusses why recent discriminatory incidents against the Roma community, one of the biggest minorities in Europe, rise in racism and anti-Roma hate speech in public discourse concerns international organizations. The first part of this article briefly outlines human rights bodies’ definition and regulation on the principle of equality and non-discrimination generally and in particular with regard to Roma education. The second part compares recent international human rights’ conclusions on Croatia, the Czech Republic, the Former Yugoslav Republic of Macedonia, and Slovakia with regard to the human rights developments of the Roma minority, and to the implementation of their national anti-discrimination legislation. In addition, the latter traces the debate on the access of Roma children to education in those countries, as well as reviews the European Court of Human Rights' case law, in particular with regard to two cases of Roma segregated education in Croatia and the Czech Republic. Finally, some conclusions are drawn as to how overcome the vicious circle of poverty and discrimination faced by the Roma population, in particular in the field of Roma education.
2010
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/29753/1/2010_edap03.pdf
http://www.eurac.edu/en/research/institutes/imr/Documents/2010_edap03.pdf
Gimenez., Judith (2010) International action to prevent discrimination: the situation of the Roma community in the field of education. EDAP 3/2010. [Working Paper]
http://aei.pitt.edu/29753/
oai:aei.pitt.edu:32444
2014-08-01T02:42:35Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D706F6C6963797061706572
Policy models and policy instruments in higher education. The effects of governmental policy-making on the innovative behaviour of higher education institutions. IHS Political Science Series 26, October 1995
van Vught, Frans A.
education policy/vocational training
This article presents the major theoretical frameworks regarding governmental policy-making in the field of higher education. It first discusses two basic and general “policy models”, after which these models are specified for the policy context of higher education. In addition, an overview is presented of the various policy instruments that can be used by governments with respect to public sector regulation. In the second part of this article the policy models and policy instruments are evaluated from the perspective of their capacity to stimulate innovations in the field of higher education.
1995-10
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/32444/1/1264672129_pw_26.pdf
http://www.ihs.ac.at/vienna/IHS-Departments-2/Political-Science-1/Publications-18/Political-Science-Series-2/Publications-19/publication-page:10.htm
van Vught, Frans A. (1995) Policy models and policy instruments in higher education. The effects of governmental policy-making on the innovative behaviour of higher education institutions. IHS Political Science Series 26, October 1995. [Policy Paper]
http://aei.pitt.edu/32444/
oai:aei.pitt.edu:33008
2020-02-28T14:35:25Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D45:45303036
7375626A656374733D44:44303031:44303031303335:737077656C666172657374617465
74797065733D776F726B696E677061706572
Education policy and welfare regimes in OECD countries. Social stratification and equal opportunity in education. CEPS Working Document No. 357, December 2011
Beblavy, Miroslav.
Thum, Anna-Elisabeth.
Veselkova, Marcela
education policy/vocational training
OECD
welfare state
In this Working Document we look at which OECD countries deliberately attempt to reproduce social
stratification through educational policies, and which countries put greater emphasis on intervening
in the stratification process. First, we examine the relationship between education and welfare policies
as measures of intervention in this process: do countries intervene in both education and welfare –
driven by a ‘stratification culture’? Or is there a trade-off between intervention in education and
welfare, with certain countries prioritising one over the other?
Our findings indicate that there are two pure types of clusters: i) a cluster in which: “the role of public
policy is to promote equality” including countries that are egalitarian in the welfare and the education
systems and ii) a cluster with stratification in both, a cluster in which – “there is a proper place for
everyone in society” and several mixed clusters. Second, we consider whether it is the state on the one
hand or the market or family on the other hand that provides education and welfare.
We found that countries can be grouped into more market-oriented and more ‘etatist’ clusters.
Combining the analysis of stratification with the analysis of the market/state boundary, we observe a
more complex clustering in groups of less egalitarian and market-oriented countries, less egalitarian
market-oriented, egalitarian state-oriented, educational egalitarian state-oriented and educational
egalitarian market-oriented countries.
We interpret our findings as challenging a one-policy-fits-all approach that advocates education policy
reforms designed to increase equal opportunities in education. We argue that the context of each
country needs to be considered before the implementation of such policies.
2011-12
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/33008/1/WD_357_Beblavy_Thum__Veselkova.pdf
http://shop.ceps.eu/book/education-policy-and-welfare-regimes-oecd-countries-social-stratification-and-equal-opportunity
Beblavy, Miroslav. and Thum, Anna-Elisabeth. and Veselkova, Marcela (2011) Education policy and welfare regimes in OECD countries. Social stratification and equal opportunity in education. CEPS Working Document No. 357, December 2011. [Working Paper]
http://aei.pitt.edu/33008/
oai:aei.pitt.edu:33029
2012-10-24T23:20:02Z
7374617475733D7375626D6974746564
7375626A656374733D46:46303235
7375626A656374733D44:44303031:44303031303439
74797065733D636F6E666572656E63655F6974656D
Switzerland goes Europe? Swiss Education Policy Making under the Impact of the Bologna Process
Bieber, Tonia
education policy/vocational training
Switzerland
In the last decade, comprehensive reforms were introduced in Swiss higher education that modified both the policy making procedures and the structure of the education system. The reforms were promoted by an international initiative – the Bologna Process. It is sup-ported by the EU Commission and gave central impulses for domestic reforms in the non-EU country by applying diverse instruments of soft governance whose impact outstripped domestic obstacles. Despite the high number of veto-players in Switzerland and cultural guiding principles of education that did not completely match the Bologna ideals, this pa-per finds a high approximation of Swiss education policy making towards the propositions and aims of the Bologna Process.
2009-04
Conference or Workshop Item
NonPeerReviewed
application/pdf
http://aei.pitt.edu/33029/1/bieber._tonia.pdf
http://www.euce.org/eusa2009/papers.php
Bieber, Tonia (2009) Switzerland goes Europe? Swiss Education Policy Making under the Impact of the Bologna Process. In: UNSPECIFIED. (Submitted)
http://aei.pitt.edu/33029/
oai:aei.pitt.edu:33487
2012-02-22T18:38:52Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303233
7375626A656374733D46:46303035
7375626A656374733D44:44303031:443030314575726F706532303230
7375626A656374733D44:44303032:44303032303230
7375626A656374733D44:44303033:4C6973626F6E547265617479
74797065733D706F6C6963797061706572
The Lisbon Treaty's "Europe 2020" Economic Growth Strategy and the Bologna Process. Jean Monnet/Robert Schuman Paper Series Vol. 8, No. 12, June 2011
Barrett, Beverly
education policy/vocational training
Europe 2020
regionalism, international
Finland
Spain
Lisbon Treaty
Excerpt from the Introduction: This paper follows with an overview of regional integration theory, the Lisbon Treaty, the European 2020 strategy, and the Bologna Process. Finally there are two member state examples from within the European Union of Spain and Finland. Spain has undertaken significant education policy reforms in the past two decades, and Finland has had leading indicators in education and economic competitiveness and innovation.
2011-06
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/33487/1/Barrett_EU2020_Bologna_Process_110600.pdf
http://www.as.miami.edu/eucenter/papers/Barrett_EU2020%20Bologna%20Process%20110600.pdf
Barrett, Beverly (2011) The Lisbon Treaty's "Europe 2020" Economic Growth Strategy and the Bologna Process. Jean Monnet/Robert Schuman Paper Series Vol. 8, No. 12, June 2011. [Policy Paper]
http://aei.pitt.edu/33487/
oai:aei.pitt.edu:34398
2014-05-28T17:46:56Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
74797065733D65755F636F6D6D697373696F6E5F776F726B696E67
Vocational Training Information Bulletin No. 1, July 1974
Hillery, Patrick J.
Dahrendorf, R.
education policy/vocational training
general
1974
EU Commission - Working Document
NonPeerReviewed
application/pdf
http://aei.pitt.edu/34398/1/A766.pdf
Hillery, Patrick J. and Dahrendorf, R. (1974) Vocational Training Information Bulletin No. 1, July 1974. [EU Commission - Working Document]
http://aei.pitt.edu/34398/
oai:aei.pitt.edu:42205
2013-05-30T15:30:26Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
When do adults learn? A cohort analysis of adult education in Europe. CEPS Working Document No. 383, 21 May 2013
Beblavý, Miroslav
Thum, Anna-Elisabeth.
Potjagailo, Galina
education policy/vocational training
Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey. We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.
2013-05
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/42205/1/WD_383_When_do_adults_learn_NEUJOBS.pdf
http://www.ceps.be/book/when-do-adults-learn-cohort-analysis-adult-education-europe
Beblavý, Miroslav and Thum, Anna-Elisabeth. and Potjagailo, Galina (2013) When do adults learn? A cohort analysis of adult education in Europe. CEPS Working Document No. 383, 21 May 2013. [Working Paper]
http://aei.pitt.edu/42205/
oai:aei.pitt.edu:42911
2013-07-23T19:37:04Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D706F6C6963797061706572
The Opportunity Costs of STEM Degrees and the Unmet Needs of the Low-Skilled: Two labour market problems explained. CEPS Policy Brief No. 295, 26 June 2013
Maselli, Ilaria
Beblavý, Miroslav
education policy/vocational training
employment/unemployment
labour/labor
There is general consensus that to achieve employment growth, especially for vulnerable groups, it is not sufficient to simply kick-start economic growth: skills among both the high- and low-skilled population need to be improved. In particular, we argue that if the lack of graduates in science, technology, engineering and mathematics (STEM) is a true problem, it needs to be tackled via incentives and not simply via public campaigns: students are not enrolling in ‘hard-science’ subjects because the opportunity cost is very high.
As far as the low-skilled population is concerned, we encourage EU and national policy-makers to invest in a more comprehensive view of this phenomenon. The ‘low-skilled’ label can hide a number of different scenarios: labour market detachment, migration, and obsolete skills that are the result of macroeconomic structural changes. For this reason lifelong learning is necessary to keep up with new technology and to shield workers from the risk of skills obsolescence and detachment from the labour market.
2013-06
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/42911/1/PB295_IM_%26_MB_Labour_Market_Problems.pdf
http://www.ceps.be/book/opportunity-costs-stem-degrees-and-unmet-needs-low-skilled-two-labour-market-problems-explained
Maselli, Ilaria and Beblavý, Miroslav (2013) The Opportunity Costs of STEM Degrees and the Unmet Needs of the Low-Skilled: Two labour market problems explained. CEPS Policy Brief No. 295, 26 June 2013. [Policy Paper]
http://aei.pitt.edu/42911/
oai:aei.pitt.edu:42916
2013-07-23T20:03:39Z
7374617475733D707562
7375626A656374733D44:44303031:443030316C61776C6567616C61666661697273
7375626A656374733D44:44303031:44303031303439
74797065733D626F6F6B
The International Conference Education and Creativity for a Knowledge–based Society – LAW. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition
Authors, Multiple
education policy/vocational training
law & legal affairs-general (includes international law)
No abstract.
