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Briefing Paper 9 Research Institutions: Universiteit Twente, NL University of Salzburg, AT University of Gent, BE University of Liège, BE The Danish National Institute for Education Research, DK University of Jyväskylä, FI Ministry of National Education, FR Humboldt University of Berlin, DE University of Athens, GR St. Patrick's College, IE Centro Europeo Dell 'Educazione, IT University of Groningen, NL S.C.O.-Kohnstamm Institute for Educational Research, NL Center for Applied Educational Research (OCTO), NL Instituto de Inovacao Educacional, PT Instituto Nacional de Calidad y Evaluación, ES Skolverket, SE University of London, UK National Foundation for Educational Research, UK Contact address: Dr. Willem J. Pelgrum Universiteit Twente Centre for Applied Research on Education Enschede 7522 NB The Netherlands Tel: +31-53-89.35.93 Fax: +31-53-31.50.99 pelgrum@edte.utwente.nl This thematic network has been funded by DG-Research under the Targeted Socio-Economic Research (TSER) Programme of FP4 Assessment, Effectiveness and Innovation Context of the Research Research work on standardised and empirically based assessment of educational achievement in Europe has been limited compared to the USA. Yet, in most European countries educational assessment of student achievement is common practice. However, it is less than a decade ago that large-scale costly operations for getting benchmark data on educational progress could be justified. In recent years many policy makers have been looking for statistical facts as a basis for sound communication between educational partners and for educational policy-making. A “European Network for Education Research on Assessment Effectiveness and Innovation” (EU-AEI) was established in 1996 as a result of calls, like that of the European Roundtable of Industrialists, which in 1995 stated: “It has become a matter of urgency to set up a European Education Information and Monitoring System in order to record experience, evaluate results and improve the quality of education on a European level.” The EU-AEI network’s mission was: 1. To carry out international comparative research in education in the domain of achievement, assessment, effectiveness and innovation within Europe. 2. The collection and analysis of both outcome-oriented data at the level of individual students, and educational background conditions at the level of students, teachers, classroom arrangements, curricula, school management and organisation, and system parameters at the regional and national level (including specific educational policies). 3. To ask questions about the micro-, meso- and macro-level conditions that enhance educational performance and about the potential for educational change and innovation. Key Results The Network produced: 1. An Inventory of National Education Assessment Databases. 2. A conceptual framework with a basic categorisation for accessing the statistical overview, the assessment data sets and published results. 3. A web site containing 136 comparative statistics for the EU-countries, Japan and the USA, under the categories: • School characteristics (4). • Teacher characteristics (18). • Student characteristics (17). • Instructional processes (39). • Student attitudes (22). • Student achievement (36). These statistics are available for primary and lower secondary schools. 30
The full title of the project is: European Network for Educational Research on "Assessment Effectiveness and Innovation". The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) and on the project’s site: http://www.edte.utwente.nl/prj/euaei/index.htm 31
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
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Page 17 and 18: 4. Other incentives to improve mobi
Page 19 and 20: 4. However, the push to make work e
Page 27 and 28: Key Publications Gornitzka, “Gove
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Page 33: 10. There needs to be encouragement
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Page 43 and 44: • A greater understanding of the
Page 47 and 48: The Final Report and results of thi
Page 51 and 52: 9. Policy needs to provide opportun
Page 53 and 54: • The levels of teachers’ inter
Page 55 and 56: 4. Strengthening the educational re
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Page 71 and 72: 8. Lifelong Learning is still seen
Page 75 and 76: Key Recommendations Specific recomm
Page 77 and 78: Tikkanen, T., Teknologian muutos ty
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Briefing Paper 25 Research Institut
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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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Key Recommendations The following r
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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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Key Recommendations The following r
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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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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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