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Lipponen, Hakkarainen & Rahikainen, Patterns of participation and written discourse on Computer Supported Collaborative Learning: findings from longitudinal study on elementary level. Lipponen, L., Challenges for computer supported collaborative learning in elementary and secondary level: Finnish perspective, in C. Hoadley (ed..), Proceedings of Computer Supported Collaborative Learning '99 (pp. 368-375). Erlbaum, (Mahwah, NJ), 1999. Lutgens & De Jong, Op weg naar een coaching-model: De rol van de docent in een samenwerkend-leren process, in R. Poell (ed.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999 (pp. 288-289). Katholieke Universiteit Nijmegen, Sectie Onderwijs en Educatie, (Nijmegen), 1999. Lutgens, De Jong, Van der Meijden, Simons & Sligte, Computer-supported collaborative learning in Dutch Schools. Proceedings of the 8 th European biennial meeting for research on learning and instruction, (Göteborg, Sweden), 1999. Rahikainen, Järvelä & Hakkarainen, Motivational Processes in CSILE-based Learning. Proceedings of the International Conference for Learning Sciences, Mahwah, Lawrence Erlbaum Associates, (Michigan, USA), 14-17 June 2000. Strijbosch & De Jong, De invloed van voorkennis op de participatie en interactie in een computerondersteunde omgeving, in R. Poel (ed.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999 (pp. 284-285). Katholieke Universiteit Nijmegen, Sectie Onderwijs en Educatie, (Nijmegen), May 1999. Talamo & Sligte, Collaborative Building for Sharing Knowledge: the CL-project, in Villems, A. (ed.), Proceedings 13th European Schools Project Conference. University of Tartu, (Tartu), 1999. Veldhuis-Diermanse. & De Jong, Hoe leert een student binnen en CSCL-omgeving, in R. Poell (ed.), Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999 (pp. 281-283). Katholieke Universiteit Nijmegen, Sectie Onderwijs en Educatie, (Nijmegen), 1999. Veldhuis-Diermanse & De Jong, Knowledge building processes in a CSCL-environment – the student at the centre, Proceedings of the 8 th European biennial meeting for research on learning and instruction, (Göteborg, Sweden), 1999. Verschaffel, Lowyck, De Corte, Dhert & Vandeput, Samen leren stellen en oplossen van wiskundige toepassingsproblemen met behulp van ‘Knowledge Forum’. Een ‘design experiment’ in de bovenbouw van de basisschool (Learning to pose and solve mathematical word problems collaboratively with the aid of ‘Knowledge Forum’. A ‘design experiment’ in the upper grades of the primary school), in R. Poell (ed.), Samenwerkend leren. Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de ORD 1999 (pp. 287-288), Sectie Onderwijs en Educatie, Katholieke Universiteit Nijmegen, (Nijmegen), 1999. Verschaffel L., De computer als paard van Troje? Rijke wiskundige problemen leren stellen en oplossen in een computerondersteunde collaboratieve leeromgeving. (The computer as the horse of Troje? Posing and solving rich context problems in a computer-supported collaborative learning environment), in Vlaams-Nederlands Samenwerkingsprogramma 'Van informatie naar kennis': Drie jaar participatieve stages (pp. 31-40), Ministerie van de Vlaamse Gemeenschap, Afdeling Beleidsvoorbereiding Basisscholen, (Brussel), 2000. Verschaffel, De Corte, Lowyck, Dhert & Vandeput, Computerondersteund samenwerkend leren: Vraagstukken leren opstellen en oplossen met behulp van ‘Knowledge Forum’ in de hoogste klassen van de basisschool. (Computer-supported collaborative learning: Posing and solving mathematical word problems with the aid of ‘Knowledge Forum’ in the upper grades of the primary school), Impuls, 30, 148-160, 2000. Verschaffel, De Corte, Lowyck, Dhert & Vandeput, Supporting mathematical problem solving and posing in Flemish upper elementary school children by means of Knowledge Forum, Final report (TSER project nr. 2019: Computer-supported Collaborative Learning Networks in Primary and Secondary Education). Centre for Instructional Psychology and Technology, University of Leuven, (Leuven), 2000. 102
Briefing Paper 32 Research Institutions: Université des Sciences Sociales de Toulouse, FR London School of Economics and Political Science, UK Zentrum für Sozialforschung Halle, DE Centro di Ricerche Economiche e Sociali, IT Universitat Autònoma de Barcelona, ES Center for Research On Innovation and Society, USA European Centre for the Development of Vocational Training, GR Contact address: Prof. Catherine Béduwé Université des Sciences Sociales LIRHE & CNRS Place Anatole France, Bat.J Toulouse 31042 France Tel: +33-561-633.876 Fax: +33-561-633.860 Email: beduwe@univ-tlse1.fr This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Educational Expansion and the Labour Market Context of the Research This project examined the effects of greater education opportunities and higher education levels on the labour market. The aim was to analyse the long-term consequences of the rise in levels of education on access to employment and on human resources management. Taking a comparative approach, four major questions were addressed: • What are the processes and factors of influence leading to educational expansion? • How have generations with increasing levels of qualification spread throughout the employment system, and with what returns? • What has been the influence on company organisation and management of human resources and what links have been established between skills supply and demand? • What are the implications for national systems linking education with employment, and to what extent are countries converging or diverging? The analyses provide a well-founded basis to understand and shape the links between education and employment, and thus between the supply of and demand for skills on the labour markets. Key Conclusions The following key conclusions are based on collaborative research conducted by British, French, German, Italian and Spanish teams, with comparative reference to the United States. 1. Education Expansion: • Relies on the equality of opportunity. • Has a low sensitivity to economic cycles. • Seems to have recently stabilised in most countries studied. • Has mainly been driven by families and the State, although employers have had an indirect influence on vocational education expansion. • After 1935, each generation has become more highly educated than the previous one in all countries studied. • Was supported by development of explicit initial qualification levels. • Is a product of longer compulsory education and an increase in postcompulsory education. • Has led to a considerable fall in the amount of people with no qualifications. • Has shifted the emphasis towards higher education. • Has resulted in the catching up of countries where education was poorly developed. But structural differences still remain between countries despite a similar growth in development. • Has resulted in more development within systems where general and vocational education is under the single responsibility of one State compared to those that are not. 103
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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Page 65 and 66: Key Recommendations The following r
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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Briefing Paper 36 Contact address:
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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