2012
Book
PeerReviewed
application/pdf
http://aei.pitt.edu/42916/1/law_volume.pdf
Authors, Multiple (2012) The International Conference Education and Creativity for a Knowledge–based Society – LAW. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition. UNSPECIFIED. ISBN 9783950314533
http://aei.pitt.edu/42916/
oai:aei.pitt.edu:42917
2013-07-23T20:01:30Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D626F6F6B
The International Conference Education and Creativity for a Knowledge–based Society – PSYCHOLOGY. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition
Authors, Multiple
education policy/vocational training
No abstract.
2012
Book
PeerReviewed
application/pdf
http://aei.pitt.edu/42917/1/psychology_volume.pdf
Authors, Multiple (2012) The International Conference Education and Creativity for a Knowledge–based Society – PSYCHOLOGY. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition. UNSPECIFIED. ISBN 9783950314564
http://aei.pitt.edu/42917/
oai:aei.pitt.edu:42918
2013-07-23T20:11:17Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D626F6F6B
The International Conference Education and Creativity for a Knowledge–based Society – Social and Political Scinces, Communication, Foreign Languages and Public Relations. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition
Authors, Multiple
education policy/vocational training
No abstract.
2012
Book
PeerReviewed
application/pdf
http://aei.pitt.edu/42918/1/ssp_volume.pdf
Authors, Multiple (2012) The International Conference Education and Creativity for a Knowledge–based Society – Social and Political Scinces, Communication, Foreign Languages and Public Relations. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition. UNSPECIFIED. ISBN 978-3950314588
http://aei.pitt.edu/42918/
oai:aei.pitt.edu:43363
2013-09-03T20:38:08Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
Comparative regional perspectives: the Bologna process and higher education attainment. Jean Monnet/Robert Schumann Paper Series Vol 13 No. 11, August 2013
Barrett, Beverly
education policy/vocational training
Since 1999, countries have voluntarily chosen to reform their higher education systems to
join the European Higher Education Area. This paper compares Bologna Process
implementation across four regions within the European Union. While there are 47 countries
participating in the Bologna Process, this paper uses statistical analysis to consider 25 of the 28
EU Member States. The time period of analysis is 2000-2011, prior to Croatia’s accession to the
EU on 1 July 2013. Across Europe there are inter-regional differences in how the Bologna
Process has been implemented and in the political economy contexts that influence higher
education reform for policy convergence. There are three explanatory variables in the political
economy context:
1. competitive economic pressures and globalization
2. domestic politics at the national level
3. leadership from the supranational European Union that socially constructs regional
norms
Tertiary education attainment is the dependent variable of interest in this research. The objective
of 40%, for 30-34 year olds, is Europe 2020 benchmark target. There are additional higher
education reform criteria encompassed in the Bologna Process. These criteria concern Credit
and Degree Structure, Quality Assurance, and Recognition of academic degrees among countries
in the EHEA. This tertiary education attainment variable, which is of interest in this paper, does
not capture the entire implementation process. Nevertheless, it is a measure of one important
indicator of success in providing higher education access to populations within the context of
democratic governance. This research finds that statistically GDP Per Capita is the most
significant variable in relationship to tertiary education attainment across four regional areas in
the European Union.
2013-08
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/43363/1/Barrett_ComparativeRegionsBolognaProcess.pdf
http://www.as.miami.edu/eucenter/papers/Barrett_ComparativeRegionsBolognaProcess.pdf
Barrett, Beverly (2013) Comparative regional perspectives: the Bologna process and higher education attainment. Jean Monnet/Robert Schumann Paper Series Vol 13 No. 11, August 2013. [Working Paper]
http://aei.pitt.edu/43363/
oai:aei.pitt.edu:43374
2013-09-06T20:25:02Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D776F726B696E677061706572
Giovani e formazione nelle normative europee: l'apprendistato [Training of the Young in European apprenticeship]. WP C.S.D.L.E. “Massimo D’Antona”.INT – 90/2012
Massimiliano, Delfino
education policy/vocational training
employment/unemployment
labour/labor
This contribution starts with the examination of the recent Italian Law on Apprenticeship (Decree n° 167 of 2011) in the light of the European regulation, namely that one coming from EU. Then, the European regulations of Apprenticeship - that is to say the regulations in some EU Member States - are analysed. Those rules shows some unexpected similarities among the different legal systems, which suggest the proposal of a new EU Directive that could regulate some issues of Apprenticeship.
2012
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/43374/1/20120213%2D123500_delfino_n90intpdf.pdf
http://csdle.lex.unict.it/Archive/WP/WP%20CSDLE%20M%20DAntona/WP%20CSDLE%20M%20DAntona-INT/20120213-123500_delfino_n90intpdf.pdf
Massimiliano, Delfino (2012) Giovani e formazione nelle normative europee: l'apprendistato [Training of the Young in European apprenticeship]. WP C.S.D.L.E. “Massimo D’Antona”.INT – 90/2012. [Working Paper]
http://aei.pitt.edu/43374/
oai:aei.pitt.edu:43446
2013-09-04T18:40:40Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303139
74797065733D706F6C6963797061706572
Bologna Process Bucharest Ministerial Conference Takes Place
amid Political Crisis in Romania. EUMA Papers Series Vol. 12, No. 5, May 2012
Barrett, Beverly
education policy/vocational training
Romania
During the last week in April the Ministers responsible for higher education from 47 countries convened
in Bucharest, Romania for the Ministerial Conference of the Bologna Process. On April 26 and 27, 2012
the venue for the meeting was the Palace of the Parliament, which was constructed by the dictator Nicolae
Ceauşescu in 1984 and completed the year before his death by execution on Christmas Day 1989. One of
the largest civilian buildings in the world was location for the first ministerial conference to take place
since the European Higher Education Area (EHEA) became effective in 2010. Originally the creation of
the EHEA was envisaged by the Bologna Process Declaration in 1999 which had representatives from 29
countries as signatories. This essay will describe the proceedings of the Ministerial Conference, report on
the negotiations among delegates in parallel sessions and plenary sessions, discuss the thematic sessions
with emphasis on “Global academic mobility: Incentives and barriers, balances and imbalances” and
review the adoption of the Bucharest Communiqué and the Bologna Policy Forum Statement.
2012-05
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/43446/1/Barrett_BolognaProcessMinisterialRomania.pdf
http://www.as.miami.edu/eucenter/papers/Barrett_BolognaProcessMinisterialRomania.pdf
Barrett, Beverly (2012) Bologna Process Bucharest Ministerial Conference Takes Place amid Political Crisis in Romania. EUMA Papers Series Vol. 12, No. 5, May 2012. [Policy Paper]
http://aei.pitt.edu/43446/
oai:aei.pitt.edu:44478
2014-02-03T19:25:08Z
7374617475733D707562
7375626A656374733D44:44303031:443030316C61776C6567616C61666661697273
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D776F726B696E677061706572
La disoccupazione giovanile in tempo di crisi: un monito all’Europa (continentale) per rifondare il diritto del lavoro? = Youth Unemployment in Recessionary Times: a Caveat to (Continental) Europe to Reconstruct its Labour Law. WP C.S.D.L.E. "Massimo D'Antona" .INT - 91/2012
Tiraboschi, Michele
education policy/vocational training
law & legal affairs-general (includes international law)
employment/unemployment
labour/labor
The current debate taking place in continental Europe on the need to reform labour law to reduce the duality between labour market insiders and outsiders, thus giving new employment opportunities to young people seems to be, at its best, a consequence of the crisis, or at its worst, an excuse. The considerable emphasis placed on the power of legislation to reduce youth unemployment prevents real labour market problems from being clearly identified, thus reducing the scope to adopt more effective measures. Action is certainly required to help young people during the current crisis, yet interventions should not be exclusively directed towards increased flexibility and deregulation. This paper questions the “thaumaturgic power” wrongly attributed to legislative interventions and put forward a more holistic approach to solve the problem of youth employment, by focusing on the education systems, school-to-work transition and industrial relations. As a comparative analysis demonstrates, in order to effectively tackle the issue of youth employment, it is not enough to reform labour law. High quality education systems, apprenticeship schemes, efficient placement and employment services, cooperative industrial relations and flexible wage determination mechanisms are the key to success when it comes to youth employment, not only in times of recession.
2012
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/44478/1/20120618%2D010420_tiraboschi_n91%2D2012intpdf.pdf
http://csdle.lex.unict.it/docs/workingpapers/La-disoccupazione-giovanile-in-tempo-di-crisi-un-monito-allEuropa-continentale-per-rifondare-il-diri/3382.aspx
Tiraboschi, Michele (2012) La disoccupazione giovanile in tempo di crisi: un monito all’Europa (continentale) per rifondare il diritto del lavoro? = Youth Unemployment in Recessionary Times: a Caveat to (Continental) Europe to Reconstruct its Labour Law. WP C.S.D.L.E. "Massimo D'Antona" .INT - 91/2012. [Working Paper]
http://aei.pitt.edu/44478/
oai:aei.pitt.edu:44505
2014-10-02T16:33:16Z
oai:aei.pitt.edu:46886
2014-01-17T18:43:49Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D706F6C6963797061706572
Why so few students do maths and science. CEPS Policy Brief No. 313, 10 January 2014
Maselli, Ilaria
Beblavý, Miroslav
education policy/vocational training
Policy-makers often fret about the low number of university graduates in the fields of science, technology, engineering and mathematics (STEM). Proposed solutions often focus on providing better information for students and parents about the employability or average wages of different fields to emphasise that STEM professions pay. This paper argues that, from a personal point of view, students are actually making rational decisions, if all benefits and costs are factored into the equation. The authors conclude, therefore, that public policy needs to change the incentives to induce students to enter these fields and not just provide information about them.
