briefing papers for policy makers

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Index access to university, 27, 170 access, 27, 170 accountability, 24, 88, active citizens, 133, 171 active civic participation, 133, 171, 176 admissions policies, 11 adult students, 27, apprenticeship schemes, 193 assessment, 30 barriers to mobility, 12 barriers to participation, 27 biology, 17 candidate countries, 170 chemical industry, 144 chemistry, 17 child development, 48 child immigration, 55 choice biographies, 153 citizenship education, 133 citizenship, 176 civil society organisations, 135 competence audit regime, 165 competencies, 45, 69 continuing VET, 166 corporate learning, 86 cross-curricular competencies, 90 cultural diversity, 9 cultural minorities, 171 culturally responsive education, 9 decentralisation, 115, 160, 193 delinquency, 55 deregulation, 115, 193 disability, 134, 170 discrimination, 46, 122 distribution of earnings, 118 drop out rates, 56 early child care, 51 Early Childhood Programme, 48 early educational failure, 52, 53 early literacy, 35 education and employment, 61, 103, 105, 197 education and the labour market, 103, 121 education and social exclusion, 2 education expansion, 103, education governance, 1, 115, 160 educational innovations, 24 educational performance, 30 educational policy, 115, 160, 168 educational software, 99, educational technology, 99, education-to-work, transitions, 32, 195, 197, 153, 154 effective school improvement, 89 effectiveness, 30 employability, 61, 194, 158, 166, 169 employer recruitment, 53 employment, 80 epistemological objectives, 18 equal opportunities, 192, 156, 158 200 ethnic minorities, 149 ethnicity, 53, 134 European Community Labour Force Survey, 52 european dimension, 79 European Employment Strategy, 177 European integration, 168, 169, 170 European steel and metal sector, 177 europeanisation, 175 evaluation, universities, 19 exclusion from education, 24, 169 external evaluation, 19, 88, 161 Fourth Framework Programme, 1, 7 Fifth Framework Programme, 1, 5, 131 Sixth Framework Programme, 2 gender autonomy, 137 gender, 46, 53, 134, 136, 156, 170 globalisation, 168, 175 governance, 1, 176 graduate employment, 32 guidance and councelling, 37, 177 gypsy, 171 health, 55 high skilled workers, 41 higher education and the economy, relationship, 21 higher education, 1, 11, 21, 22, 112, 170, 175 higher education, economic role, 21 higher education, national policies, 21 housing, 55 human resource development, 74 ICT in education, 2, 25, 99, 185, 188 ICT in higher education, 25 illness, 57 immigration and the labour market, 121 immigration, 9, 55, 122, 149 inequalities, 53, 193 inequality and training, 118 inequality in earnings, 92 informal learning, 135, 153, 177 informal learning, recognition, 153, 165 informal training, 60 Inspectorate, 161 integration, 122 intercultural, 57 internal evaluation, 19 internationalisation, 175 IT in science, 109 job search training, 38 key competencies, 136 labour market oriented training, 39 labwork, 17 language policies, 149 language skills, 123 language, 149 learning at work, 69, 70, 97, 138 learning citizen, 191, 168 learning companies, 96, 144 learning economy, 191 learning in organisations, 80, 97 learning innovations, 24 learning objectives, 18 learning organisation, 64, 70, 72, 74, 144
learning partnerships, 178 learning patrimony, 24 learning society, 169 legal framework, 160 lifelong learning policies, 67, 178 lifelong learning, 66, 74, 194, 170, 177 lifelong learning, funding, 77 lifelong learning, universities, 66, 68 literacy teaching, 35 long-term unemployed, training, 37 low skilled workers, 41 low-skilled labour, 41, 45 marginalisation of immigrants, 122 marginalised groups, 35, 122 market mechanisms, 59, 88, 193 marketisation, 1, 193 migration policy, 123 migration, 121 minimum learning platform, 42 minority languages, 149 mortality rates, 55 multicultural society, 57 multilingualism, 150 newsletters, 5 non-traditional students, 27 objectives of education, 66 occupational identities, 80, 163 older workers, 69, 72 organisational learning, 63, 86, 144 pathways, 193 physics, 17 political mobilisation, 149 poverty, 55, 57 pre-school care, 48 project clusters, 5 psychological barriers to training, 38 public financial support, 92 qualifications, 104, 136 quality of instruction, 88 race, 46, racism, 171 recognition of qualifications, 12 return migration, 122 returns on education, 92 risk biographies, 153 risk of social exclusion, 55 roma, 171 school autonomy, 88 school effectiveness, 87 school improvement, 87 school improvement, external agents, 88 school improvement, financial resources, 88 school to work research, 59, 60 schooling and training, economic perspectives, 59 201 school-to school, transitions, 1, 52, 59, 193 science education, 17, 107 science teacher training, 107 science teachers, 107 science teaching, 107 scientific literacy, 107 segregation, 193 self-evaluation, 161 sexuality, 134 skill accreditation mechanisms, 81 skills and social exclusion, 82 skills and wages, 118 skills gaps, assessment, 81 skills, supply and demand, 104, 118 smartcards, 83 SME clusters, 64 SMEs, 63, 69, 72, 84, 194 SMEs, competitiveness, 84 social class, 53 social disadvantage, 24 social exclusion of women, 156 social exclusion, 2, 27, 55, 115, 122, 192, 193, 133 social inequality, 153 social integration, 149 socially excluded groups, 27, 82 socio-vocational inclusion, 165 soft skills and competencies, 81 student mobility, 11, 159 teacher education, 127 teacher training, 9, 127 teacher/parent relationships, 48 tele-guidance, 127 trade unions, 178 training programmes, 37 TSER, 7 unemployed youth, 45 university access policies, 27 university-industry, relationships, 25 virtual learning environments, 112 vocational education and training, 37, 79, 80, 144 vocational guidance, 153 vocational training systems, 52 wage inequality, 93, 122, 174 women’s employability, 156 women’s studies, 156 work-based training, 41, 70 working identities, 45 work-related identities, 163 work-related training, 62 work-to-work, transitions, 59 young adults, 45 youth policies, 153 youth training schemes, 197
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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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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Page 153 and 154: Briefing Paper 49 Research Institut
Page 159 and 160: Further Information The full title
Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
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Page 169 and 170: 2. There is a need to encourage fle
Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
Page 177 and 178: Forthcoming Publications: Arriaga,
Page 183 and 184: Further Information The project sta
Page 185 and 186: 3. Concerning inequalities it has b
Page 187 and 188: Summaries of research project clust
Page 189 and 190: Briefing Paper 36 Contact address:
Page 191 and 192: 7. Policy should encourage long-ter
Page 193 and 194: • Development of a culture of col
Page 197 and 198: 8. Compensation programmes/schemes
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