briefing papers for policy makers

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Educational Research Supported by DG-Research under the Fourth EU Framework Programme The Fourth EU Framework Programme (FP4, 1995-1998) was a landmark in European research policy. It was in FP4 that research in the social sciences was recognised for the first time as an area eligible for EU funding. Research in the social sciences was supported under the Targeted Socio-Economic Research Programme (TSER), one of the nineteen specific programmes comprising FP4. The TSER Programme funded a total of 162 research projects and thematic networks, 38 of them in the wider area of education and training. There were three different Calls for Proposals in the lifetime of the TSER Programme. The projects funded as a result of the Third Call started in late 1998 and were finalised in 2002. 7
Page 1 and 2: REPORT EUR 20791 European Union-sup
Page 3 and 4: 2003 EUROPEAN COMMISSION European U
Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
Page 14 and 15: 5. In Israel the long-range intenti
Page 16 and 17: 5. Differing policies at a national
Page 18 and 19: Briefing Paper 3 Research Instituti
Page 20 and 21: The Final Report and results of thi
Page 22 and 23: 6. This also results in labwork bei
Page 24 and 25: • Evaluation can be used by unive
Page 26 and 27: 4. Recently innovations in national
Page 30 and 31: Specific policy recommendations rel
Page 32 and 33: 6. Some students (e.g. in the UK) s
Page 36 and 37: Briefing Paper 10 Research Institut
Page 38 and 39: 16. The values of students and grad
Page 40 and 41: 6. Social, political and educationa
Page 42 and 43: • Job search training throughout
Page 44 and 45: Oosterlinck & Van de Poele, Trainin
Page 46 and 47: • Innovative incentives and suppo
Page 48 and 49: Murray A., Low-skilled Young People
Page 50 and 51: 6. Two big groups need extra focus
Page 54 and 55: • 5 hours are spent at school and
Page 58 and 59: Hannan, D.F. et al, The effects of
Page 60 and 61:
• Community Participation - immig
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L’immigrazione familiare e l’ev
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5. Vocational training is more effi
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Dolton & Vignoles, The incidence an
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• “Exogenous” - are outward l
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Briefing Paper 20 Research Institut
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At institutional level: 1. Lifelong
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• Work experience and personal ch
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e) Older workers must be encouraged
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Key Recommendations The following r
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A Model of Lifelong Learning Employ
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FORUM work aimed to identify and ex
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7. The relationship between skills
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4. Promote the role of “pioneerin
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3. Effective school improvement req
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23. It was confirmed that governmen
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Briefing Paper 30 Contact address:
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14. There is potential for further
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6. Teachers and students do like to
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Lipponen, Hakkarainen & Rahikainen,
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The effect of education expansion o
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Frey & Ghignoni, Istruzione, prospe
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3. In all the countries studied, th
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Key Publications A special issue on
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Teaching/Learning policy recommenda
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7. The professionalisation strategi
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5. Policies that differentially red
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5. The welfare dependence of migran
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Selective findings are: • The lat
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Brunello, Lucifora & Winter-Ebmer,
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Norwegian University of Science and
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130
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132
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7. Despite notable changes in the o
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5. Vocational education and trainin
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Ideological Factors 6. The dynamics
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Institutional There is a need to: 1
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Fischer, M., “Challenges and open
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5. Contrary to much media rhetoric
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8. The issue of language and how it
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4. To enhance better understanding
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• There is some evidence that you
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Initial Recommendations Employabili
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Further Information The project sta
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flexibility and mobility as an inst
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8. The best educational experiences
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4. Responsibility for developing li
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Key publications Demailly, L., “L
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184
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7. There are two main approaches fo
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6. There is need to address the lac
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Briefing Paper 41 Contact address:
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10. The emphasis of teachers and tr
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Overall recommendations 1. New pers
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10. There are no comprehensive and
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Index access to university, 27, 170
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European Commission EUR 20791 — E
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Europa - The European Union On-Line
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