2014-01
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/46886/1/PB_313_IM_%26_MB_Why_so_few_students_do_maths.pdf
http://www.ceps.be/book/why-so-few-students-do-maths-and-science
Maselli, Ilaria and Beblavý, Miroslav (2014) Why so few students do maths and science. CEPS Policy Brief No. 313, 10 January 2014. [Policy Paper]
http://aei.pitt.edu/46886/
oai:aei.pitt.edu:50251
2014-04-01T18:14:27Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
Future of skills in Europe-Convergence or polarisation? CEPS Working Document No. 390, 27 February 2014
Beblavý, Miroslav
Veselkova, Marcela
education policy/vocational training
In this Working Paper, based on nearly 20 papers produced by the Centre for European Policy Studies, Slovak Governance Institute and the Conference Board Europe, we examine whether the current trends in the areas of education and skills are pushing the European Union, towards convergence or polarisation. We cover a wide range of questions related to this main issue. No easy answers, but several cross-cutting messages emerged from the research. We demonstrated that there is increasing complexity in what a ‘low-skilled’ person is and how well (or poorly) s/he fares in the labour market. There are undoubtedly powerful forces pushing for more polarisation, particularly in the labour market. Our research confirmed that early childhood education plays an important role, and it also appears to be increasingly uncontested as a policy prescription. However, the other frequently emphasised remedy to inequality – less selection in secondary education, particularly later division of children into separate tracks – is more problematic. Its effectiveness depends on the country in question and the target group, while education systems are extremely difficult to shift even on a long-term basis. A different, more-nuanced type of warning to policy-makers is delivered in our research on returns to higher education by field of study, which showed hidden rationality in how students choose their major.
2014-02
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/50251/1/WD390_Beblavy_%26_Vesekova_(1).pdf
http://www.ceps.be/book/future-skills-europe-convergence-or-polarisation
Beblavý, Miroslav and Veselkova, Marcela (2014) Future of skills in Europe-Convergence or polarisation? CEPS Working Document No. 390, 27 February 2014. [Working Paper]
http://aei.pitt.edu/50251/
oai:aei.pitt.edu:52448
2014-07-15T19:46:54Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303032:44303032303039
7375626A656374733D46:666368696E61
74797065733D6F74686572
How to keep a competitive edge in the talent game: Lessons for the EU from China and the US. CEPS Task Force Report, 13 June 2014
Morehouse, Christal
Busse, Mathias
education policy/vocational training
EU-US
China
This report is based on discussions within the CEPS Task Force on “The Quantity and Quality of Human Capital in Higher Education: Comparing the EU, the US and China", chaired by Jan-Eric Sundgren, Senior Adviser to the CEO of Volvo, and former President of Chalmers University of Technology in Gothenburg. It aims to draw salient lessons from the successes and failures in higher education practices in the EU, the US and China by comparing key education indicators and policy trends. Against the background of the profound tectonic shifts affecting the talent distribution around the world, which is fundamentally changing the global ‘brain game’, the authors argue that it is important that the EU as a whole creates ‘virtuous circles’ of talent and innovation to sustain prosperity and growth, as well as to secure the long-term well-being and quality of life in Europe.
2014-06
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/52448/1/Report_CEPS_TF_Human_Capital_final_16June.pdf
http://www.ceps.be/book/how-keep-competitive-edge-talent-game-lessons-eu-china-and-us
Morehouse, Christal and Busse, Mathias (2014) How to keep a competitive edge in the talent game: Lessons for the EU from China and the US. CEPS Task Force Report, 13 June 2014. UNSPECIFIED.
http://aei.pitt.edu/52448/
oai:aei.pitt.edu:52661
2017-05-23T18:36:30Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
74797065733D6F74686572
The Open method of coordination in European Education and Training Policy: New forms of integration through soft policy-making
Drachenberg, Ralf
education policy/vocational training
New forms of governance, such as the Open Method of Coordination have become more and more popular within European policy-making. This paper discusses an example of the Open Method of Coordination (OMC) under-analysed so far by the literature, namely the OMC in Education and Training. The argument presented here is that exactly this policy area has experienced through the use of the OMC significant developments over the last 10 years resulting in a fundamentally changed EU involvement in the education and training policy. Understanding the sometimes contradictory motivation of the different actors when creating the OMC in E&T is essential in order to correctly analyse the consequences at national and European level of its use, which led to a new way of integration.
2011
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/52661/1/DRACHENBERG.pdf
Drachenberg, Ralf (2011) The Open method of coordination in European Education and Training Policy: New forms of integration through soft policy-making. UNSPECIFIED. (Submitted)
http://aei.pitt.edu/52661/
oai:aei.pitt.edu:52894
2019-11-05T16:48:25Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:6575726F7065616E69736174696F6E6575726F7065616E697A6174696F6E6E6174696F6E616C6964656E74697479
74797065733D70726F63656564696E6773
Europeanisation of the "European Student Movement"
Klemenčič, Manja
education policy/vocational training
europeanisation/europeanization & European identity
European Students’ Union [ESU], representing through its member National Unions of Students [NUSes] from 37 countries over 11 million students in Europe, is one of major interest groups in Europe, and a recognised partner to European institutions and governments within European Higher Education Area [EHEA]. Yet neither ESU nor NUSes have gained much scholarly attention. The aim of the proposed paper is to shed light on this important actor through an investigation of ESU’s and NUSes’ participation in the Bologna Process *BP+ towards establishment of the European Higher Education Area [EHEA]. The paper explores the ‘Europeanisation’ mechanisms in the context of ESU’s and NUSes participation in the BP. It examines specifically how ESU and its member NUSes participate in and influence policy making within the BP and how they themselves are affected by this participation. Thus, it is concerned with meso-level analysis of Europeanisation mechanisms in a specific context of higher education policy making within the BP and with analysis of students unions as political actors.
The central thesis of this paper is that the two-way Europeanisation mechanisms are clearly present in the case of ESU’s and NUSes’ involvement in the BP. While some Europeanisation can be identified prior to the BP, this is marginal compared to the intensity of institutional and policy changes and changes in relational structures that happened after 1999 and continued to intensify in the course of the Process. The degree of these changes varies, however, between the both levels of student union system. Institutional adaptation is significantly stronger in ESU than in NUSes. Policy adaptation too is stronger in ESU. In fact, ESU policy agenda is almost ‘hijacked’ by the issues related to the BP. Again, this is less visible in NUSes where other issues of national concern – especially those related to welfare, such as introduction of tuition fees, feature as prominently. In many national systems, the ‚new governance‛ agenda on financing of higher education - especially the question of introducing tuition fees - was in fact launched as a ‚Bologna issue‛, thereby governments and HEIs misinterpreting Bologna recommendations. The most significant change induced by the BP for student unions in Europe was in terms of their relational structures, i.e. their involvement in the HE policy making. The BP legitimised student unions as ‚full members of the academic community‛ and recommended that these be involved in HE governance at all levels. ESU was effectively granted a monopoly of student representation in Europe. The NUSes also drew leverage from this recognition of ESU in the BP.
2
The overwhelming majority of NUSes report having been involved in Bologna-related policy
making at the national level. The change in involvement was especially visible in the countries
were more statist traditions of state-society relations and in those with relatively weak
administrations. The latter were particularly interested in including student representatives in
the early phases of the BP because these tended to have information and expertise resources on
the BP issues gained through the ESU.
‘Upward Europeanisation’ in the sense of uploading of student preferences into the BP has been
conducted almost exclusively through ESU, rather than by individual NUSes. In other words,
there has been no individual policy preferences of NUSes uploaded to the BP. All NUSes policy
preferences are formulated into common ESU positions following internal policy making
procedures. These common positions are then launched in the BP. ESU managed to upload their
most salient issues – the social dimension in the BP and student participation in HE governance
– onto the Bologna agenda and had inserted them into the official documents. For the first time,
however, NUSes effectively lobbied their respective government on ESU positions.
Finally, an unexpected – and certainly unintentional – effect of the BP on the student unions in
Europe has been in terms of strengthening the ‚European student movement‛. Before the BP,
NUSes involvement in ESU was relatively weak and varied. NUSes did not promote their
membership in ESU nationally and have not lobbied their governments on ESU issues. The BP
has created circumstances highly conducive to cooperation and empowerment of ESU to
represent them on the European level.
2011
Conference Proceedings
NonPeerReviewed
application/pdf
http://aei.pitt.edu/52894/1/KLEMENCIC.M.pdf
Klemenčič, Manja (2011) Europeanisation of the "European Student Movement". [Conference Proceedings] (Submitted)
http://aei.pitt.edu/52894/
oai:aei.pitt.edu:52955
2019-12-14T01:54:33Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
74797065733D70726F63656564696E6773
Lessons from the History of Over-the-Counter Derivatives Regulation
Maxfield, Sylvia
education policy/vocational training
The approach of Problem-based learning (PBL), which was used for the first time in medical education at Mc Master University, is the main teaching method within the field of European Studies at Maastricht University, both at Master and Bachelor level. PBL is a student-centred approach in which students collaboratively solve problems - normally structured by way of assignments - in small groups with the help of a tutor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning.
This contribution aims to reflect on how to apply this method to the field of European Studies (ES) and how to set up assignments within this domain. In a nutshell this paper thus aims not only to contribute to the general debate about
teaching with PBL and its relevance for EU studies but examines specifically the value and applicability of different assignments in different settings
2011
Conference Proceedings
NonPeerReviewed
application/pdf
http://aei.pitt.edu/52955/1/MAXFIELD.pdf
Maxfield, Sylvia (2011) Lessons from the History of Over-the-Counter Derivatives Regulation. [Conference Proceedings] (Submitted)
http://aei.pitt.edu/52955/
oai:aei.pitt.edu:58401
2014-12-12T19:19:23Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D706F6C6963797061706572
A Contribution to The Study of Global Competition for Talent: the determinants of student mobility and its consequences for the internationalization of the labor market. Bruges European Economic Policy (BEEP) Briefing 27/2013
Voin, Melanie
Gerard, Marcel
education policy/vocational training
labour/labor
In a globalized economy the skills of the workforce are a key determinant of the competitiveness of a country. One of the goals of Higher Education is precisely to develop the students’ skills in order to allow them to match the increasing demand for highly qualified workers while it is simultaneously the best period of life to acquire multicultural skills. For this reason, the European Union has fostered student mobility through several programs: the Erasmus program and the Bologna process are the best known among them.
Although student mobility is a growing phenomenon, publications and research on the subject remain relatively scarce. This paper aims to contribute to that literature through an empirical analysis which exploits a questionnaire submitted to university alumni and focuses on two research questions: what drives studies abroad and what drives expatriation of graduates. Our empirical analysis first shows that exposure to international experiences before entering tertiary education and family background are the main factors influencing student mobility. A second conclusion is that studying abroad increases the international mobility on the labor market. Both confirm previous studies.
Moreover, by making a distinction between participating in the Erasmus program and in other exchange programs or internships abroad, we found that the Erasmus program and the other programs or internships have an equivalent influence on the international mobility on the labor market: they increase by 9 to 12.5 percentage points a student’s chance to be mobile on the international labor market. This result shows the legitimacy of the Erasmus program, but it also reveals the important impact of other forms of experience abroad. It provides support for policy makers to encourage mobility programs, in order to foster integration of the European labor market.
2013
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/58401/1/beep_27.pdf
https://www.coleurope.eu/website/study/european-economic-studies/research-activities/bruges-european-economic-policy
Voin, Melanie and Gerard, Marcel (2013) A Contribution to The Study of Global Competition for Talent: the determinants of student mobility and its consequences for the internationalization of the labor market. Bruges European Economic Policy (BEEP) Briefing 27/2013. [Policy Paper]
http://aei.pitt.edu/58401/
oai:aei.pitt.edu:59069
2015-01-13T16:21:09Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303437
74797065733D776F726B696E677061706572
Society's level of literacy: A cross cultural study. ACES Working Papers No. 4, 2008
Shoham, Amir
culture policy
education policy/vocational training
In this study, the relationship between the country's level of literacy and its national culture will be explored. Cultural differences effect the way that people think and react. Culture is "the value shared amongst distinctive social groups and classes" (Soley and Pandya 2003, 206). House, et al. (2004, 57) define culture as "shared motives, values, beliefs, identities, and interpretations or meanings of significant events that result from common experiences of members of collectives and are transmitted across age generations." Dutch anthropologist Geert Hofstede (1991) considers culture to be "the collective programming of the mind. Culture is a stem of collectively held values" (Hofstede 1981, p. 240).
2008
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59069/1/ACESWP_Shoham_2008.pdf
http://transatlantic.sais-jhu.edu/ACES/ACES_Working_Papers/Working%20Papers
Shoham, Amir (2008) Society's level of literacy: A cross cultural study. ACES Working Papers No. 4, 2008. [Working Paper]
http://aei.pitt.edu/59069/
oai:aei.pitt.edu:59092
2015-01-08T19:21:59Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303233
7375626A656374733D44:44303031:44303031303339:74706A6861706A63636D696D6D6967726174696F6E706F6C696379
74797065733D776F726B696E677061706572
Autonomy in the global era: Euro-regionalism and new policy spaces in education. ACES Working Papers, August 2010
Engel, Laura C.
education policy/vocational training
Spain
immigration policy
Framed by a critical discussion of methodological nationalism, this paper explores the intersection of new and evolving regional, central state, and supranational education policy spaces through examples drawn from post-Franco Spain. This work is situated within the broader literature on the development of a European Education Policy Space, which aims to understand changing governance structures in European education (cf. Grek et al., 2009; Lawn & Lingard,2002; N6voa & Lawn, 2002). Using policy documents since 2000 and interview data, the paper first examines Spanish and regional (Catalan) education policy related to devolution, namely Catalonia's recently revised Statute of Autonomy. The paper then places devolution in Spain and Catalonia in a broader context of Euro-regionalism, which has deepened and legitimized regional autonomy. Together these shifts in educational governance and the development of new education policy spaces have promoted a concept of the multi-scalar, European "ideal citizen" (Engel & Ortloff, 2009). The last section presents an overview of the recent influx of immigrants into Catalonia and Spain, exploring whether and to what extent recent education policy promoting the "ideal citizen" has taken non-European immigrants into account.
2010-08
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59092/1/ACESWP_Engel_2010.pdf
Engel, Laura C. (2010) Autonomy in the global era: Euro-regionalism and new policy spaces in education. ACES Working Papers, August 2010. [Working Paper]
http://aei.pitt.edu/59092/
oai:aei.pitt.edu:59095
2015-01-08T19:20:44Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303234
74797065733D776F726B696E677061706572
Enriching the Case Study Approach: Expert Perspectives from European Hospitality Industry Managers. ACES Working Papers, August 2010
Levy, Stuart E.
industrial policy
education policy/vocational training
For my undergraduate and graduate hospitality industry management courses, I planned to supplement frequent case study discussions and role plays with video-recorded insights from successful international and domestic hospitality managers. In these courses, numerous business topics are reviewed utilizing active learning approaches, with specific application to the hospitality industry.
2010-08
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59095/1/ACESWP_Levy_2010.pdf
Levy, Stuart E. (2010) Enriching the Case Study Approach: Expert Perspectives from European Hospitality Industry Managers. ACES Working Papers, August 2010. [Working Paper]
http://aei.pitt.edu/59095/
oai:aei.pitt.edu:59208
2015-01-12T18:14:56Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
European Policy Uses of International Comparisons of Academic Achievement. ACES Working Papers, 2012
Engel, Laura C.
education policy/vocational training
International large-scale assessments (ILSAs) and the resulting ranking of countries in key academic subjects have become increasingly significant in the development of global performance indicators and national level reforms in education. As one of the largest international surveys, the Programme for International Student Assessment (PISA) has had a considerable impact on the world of international comparisons of education. Based on the results of these assessments, claims are often made about the relative success or failure of education systems, and in some cases, such as Germany or Japan, ILSAs have sparked national level reforms (Ertl, 2006; Takayama, 2007, 2009).
In this paper, I offer an analysis of how PISA is increasingly used as a key reference both for a regional2 entity like the European Union (EU) and for national level performance targets in the example of Spain (Breakspear, 2012). Specifically, the paper examines the growth of OECD and EU initiatives in defining quality education, and the use of both EU benchmarks and PISA in defining the education indicators used in Spain to measure and set goals for developing quality education. By doing so, this paper points to the role of the OECD and the EU in national education systems. It therefore adds to a body of literature pointing to the complex relationship between international, regional, and national education policy spaces (cf. Dale & Robertson, 2002; Lawn & Grek, 2012; Rizvi & Lingard, 2009).
2012
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59208/1/ACESWP_Laura_Engel_2012.pdf
http://transatlantic.sais-jhu.edu/ACES/ACES_Working_Papers/Working%20Papers
Engel, Laura C. (2012) European Policy Uses of International Comparisons of Academic Achievement. ACES Working Papers, 2012. [Working Paper]
http://aei.pitt.edu/59208/
oai:aei.pitt.edu:59209
2015-01-14T19:34:17Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303233
7375626A656374733D44:44303031:65636F6E6F6D696366696E616E6369616C61666661697273:65636F6E6F6D696366696E616E6369616C6166666169727362706561
74797065733D776F726B696E677061706572
MBA International Residency: The Derbi Project - Spain. ACES Working Papers (course development), 2012
Lucea, Rafael
education policy/vocational training
Spain
business/private economic activity
The objective of this course is to complement and give closure to the work developed during MBAD204. There are two main components to this course. The first one is to provide the students with a firsthand experience of what doing business in Spain is like. This is accomplished by visiting a number of companies and government institutions in Barcelona and interacting with managers from a variety of industries. The other major component of this trip consists in learning how to present a business proposal or market analysis before a real client.
2012
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59209/1/ACESWP_Lucea_2_2012.pdf
http://transatlantic.sais-jhu.edu/ACES/ACES_Working_Papers/Working%20Papers
Lucea, Rafael (2012) MBA International Residency: The Derbi Project - Spain. ACES Working Papers (course development), 2012. [Working Paper]
http://aei.pitt.edu/59209/
oai:aei.pitt.edu:59213
2015-01-13T16:31:51Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303332
7375626A656374733D44:44303032:44303032303136:4430303230313643656E7472616C41736961
74797065733D776F726B696E677061706572
Prepared for a Symposium on Country Development at the
European Meeting on Cybernetics and Systems Research, Vienna, Austria, April 2012 (Untitled). ACES Working Papers, April 2012
Umpleby, Stuart A.
rtd (RTD) policy/European Research Area
education policy/vocational training
Central Asia
In Kazakhstan doctoral students are not expected to make a contribution to knowledge, as is required at Western universities. Rather, their task is to become familiar with what is known and then make policy recommendations for Kazakhstan. For example, how can the human capital in Kazakhstan be improved? This is a very broad subject for a PhD dissertation. However, it does require a holistic perspective, and such dissertation topics may create an opportunity for systems scientists. When Russell Ackoff created the Social Systems Sciences PhD program at the Wharton School of the University of Pennsylvania, he had his students solve practical problems for business or government managers. That program graduated a large number of people who became consultants. A few became academics in several countries. The program created a philosophy and methods for holistic management. Large issues in developing countries may be a source of clients for systems scientists who want to further develop philosophy, theories and methods by working with large social systems.
2012-04
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/59213/1/ACESWP_S_Umpelby_2012.pdf
http://transatlantic.sais-jhu.edu/ACES/ACES_Working_Papers/Working%20Papers
Umpleby, Stuart A. (2012) Prepared for a Symposium on Country Development at the European Meeting on Cybernetics and Systems Research, Vienna, Austria, April 2012 (Untitled). ACES Working Papers, April 2012. [Working Paper]
http://aei.pitt.edu/59213/
oai:aei.pitt.edu:62197
2015-03-04T15:44:37Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
Does the growth in higher education mean a decline in the quality of degrees? CEPS Working Document No. 405/March 2015
Beblavý, Miroslav
Teteryatnikova, Mariya
Thum, Anna-Elisabeth.
education policy/vocational training
In this paper the authors construct a theory about how the expansion of higher education could be associated with several factors that indicate a decline in the quality of degrees. They assume that the expansion of tertiary education takes place through three channels, and show how these channels are likely to reduce average study time, lower academic requirements and average wages, and inflate grades. First, universities have an incentive to increase their student body through public and private funding schemes beyond a level at which they can keep their academic requirements high. Second, due to skill-biased technological change, employers have an incentive to recruit staff with a higher education degree. Third, students have an incentive to acquire a college degree due to employers’ preferences for such qualifications; the university application procedures; and through the growing social value placed on education.
The authors develop a parsimonious dynamic model in which a student, a college and an employer repeatedly make decisions about requirement levels, performance and wage levels. Their model shows that if i) universities have the incentive to decrease entrance requirements, ii) employers are more likely to employ staff with a higher education degree and iii) all types of students enrol in colleges, the final grade will not necessarily induce weaker students to study more to catch up with more able students. In order to re-establish a quality-guarantee mechanism, entrance requirements should be set at a higher level.
2015-03
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/62197/1/WD_405_Growth_of_higher_education_decline_in_quality_of_degrees.pdf
http://www.ceps.eu/book/does-growth-higher-education-mean-decline-quality-degrees
Beblavý, Miroslav and Teteryatnikova, Mariya and Thum, Anna-Elisabeth. (2015) Does the growth in higher education mean a decline in the quality of degrees? CEPS Working Document No. 405/March 2015. [Working Paper]
http://aei.pitt.edu/62197/
oai:aei.pitt.edu:63496
2015-04-07T19:22:29Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D776F726B696E677061706572
Higher education scholarships as a soft power tool: an analysis of its role in the EU and Singapore. EU Centre Singapore Working Paper No. 23, March 2015
Sheng-Kai , Charles Chia
education policy/vocational training
The European Union and Singapore are vastly different entities, each with its own regional and global priorities and policies. Both actors employ a range of tools and instruments to aid in their foreign policy objectives, including in the projection of their soft power. It is worth analysing and comparing the specific instruments of these two actors’ soft power strategies, including but not limited to their stated objectives and perceived effectiveness. This paper will compare the role of higher education and scholarships in diffusing soft power through a comparative case study of the Erasmus Mundus scholarship program and the Singapore Scholarship administered by the Ministry of Foreign Affairs. It will look at the ways in which these programs have shaped the standing of the actors in diffusing their norms and objectives in the regional and international arena. A comparative analysis of these programs will hopefully provide some insight into the proximity between foreign policy-making and higher education internationalisation. This paper will begin with an overview of the aforementioned programs and related schemes, before dissecting and comparing the intent and the policy-making processes behind these, and concludes with a discussion on the present and future role of higher education as a strategic soft power tool.
2015-03
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63496/1/WP23%2DHigherEducation%2DEUSG.pdf
http://www.eucentre.sg/?p=9566
Sheng-Kai , Charles Chia (2015) Higher education scholarships as a soft power tool: an analysis of its role in the EU and Singapore. EU Centre Singapore Working Paper No. 23, March 2015. [Working Paper]
http://aei.pitt.edu/63496/
oai:aei.pitt.edu:63638
2015-08-05T19:56:15Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D776F726B696E677061706572
Continuous Off-the-Job Training in East Germany After Unification: Preliminary Results of an Evaluation of the Effects for Individual Workers, CES Germany & Europe Working Papers, No. 05.9, 19 July, 1995
Lechner, Michael
education policy/vocational training
Germany
Retraining the labor force to match the demands of a modem economy is seen as an important task during the
transition process from a centrally-planned to a market economy. This need was particularly pressing in East
Germany, because the transition process has proceeded much faster than in the rest of Eastern Europe. Therefore,
substantial resources have been devoted to this purpose.
This paper analyzes the impact of continuous off-the-job training in East Germany from the point of view of individuals
who were part of the labor force before German unification in 1990. It tries to answer questions about the
average gains from participating in a specific type of training. Typical outcomes considered to measure those
gains are income, employment status, job security, and expected future changes in job position.
The methodology used for the evaluation is the potential outcome approach to causality. This approach has received
considerable attention in the statistical literature over the last fifteen years and it has recently been rediscovered by
the econometric literature as well. It is adapted to allow for important permanent and transitory shocks, such as
unemployment, which influence the decision to participate in the training as well as future labor market
outcomes.
The empirical part is based on the first four waves of the Socio-Economic Panel (GSOEP)-East (1990-1993). This
panel data set has the advantage that the fourth wave contains a special survey on continuous training and that it
allows keeping track of individual behavior on a monthly, respectively yearly, basis.
The econometric analysis focuses on off-the-job training courses that began after unification and were completed
not later than in early 1993. Although it is obviously too early to evaluate the long-term implications, the results
suggest that there are no positive effects in the short run.
1995
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63638/1/PSGE_WP5_9.pdf
https://ces.fas.harvard.edu/#/publications/working_papers/128
Lechner, Michael (1995) Continuous Off-the-Job Training in East Germany After Unification: Preliminary Results of an Evaluation of the Effects for Individual Workers, CES Germany & Europe Working Papers, No. 05.9, 19 July, 1995. [Working Paper]
http://aei.pitt.edu/63638/
oai:aei.pitt.edu:63639
2015-04-23T16:45:00Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D776F726B696E677061706572
The Dilemmas of Diffusion: Institutional Transfer & the Remaking of Vocational Training Practices in Eastern Germany, CES Germany & Europe Working Papers, No. 05.10, 1996
Locke, Richard
Jacoby, Wade
education policy/vocational training
Germany
Through a case study of the diffusion of the celebrated West Gennan "dual system" of vocational training to the territory of the fonner German Democratic Republic, we develop the argument that local sociopolitical relations matter crucially for the successful transfer and implementation of institutional arrangements. Notwithstanding massive levels of government funding, the presence of complementary supports, and the concerted efforts of Germany's social partners, the dual system is experiencing significant difficulties in the new federal states of the East.
These difficulties are not due simply to the particular politics of unification (the wholesale transfer of West German institutions whether or not they were appropriate to Eastern Germany) nor even simply to the paucity of dynamic private firms capable of and willing to train new apprentices. The difficulties stem also from the under lying weaknesses of the East German sociopolitical infrastructure on which the entire dual system rests. This. hy pothesis is elaborated and substantiated through a range of data on training in the East and especially through the use of detailed case studies of Leipzig and Chemrutz.
1996
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63639/1/PSGE_WP5_10.pdf
https://ces.fas.harvard.edu/#/publications/working_papers/127
Locke, Richard and Jacoby, Wade (1996) The Dilemmas of Diffusion: Institutional Transfer & the Remaking of Vocational Training Practices in Eastern Germany, CES Germany & Europe Working Papers, No. 05.10, 1996. [Working Paper]
http://aei.pitt.edu/63639/
oai:aei.pitt.edu:63716
2015-04-22T20:07:57Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D776F726B696E677061706572
Disentangling the Reform Gridlock: Higher Education in Germany. CES Germany & Europe Working Papers, No. 02.7, 2002
Welsh, Helga A.
education policy/vocational training
Germany
For more than a decade, bemoaning the many roadblocks to reforming important aspect of German politics has become commonplace. Explanations emphasize formal and informal veto points, such as the role of political institutions and the lack of elite and societal support for reform initiatives. Against this background, I was interested in factors that place policy issues on the political agenda and follow up with concrete courses of action; i.e., in factors that lead to a disentangling of the reform gridlock. I emphasize the importance of agenda setting in the emergence of higher education reform in Germany. Globalization, European integration and domestic pressures combined to create new pressures for change. In response, an advocacy coalition of old and new political actors has introduced a drawn-out and ongoing process of value reorientation in the direction of competition, including international competition, and greater autonomy. The result has been a burst of activities, some moderate, some more far-reaching in their potential to restructure German higher education.
2002
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63716/1/PSGE_02_7.pdf
https://ces.fas.harvard.edu/#/publications/working_papers/72
Welsh, Helga A. (2002) Disentangling the Reform Gridlock: Higher Education in Germany. CES Germany & Europe Working Papers, No. 02.7, 2002. [Working Paper]
http://aei.pitt.edu/63716/
oai:aei.pitt.edu:63721
2015-08-05T19:30:07Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
7375626A656374733D44:44303032:44303032303039
74797065733D776F726B696E677061706572
Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004
Powell, Justin J.W.
education policy/vocational training
EU-US
Germany
Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demographics and organizational structures indicates which children and youth are most likely to grow up less educated and how educational systems distribute educational success and failure. Findings from a German-American comparison show that which students bear the greatest risk of becoming less educated depends largely on definitions of “special educational needs” and the institutionalization of special education systems.
2004
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63721/1/PSGE_05_1.pdf
https://ces.fas.harvard.edu/#/publications/working_papers/65
Powell, Justin J.W. (2004) Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004. [Working Paper]
http://aei.pitt.edu/63721/
oai:aei.pitt.edu:63724
2015-04-22T20:34:42Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
7375626A656374733D46:46303236
74797065733D776F726B696E677061706572
Skill formation in Britain and Germany: Recent developments in the context of traditional differences. CES Germany & Europe Working Papers, No.06.1, 2006
Steffen, Hillmert
education policy/vocational training
Germany
U.K.
This paper proposes a comparison of skill formation in Germany and Britain over the last decades. Taking historical trends into account, the two cases can be regarded as representing different types of skill production regimes. Institu-tional features include a relatively low degree of standardization of training and a larger amount of on-the-job training in Britain. In Germany, post-compulsory training has been conducted predominantly within the dual system of vocational training, underlining the vocational specificity of a large part of the labor market. As a consequence, international differences in individual skill investments, transitions from school to work and other life-course patterns can be observed. At least in Britain, however, the situation seems to have changed considerably during the 1990s. The paper argues that the divergence in more recent developments can still be understood as an expression of historical path-dependency given the traditional connections between the post-compulsory training system and the broader societal context in which it is embedded. These concern, in particular, links with the system of general and academic education as the basis for – and also a possible competitor with – vocational training; links with the labor market as they are indicated by specific skill requirements and returns to qualifications; and, links with the order of social stratification in the form of the selective acquisition and the social consequences of these qualifications. The links manifest themselves as typical individual-level consequences and decisions. Founded on the basis of these distinctions, the aim of this paper is to investigate the preceding conditions for recent developments in the qualification systems of Britain and Germany, which have adapted to specific challenges during the last decades.
2006
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/63724/1/PSGE_06_1.pdf
https://ces.fas.harvard.edu/#/publications/working_papers/62
Steffen, Hillmert (2006) Skill formation in Britain and Germany: Recent developments in the context of traditional differences. CES Germany & Europe Working Papers, No.06.1, 2006. [Working Paper]
http://aei.pitt.edu/63724/
oai:aei.pitt.edu:65633
2016-11-29T14:31:46Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D6F74686572
Extending Working Lives: A comparative analysis of how governments influence lifelong learning, CEPS Special Report No. 111, July 2015
Beblavý, Miroslav
Martellucci, Elisa
education policy/vocational training
This report offers a comparative policy study on adult learning within the scope of complementary research conducted by Beblavý et al. (2013) on how people upgrade their skills during their adult lifetimes. To achieve our objectives, we identified regulatory policies and financial support in 11 countries for two main categories of learning: formal higher education and employer-based training.
Drawing upon the results of the country reports carried out by our partners in the MoPAct project, we found that in none of the countries examined is there an ‘older student’ policy. In most cases grants and financial support are awarded only up until a certain age. In all of the countries studied, standard undergraduate and post-graduate studies are available for part-time students. The distribution of full-time students and part-time students in tertiary education varies from one country to another as well as from one age group to another. The participation in full-time tertiary education programmes decreases with the age of students.
In Lithuania, Latvia, Poland and the UK, there are no mandatory policies to ensure employer-based training. However, in Belgium, Czech Republic, Denmark, Estonia, Germany, Italy, the Netherlands and Spain, employer-based training is more clearly regulated and the employers might have obligations to provide training for their staff.
Taking into consideration Beblavý et al. (2013), we observe that comparative differences across countries can be related to policy differences only in some cases. The policy framework seems to impact more the employer-based training than the educational attainment (upgrade of ISCED level). In Denmark, the Netherlands, Latvia, Lithuania, Czech Republic and Poland, we find a perfect match between policy outcomes and the results of Beblavý et al. (2013) related to employer-based training. This is not the case in the United Kingdom, where the two aspects observed are not correlated.
2015-07
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/65633/1/No_111_Beblavy_%26_Martelucci_Mopac_FINAL.pdf
Beblavý, Miroslav and Martellucci, Elisa (2015) Extending Working Lives: A comparative analysis of how governments influence lifelong learning, CEPS Special Report No. 111, July 2015. UNSPECIFIED.
http://aei.pitt.edu/65633/
oai:aei.pitt.edu:65915
2016-11-29T14:36:29Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138:656C6D656D706C6F796D656E74756E656D706C6F796D656E74
7375626A656374733D44:44303031:44303031303138:656C6D6C61626F75726C61626F72
74797065733D776F726B696E677061706572
Students in Work and their Impact on the Labour Market. CEPS Working Document No. 410/July 2015
Fabo, Brian
Beblavý, Miroslav
education policy/vocational training
employment/unemployment
labour/labor
The purpose of this study is to evaluate the size and composition of the student labour force in order to consider its potential impact on labour markets in the European Union. The paper is based on an analysis of EU Labour Force Survey data from 2011, supplemented by the findings of the EUROSTUDENT project.
The structure of student labour is discussed within the framework of the so-called ‘crowding-out’ literature, which identifies competition for jobs between students and low educated non-students, particularly in the retail and wholesale sectors.
In contrast to these assumptions, the authors found that, depending on the age of the student, the profile of student workers closely matches that of non-students with medium- to-high educational attainment. In general, the retail and wholesale sectors are of importance in the employment of students under the age of 25, but students typically take positions in the middle of the occupational hierarchy, rather than in the lower-grade positions. Meanwhile, older students, often professionals furthering their education while studying, are typically located in similar jobs and sectors to university graduates.
A common trait of student work is its very high degree of flexibility compared to that of non-students. Nevertheless, the structure of student labour does not lead us to believe that student workers are particularly prone to be present in the precarious segment of the labour market.
2015-07
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/65915/1/WD410_Miro_%2B_Brian_on_Education_0.pdf
http://www.ceps.eu/publications/students-work-and-their-impact-labour-market
Fabo, Brian and Beblavý, Miroslav (2015) Students in Work and their Impact on the Labour Market. CEPS Working Document No. 410/July 2015. [Working Paper]
http://aei.pitt.edu/65915/
oai:aei.pitt.edu:66280
2015-08-05T14:00:23Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303036
7375626A656374733D46:46303137
7375626A656374733D46:46303039
7375626A656374733D46:46303232
7375626A656374733D46:46303131
74797065733D776F726B696E677061706572
How returns from tertiary education differ by field of study. Implications for policy-makers and students. CEPS Working Document No. 411/July 2015
Beblavý, Miroslav
Lehouelleur, Sophie
Maselli, Ilaria
education policy/vocational training
France
Hungary
Italy
Poland
Slovenia
With the huge growth in enrolment in higher education, the key question facing young
people today is not so much “what to study” as “whether to study”. Taking a
methodologically innovative approach, this paper measures the net present value of
university education and compares returns from studying a range of different subjects. We
use data from 5 European countries (France, Italy, Hungary, Poland and Slovenia) and
include (opportunity) costs in the computation. Results suggest that enrolling in science,
technology, engineering and mathematics (STEM) courses is often not the best investment
for students, especially female students. In choosing what to study, therefore, students are
taking decisions that are consistent with their own private returns. This suggests that policymakers
should consider changing the incentives offered if they wish to change students’
behaviour.
2015-07
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/66280/1/WD_No_411_Useless_Degrees.pdf
Beblavý, Miroslav and Lehouelleur, Sophie and Maselli, Ilaria (2015) How returns from tertiary education differ by field of study. Implications for policy-makers and students. CEPS Working Document No. 411/July 2015. [Working Paper]
http://aei.pitt.edu/66280/
oai:aei.pitt.edu:73643
2016-03-22T14:14:06Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:443030314575726F706532303230
7375626A656374733D44:44303031:44303031303332
7375626A656374733D44:44303031:44303031303230
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
7375626A656374733D44:44303031:44303031303138
7375626A656374733D44:44303031:44303031303139
74797065733D706F6C6963797061706572
State Aid to Infrastructure: Do Competitively Selected Operators Obtain an Undue Advantage? Bruges European Economic Research Papers (BEER) 33/2015
NICOLAIDES, Phedon
Preziosi, Nadir
employment/labour market
energy policy (Including international arena)
environmental policy (including international arena)
rtd (RTD) policy/European Research Area
education policy/vocational training
Europe 2020
general
Addressing high and volatile natural resource prices, uncertain supply prospects, reindustrialization attempts and environmental damages related to resource use,
resource efficiency has evolved into a highly debated proposal among academia, policy makers, firms and international financial institutions (IFIs). In 2011, the
European Union (EU) declared resource efficiency as one of its seven flagship initiatives in its Europe 2020 strategy.
This paper contributes to the discussions by
assessing its key initiative, the Roadmap to a Resource Efficient Europe (EC 2011 571), following two streams of evaluation.
In a first step, resource efficiency is linked to two theoretical frameworks regarding sustainability, (i) the sustainability triangle (consisting of economic, social and
ecological dimensions) and (ii) balanced sustainability (combining weak and strong sustainability). Subsequently, both sustainability frameworks are used to assess to
which degree the Roadmap follows the concept of sustainability. It can be concluded that it partially respects the sustainability triangle as well as balanced sustainability, primarily lacking a social dimension.
In a second step, following Steger and Bleischwitz (2009), the impact of resource efficiency on competitiveness as advocated in the Roadmap is empirically evaluated.
Using an Arellano–Bond dynamic panel data model reveals no robust impact of resource efficiency on competiveness in the EU between 2004 and 2009 – a puzzling result. Further empirical research and enhanced data availability are needed to better understand the impacts of resource efficiency on competitiveness on the macroeconomic, microeconomic and industry level.
In that regard, strengthening the methodologies of resource indicators seem essential. Last but certainly not least,
political will is required to achieve the transition of the EU-economy into a resource efficient future.
2015-05
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/73643/1/beer33.pdf
https://www.coleurope.eu/website/study/european-economic-studies/research-activities/bruges-european-economic-research-paperspdf
NICOLAIDES, Phedon and Preziosi, Nadir (2015) State Aid to Infrastructure: Do Competitively Selected Operators Obtain an Undue Advantage? Bruges European Economic Research Papers (BEER) 33/2015. [Policy Paper]
http://aei.pitt.edu/73643/
oai:aei.pitt.edu:74021
2018-11-28T21:21:05Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D6F74686572
Germany's dual vocational training system: a model for other countries?
Euler, Dieter
education policy/vocational training
Germany
In the European Union, there are currently 5.7 million young people under the age of 25 without a job. In Greece and Spain, the unemployment rate for this age group is over 50 percent. The affected countries are looking for ways to improve the transition between school and employment and are increasingly turning their sights on the dual vocational training system. Combining theoretical reflection in vocational schools with practical in-company experience not only ensures that
the business world will have skilled workers with real-life training, but also facilitates the young people’s transition into the labor market.
2013
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74021/1/Germanys_dual_vocational_training_system.pdf
Euler, Dieter (2013) Germany's dual vocational training system: a model for other countries? UNSPECIFIED.
http://aei.pitt.edu/74021/
oai:aei.pitt.edu:74027
2019-10-18T17:48:04Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D6F74686572
Strengthening Families – Enhancing Education Opportunities
Funcke, Antje
Menne, Sarah
education policy/vocational training
Germany
In Germany, education opportunities are unequally distributed and often determined by family background. Inadequate education is “inherited” more than in other countries. In school and other education institutions, youth from socially disadvantaged and underprivileged familial backgrounds are being left behind. The significant cost society has accumulated from inadequate education effects society as a whole as well as each individual.
2013
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74027/1/Strengthening_Families.pdf
Funcke, Antje and Menne, Sarah (2013) Strengthening Families – Enhancing Education Opportunities. UNSPECIFIED.
http://aei.pitt.edu/74027/
oai:aei.pitt.edu:74068
2019-11-01T15:28:28Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303335:737067656E6572616C
74797065733D6F74686572
Analyses and concepts from the “Liveable Community” programme. Research element to “Leave No Child Behind!”. Bertelsmann Studies
von Görtz, Regina
Janssen, Karl
education policy/vocational training
general
In 2011, the State Government of North Rhine-Westphalia and the Bertelsmann Stiftung launched “Kein Kind zurücklassen! Kommunen in NRW beugen vor” (“Leave No Child Behind! Municipalities in NRW take preventative action providing equal opportunities for all children”).
Together with eighteen municipalities taking part in this joint initiative, the partners aim to improve development prospects and provide equal opportunities for every child. The municipalities are creating local prevention chains, i.e. the systematic and ongoing collaboration
between stakeholders in administration, agencies, associations and civil society. The intention is to improve the effectiveness and efficiency of local support and intervention practices.
2014
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74068/1/Analyses_and_concepts.pdf
von Görtz, Regina and Janssen, Karl (2014) Analyses and concepts from the “Liveable Community” programme. Research element to “Leave No Child Behind!”. Bertelsmann Studies. UNSPECIFIED.
http://aei.pitt.edu/74068/
oai:aei.pitt.edu:74074
2016-11-29T16:29:38Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303434
7375626A656374733D46:46303037
74797065733D6F74686572
Case Study: Deutsche Telekom and "Schools
Online" (SaN). Connecting German Schools to the internet
Lexis, Ulrike
Hassel, Anke
information technology policy
education policy/vocational training
Germany
The CEO of Deutsche Telekom, Ron Sommer, and Jürgen Rüttgers, current prime minister of North Rhine-Westphalia, founded “schools online” (in German: “Schulen ans Netz”, and short: SaN) in 1996 with the goal of connecting German schools to the internet. In his opening speech, Ron Sommer said the commitment of Deutsche Telekom was made on the grounds of its responsibility towards society. Deutsche Telekom wanted to display good corporate citizenship in an area that was close to its business and expertise. He also claimed the money spent was an investment into the future rather than a sponsoring activity. An early employee, Nikolaus Huss, responsible for public relations at SaN said: “There
never was any clear indication as to what the goal was. It was never really made clear whether there was more to it than corporate citizenship. It was understood among us
that somehow Telekom felt responsible for electronic alphabetisation and on the other hand was sure to profit from this later on, although nobody really felt it necessary to plan the future outcome.”
2006-09
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74074/1/Case_Study_Deutsche_Telekom.pdf
Lexis, Ulrike and Hassel, Anke (2006) Case Study: Deutsche Telekom and "Schools Online" (SaN). Connecting German Schools to the internet. UNSPECIFIED.
http://aei.pitt.edu/74074/
oai:aei.pitt.edu:74083
2018-12-17T16:23:26Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
74797065733D6F74686572
Democracy and Experimentation: two fundamental values for education. Bertelsmann Studies
Moss, Peter
Urban, Mathias
education policy/vocational training
Germany
This paper is a contribution to the debate in Germany and beyond in Europe on future directions for education. It builds on and extends earlier work by the authors, on democratic experimentalism (Moss, 2009; Fielding & Moss, forthcoming) and early childhood workforce professionalism (Urban, 2008, 2009, 2010; Dalli & Urban 2010). At a time when managerial, technical and market approaches are increasingly influential, it argues the case for an alternative: an education based on "democracy" and "experimentation" as fundamental values and practices.
2010
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74083/1/Democracy_and_experimentation...pdf
Moss, Peter and Urban, Mathias (2010) Democracy and Experimentation: two fundamental values for education. Bertelsmann Studies. UNSPECIFIED.
http://aei.pitt.edu/74083/
oai:aei.pitt.edu:74135
2019-10-18T17:49:58Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D6F74686572
State by State: Monitoring Early Childhood Education Systems 2013. Creating Transparency – Strengthening Governance
Bock-Famulla, Kathrin
Lange, Jens
education policy/vocational training
Early childhood education and care (ECEC) ranks high on the political agenda in Germany, with particular priority given to expanding opportunities for children under three. One question frames the current debate: Will it be possible to provide access to a daycare center or daycare services for every child over the age of one, as required by law starting August 1, 2013? Creating these new placement options poses financial issues as well as a
wide range of other challenges: Building child care centers and setting up the necessary administrative processes often takes much longer than anticipated, and the increased demand for qualified personnel looms as an additional barrier, though the situation differs across geographical regions. These urgent issues sometimes obscure the fact that ECEC services promote children's learning and development only when "done right." In
other words: The quality of early childhood education services still ranks too low on the political agenda. Though expectations are high, such services will fall short unless they meet quality standards. This is especially true for institutional settings where children under age 3 receive care.
2014
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74135/1/State_by_State_Monitoring_ECEC_2013.pdf
Bock-Famulla, Kathrin and Lange, Jens (2014) State by State: Monitoring Early Childhood Education Systems 2013. Creating Transparency – Strengthening Governance. UNSPECIFIED.
http://aei.pitt.edu/74135/
oai:aei.pitt.edu:74136
2020-02-16T20:04:22Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
7375626A656374733D44:44303032:44303032303136:44303032303136536F75746841736961
74797065733D6F74686572
Vocational Education and Training Reform in India: Business Needs in India and Lessons to be Learned from Germany. Working paper
Mehrotra, Santosh
Raman, Ravi
Kumra, Neha
Kalaiyarasan, .
Röß, Daniela
education policy/vocational training
South Asia
Germany
India is among the countries with the lowest proportion of trained youth in the world. Even worse, vocational education in secondary schools has received very limited funding since the mid-1980s;nit has remained non-aspirational, of poor quality and involves little industry collaboration. The Vocational Education and Training (VET) system in Germany, in contrast, shows a much higher proportion of youth participation, more intense involvement of the private sector and is anchored in the law.
2014
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/74136/1/Vocational_Education_and_Training_Reform_in_India.pdf
Mehrotra, Santosh and Raman, Ravi and Kumra, Neha and Kalaiyarasan, . and Röß, Daniela (2014) Vocational Education and Training Reform in India: Business Needs in India and Lessons to be Learned from Germany. Working paper. UNSPECIFIED.
http://aei.pitt.edu/74136/
oai:aei.pitt.edu:75449
2016-12-08T17:56:10Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D6F74686572
Information Guide: Education Policy
Cardiff EDC, .
education policy/vocational training
A guide to the European Union’s Education Policy, with hyperlinks to sources of
information within European Sources Online and on external websites
2013-07
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/75449/2/Education%2DPolicy.pdf
http://www.europeansources.info/showDoc?ID=1041985
Cardiff EDC, . (2013) Information Guide: Education Policy. UNSPECIFIED.
http://aei.pitt.edu/75449/
oai:aei.pitt.edu:75540
2016-06-13T18:38:05Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D6F74686572
Information Guide: The ERASMUS+ Programme
Cardiff EDC, .
education policy/vocational training
No abstract.
2015-06
Other
NonPeerReviewed
application/pdf
http://aei.pitt.edu/75540/1/ERASMUS_Programme.pdf
http://www.europeansources.info/showDoc?ID=1205493
Cardiff EDC, . (2015) Information Guide: The ERASMUS+ Programme. UNSPECIFIED.
http://aei.pitt.edu/75540/
oai:aei.pitt.edu:77773
2016-07-18T18:06:35Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
74797065733D706F6C6963797061706572
The need to re-engage Europe's youth. EPC Commentary, 18 July 2016
Marocchi, Tania
education policy/vocational training
In the immediate aftermath of the UK EU referendum, the breakdown of results sparked talks of a generational conflict, with young people – who voted overwhelmingly to remain - being blamed for having brought Brexit on themselves with their dismally low 36% turnout. New data compiled by the London School of Economics reduces the grounds for these accusations, suggesting a 64% turnout for 18-24 year olds. While this is certainly positive, the problem of youth disengagement lingers as the 64% turnout of those aged 18-24 has to be weighed against a 90% turnout of those aged 65+. This should not come as a surprise as Britain generally has the lowest youth turnout in Europe and the last referendum confirmed a trend that is not at all new, neither in Britain nor in other European countries.
2016-07
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/77773/1/pub_6852_needtoreengage.pdf
http://www.epc.eu/pub_details.php?cat_id=4&pub_id=6852
Marocchi, Tania (2016) The need to re-engage Europe's youth. EPC Commentary, 18 July 2016. [Policy Paper]
http://aei.pitt.edu/77773/
oai:aei.pitt.edu:79014
2018-03-07T21:31:14Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
74797065733D70726F63656564696E6773
The Bologna Process and the EHEA – A New European Normative Regime?
Friedman, Yoav
education policy/vocational training
Introduction: In the last 50 years the academic community has tried to conceptualize Europe's "Power" in order to understand its political nature. On the one hand, the EU has been perceived as an economic giant, and on the other hand as a political dwarf whose political power does not fit its economic abilities (Medrano, 1999: 155(.This paper uses Regime Theory as a heuristic base which enable a very comprehensive explanation for the creation, institutionalization, function and growth of international cooperation, through which the EU convey its global political and normative influence. The international regime functions in this matter as a mechanism which ties up the European regionalism process and the European Normative Power theory (NPE)(Manners, 2002).By pinpointing this mechanism the paper wishes to shed a light on the spot where regional becomes global, and Europe turns from a dwarf to a giant.
2015
Conference Proceedings
NonPeerReviewed
application/pdf
http://aei.pitt.edu/79014/1/Friedman.pdf
Friedman, Yoav (2015) The Bologna Process and the EHEA – A New European Normative Regime? [Conference Proceedings] (Submitted)
http://aei.pitt.edu/79014/
oai:aei.pitt.edu:79691
2018-03-06T21:02:03Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
74797065733D70726F63656564696E6773
Active and Experiential Learning in European Studies:
The Pressures and Demands of Today’s Educational Landscape
Van Dyke, Gretchen J.
education policy/vocational training
Introduction: European Studies educators on both sides of the Atlantic exercise the art of teaching in an era of ever increasing pressures. It is difficult enough trying to helping the European or American student—let alone the average American or European Union citizen—understand the theory and practice of European integration and the European Union. Yet today those of us in European Studies are asked to do more than simply help our students grow in their cognitive understanding of the European Union.
In the broader milieu of American and European higher education, educators have been urged to take up the cause of civic education, as part of clarion call to increase life-long civic engagement and to refocus on the very nature of one’s identity as a citizen. This challenge becomes that much more nuanced if one also considers the ever increasing demands placed on institutions of higher learning by official accrediting bodies, by governments that face pressures because of the rising cost of higher education, by governing elites, scholars, and scholarly organizations that press for more effective civic education, and especially by parents and students who today frequently view themselves as consumers in the exceedingly competitive higher education marketplace. As such pressures continue to escalate, higher education administrators and faculty in Europe and America alike have pursued new strategies and tactics to ensure a student-centered learning experience, in which varied learning styles become foundational in the development of learning goals and objectives, and, thus, positive learning outcomes for students. European Studies educators have not been immune from the pressure to move from passive to active learning, precisely because the former focused almost entirely on the efficiency of classroom instruction while the latter turns its attention to the effectiveness of methods of student learning. It is within this context that today’s European Studies educators must continue to pursue their craft.
2015
Conference Proceedings
NonPeerReviewed
application/msword
http://aei.pitt.edu/79691/1/Van_Dyke.docx
Van Dyke, Gretchen J. (2015) Active and Experiential Learning in European Studies: The Pressures and Demands of Today’s Educational Landscape. [Conference Proceedings] (Submitted)
http://aei.pitt.edu/79691/
oai:aei.pitt.edu:79714
2018-03-06T21:38:28Z
7374617475733D7375626D6974746564
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303038
74797065733D70726F63656564696E6773
Policies that Succeed and Programs that Fail? Ambiguity, Conflict, and Crisis in Greek Higher Education
Zahariadis, Nikolaos
Exadaktylos, Theofanis
education policy/vocational training
Greece
Why do some policies adopted by a wide margin fail to be implemented? Highlighting the role of policy entrepreneurial strategies within the Multiple Streams Approach (MSA), we examine the implementation of Greek higher education reform in 2011 to argue that when policies adversely affect the status quo, successful entrepreneurial strategies of issue-linkage and framing, side payments, and institutional rule manipulation are more likely to lead to implementation failure under conditions of crisis, centralized monopoly, and inconsistent political communication. The findings clarify MSA by specifying the conditions that increase the coupling strategies’ chances of success or failure and illuminate the role ambiguity and conflict play in policy reform and implementation.
2015
Conference Proceedings
NonPeerReviewed
application/pdf
http://aei.pitt.edu/79714/1/Zahariadis.Exadaktylos.pdf
Zahariadis, Nikolaos and Exadaktylos, Theofanis (2015) Policies that Succeed and Programs that Fail? Ambiguity, Conflict, and Crisis in Greek Higher Education. [Conference Proceedings] (Submitted)
http://aei.pitt.edu/79714/
oai:aei.pitt.edu:85976
2017-04-12T13:07:25Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303039
74797065733D706F6C6963797061706572
The Open Society and Its Enemies: An attack against CEU, academic freedom and the rule of law. CEPS Policy Insights No. 2017/14, April 2017
Bárd , Petra
education policy/vocational training
Hungary
On 4 April 2017, the Hungarian Parliament adopted amendments to the country’s Act CCIV of
2011 on National Higher Education, in an attempt to force the Central European University
(CEU) out of the country. The attack on CEU, based in Budapest and accredited by the Middle
States Commission on Higher Education, fits into a broader picture of violated academic
freedoms and an even broader one of a state in constitutional capture, in which fundamental
rights in general are in jeopardy. This paper explores the controversial law, explains its biased
nature targeting CEU only, provides possible reasons why the government wishes to shut down
Hungary’s most prestigious university, describes how political support for the crusade against
CEU was generated by the government, draws lessons to be learned and suggests desirable
European responses. The paper argues that the EU’s approach of ‘keeping problem children in
the family’ has proved to be dysfunctional in recent years. The argument that EU action to
sanction a member state – e.g. by triggering Article 7 TEU – might have the opposite effect or
be exploited by those wishing to arouse anti-EU sentiments is not convincing either. Brussels
has already been blamed for a plethora of ills, and stepping out of the EU will be on Hungary’s
agenda in any event once the country ceases to be a net beneficiary. The government is already
paving the way for this move by fostering pro-secession sentiments. The paper argues that
backsliding by a member state in the rule of law is a European matter and that European
institutions must react accordingly by employing diplomatic and legal sanctions against any
country undermining the EU’s foundational values. Instead of watching an autocratic regime
reinforce itself with EU money, they should make use of all available instruments, including the
power of the purse – which is seemingly the only convincing tool available for disciplining an
illiberal government of a net beneficiary country.
2017-04
Policy Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/85976/1/PBard_Hungary_and_CEU.pdf
https://www.ceps.eu/publications/open-society-and-its-enemies-attack-against-ceu-academic-freedom-and-rule-law
Bárd , Petra (2017) The Open Society and Its Enemies: An attack against CEU, academic freedom and the rule of law. CEPS Policy Insights No. 2017/14, April 2017. [Policy Paper]
http://aei.pitt.edu/85976/
oai:aei.pitt.edu:87627
2017-07-12T20:40:42Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303130
74797065733D776F726B696E677061706572
Trends in Educational Inequality in the Republic of Ireland: An Analysis of the 1994 Living in Ireland Survey. ESRI WP100. November 1998
Whelan, Christopher T.
Hannan, Damien F.
education policy/vocational training
Ireland
No abstract
1998
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87627/1/WP100.pdf
Whelan, Christopher T. and Hannan, Damien F. (1998) Trends in Educational Inequality in the Republic of Ireland: An Analysis of the 1994 Living in Ireland Survey. ESRI WP100. November 1998. [Working Paper]
http://aei.pitt.edu/87627/
oai:aei.pitt.edu:87629
2018-03-12T19:24:51Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303130
74797065733D776F726B696E677061706572
A Note on Estimating Unemployment by Education. ESRI WP103. February 1999
Kearney, Ide
education policy/vocational training
Ireland
No abstract
1999
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87629/1/WP103.pdf
Kearney, Ide (1999) A Note on Estimating Unemployment by Education. ESRI WP103. February 1999. [Working Paper]
http://aei.pitt.edu/87629/
oai:aei.pitt.edu:87644
2018-12-13T19:07:29Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138
74797065733D776F726B696E677061706572
A Comparative Analysis of Transitions from Education to Work in Europe. ESRI WP118a, August 1999
Hannan, D.F.
Smyth, E.
McCoy, S.
Raffe, D.
Biggart, A.
Brannen, K.
Rutjes, H.
Becker, K.
Willems, E.
Wolbers, M.
Mansuy, M.
Werquin, P.
Couppie, T.
Recotillet, I.
Muller, W.
Gangi, M.
Oliveira, L.
Cotrim, A.
Amor, T.
Duarte, T.
employment/labour market
education policy/vocational training
No Abstract
1999
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87644/1/WP118a.pdf
Hannan, D.F. and Smyth, E. and McCoy, S. and Raffe, D. and Biggart, A. and Brannen, K. and Rutjes, H. and Becker, K. and Willems, E. and Wolbers, M. and Mansuy, M. and Werquin, P. and Couppie, T. and Recotillet, I. and Muller, W. and Gangi, M. and Oliveira, L. and Cotrim, A. and Amor, T. and Duarte, T. (1999) A Comparative Analysis of Transitions from Education to Work in Europe. ESRI WP118a, August 1999. [Working Paper]
http://aei.pitt.edu/87644/
oai:aei.pitt.edu:87645
2019-03-05T14:11:11Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D44:44303031:44303031303138
74797065733D776F726B696E677061706572
A Comparative Analysis of Transitions from Education to Work in Europe. ESRI WP118b. August 1999
Hannan, D.F.
Smyth, E.
McCoy, S.
employment/labour market
education policy/vocational training
No Abstract
1999
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87645/1/WP118b.pdf
Hannan, D.F. and Smyth, E. and McCoy, S. (1999) A Comparative Analysis of Transitions from Education to Work in Europe. ESRI WP118b. August 1999. [Working Paper]
http://aei.pitt.edu/87645/
oai:aei.pitt.edu:87707
2018-03-12T19:15:28Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303130
74797065733D776F726B696E677061706572
“Man Enough To Do It”? Girls and Non-Traditional Subjects in Lower Secondary Education. ESRI WP198. May 2007
Smyth, Emer
Darmody, Merike
education policy/vocational training
Ireland
This article examines the processes influencing the choice of non-traditional subjects by girls in lower secondary education in the Republic of Ireland. In particular, we focus on the traditionally ‘male’ technological subjects, namely, Materials Technology (Wood), Metalwork and Technical Graphics. Analyses are based on detailed case-studies of twelve secondary schools, placing them in the context of national patterns of subject take-up. Strong gender differentiation persists in the take-up of these technological subjects. Commonalities are evident across schools in the way in which the subjects are constructed as ‘male’. However, some students, both female and male, actively contest these labels, and school policy and practice regarding subject provision and choice can make a difference to take-up patterns. It is argued that the persistent gendering of subjects has implications for the skills acquired by students, their engagement in education, and the education, training and career opportunities open to them on leaving school.
2007
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87707/1/WP198.pdf
Smyth, Emer and Darmody, Merike (2007) “Man Enough To Do It”? Girls and Non-Traditional Subjects in Lower Secondary Education. ESRI WP198. May 2007. [Working Paper]
http://aei.pitt.edu/87707/
oai:aei.pitt.edu:87716
2018-03-12T19:06:18Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303037
7375626A656374733D46:46303038
7375626A656374733D46:46303236
7375626A656374733D46:46303032
7375626A656374733D46:46303130
7375626A656374733D46:46303131
7375626A656374733D46:46303135
74797065733D776F726B696E677061706572
Distributional Effects of Public Education Transfers in Seven European Countries. ESRI WP207. September 2007
Callan, Tim
Smeeding, Tim
Tsakloglou, Panos
education policy/vocational training
Belgium
Germany
Greece
Ireland
Italy
Netherlands
U.K.
Empirical studies of inequality and poverty are usually based on disposable cash incomes, disregarding incomes in-kind (non-cash incomes). Since individuals also derive utility from the consumption of goods and services provided in-kind monetary income is not always a good indicator of an individual’s utility or “command over resources”. Thus, distributional analysis based on cash incomes may be seriously biased. Inclusion of non-cash incomes (arising from private sources or from public provision of services such as health, housing and education) may allow for better targeting and allocation of resources in fighting poverty and social exclusion. The present paper focuses on non-cash incomes arising from publicly provided education in seven European countries (Belgium, Germany, Greece, Italy, Ireland, the Netherlands and the UK), as part of a broader research project (AIM-AP Accurate Income Measurement for the Assessment of Policy) investigating the distributional implications of including elements of non-cash income in the measurement of wider resources.
2007
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87716/1/WP207.pdf
Callan, Tim and Smeeding, Tim and Tsakloglou, Panos (2007) Distributional Effects of Public Education Transfers in Seven European Countries. ESRI WP207. September 2007. [Working Paper]
http://aei.pitt.edu/87716/
oai:aei.pitt.edu:87720
2017-07-24T14:52:25Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303130
74797065733D776F726B696E677061706572
Acting Up or Opting Out? Truancy in Irish Secondary Schools. ESRI WP212. October 2007
Darmody, Merike
Smyth, Emer
McCoy, Selina
education policy/vocational training
Ireland
This paper explores the way in which truancy levels are structured by individual social class and the social mix of the school within the Republic of Ireland. Drawing on a national survey of young people, truancy levels are found to be higher among working-class and Traveller students. Truancy is more prevalent in predominantly working-class schools, mainly because young people see them as less supportive and more disorderly environments. The empirical analyses are situated within the context of the concepts of individual and institutional habitus as well as resistance theory. Our findings suggest the institutional habitus of the school is a strong factor in influencing truancy levels among young people. While truancy operates as a form of student resistance to the school system, it serves to reproduce social class inequalities since it is associated with more negative educational and labour market outcomes in the longer term.
2007
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87720/1/WP212.pdf
Darmody, Merike and Smyth, Emer and McCoy, Selina (2007) Acting Up or Opting Out? Truancy in Irish Secondary Schools. ESRI WP212. October 2007. [Working Paper]
http://aei.pitt.edu/87720/
oai:aei.pitt.edu:87727
2017-07-18T21:02:01Z
7374617475733D707562
7375626A656374733D44:44303031:44303031303439
7375626A656374733D46:46303130
74797065733D776F726B696E677061706572
Changing Returns to Education During a Boom? The Case of Ireland. ESRI WP227. February 2008
McGuinness, Seamus
McGinnity, Frances
O'Connell, Philip
education policy/vocational training
Ireland
Ireland’s “Celtic Tiger” years saw GDP per capita rise from 60% of the EU average to 120% of the average over the course of the 1990s, with a growth in employment of about 40% over the period 1994-2001. What were the consequences of the boom for returns to education and wage inequality? This paper uses data from the Living in Ireland Survey for 1994, 1997 and 2001 to examine wage inequality, the returns to education and the relative demand for labour for men and women.
2008
Working Paper
NonPeerReviewed
application/pdf
http://aei.pitt.edu/87727/1/WP227.pdf
McGuinness, Seamus and McGinnity, Frances and O'Connell, Philip (2008) Changing Returns to Education During a Boom? The Case of Ireland. ESRI WP227. February 2008. [Working Paper]
http://aei.pitt.edu/87727/metadataPrefix%3Doai_dc%26offset%3D87728%26set%3D7375626A656374733D44%253A44303031%253A44303031303439