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L’immigrazione familiare e l’evoluzione interculturale, Centro Italiano Femminile: Cronache e Opinioni, (Rome), 1999. L’immigrazione familiare: indicatori di insediamento, Gli Stranieri, no. 2, vol VI, , pp. 261-268, May-August 1999. Minori stranieri in Italia: condizioni e prospettive, National convention, Immigrazione e Sviluppo: Quali strategie?, Cocis, (Milan), 8 April 2000. Polítiques d’educació intercultural en Itàlia, Curs Internacional Polítiques d’educació intercultural a Europa, Institut Català de la Mediterrània, (Barcelona), 20 April 1999. Politiche nazionali di accoglienza in Italia e in altri paesi del Mediterraneo, presented at the Seminar, Accogliere/accogliersi: esperienza a confronto in un’ottica formativa, Movimento di Cooperazione Educativa, (Orvieto), 30 June 1999. 58
Briefing Paper 18 Research Institutions: University of Paris I, FR University of Orleans, FR University of Las Palmas, ES University of Newcastle, UK University of Warwick, UK University of Maastricht, NL University of Bergen, NO Contact address: Prof. Catherine Sofer Université de Paris 1- Panthéon- Sorbonne Maison des Sciences Economiques TEAM 106-112 Bd de l'Hôpital Paris 75647 Paris cedex 13, France Tel: +33-1-44.07.82.56 Fax: +33-1-44.07.82.47 catherine.sofer@univ-paris1.fr This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Schooling, Training and Transitions: an economic perspective Context of the Research Improved schooling and training has long been considered as a way of improving the work force and strengthening the labour market. This project has brought together the work and experience of European economists who have contributed to the field of education and training. It has enabled comparative analysis and a deeper understanding of the mechanisms that have shaped schooling and training systems and labour market transitions, somewhat differently across countries. Four phases of transition were identified school-to-school, school-to-work, work-to-work and work-to-inactivity. Transitions describe the adjustments that occur as a result of economic growth, structural change and policy interventions. This project examined schooling, training, and transitions at various points of an individual’s life cycle. Key Conclusions These key conclusions, based on research from 57 working papers from various countries covered: • A comparative analysis of schooling systems. • The transition from school to work. • Training and labour market flexibilities. The economic comparative analysis of schooling systems concluded: 1. Generally, all schooling systems are subject to market forces i.e. as the school population increases more resources are put into the system. 2. When considering allocation of resources the following conclusions were reached: • The way in which resources are allocated within schools is as important as differences in resourcing levels across schools or school districts. • A low pupil-teacher ratio significantly increases the unit cost of education, as does early streaming and decentralisation. • Since a higher pupil-teacher ratio compensates for the increased cost of streaming, differentiated education systems allow more crowded classrooms in order to maintain the unit cost of education at the same level as that in non-differentiated systems. • Higher resources in the form of early streaming or a lower pupil-teacher ratio do raise the unit costs of education but also seem to increase the academic attainment of pupils. 3. There was some evidence to suggest that since ability can be detected earlier than talents, it is not optimal to make an intensive use of differentiation by cognitive ability too early at the lower secondary level. 4. There seems to be a trade-off between differentiation in schools and selection at university entry level. The use of selection at university is reduced essentially by the amount of differentiation at the upper secondary level, the quality of secondary education, and the typical duration of study in universities. 59
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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
Page 13 and 14: Briefing Paper 1 Research Instituti
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 and 34: 10. There needs to be encouragement
Page 35 and 36: The full title of the project is: E
Page 37 and 38: 2. Some employers and politicians a
Page 39 and 40: Briefing Paper 11 Research Institut
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
Page 57 and 58: Key Recommendations The project mad
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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
Page 79 and 80: • Moving from training-based deve
Page 87 and 88: This project is now being taken for
Page 89 and 90: 13. Some of the enterprises have ha
Page 93 and 94: Key Recommendations 1. Efforts shou
Page 95 and 96: 10. Although, it has been found tha
Page 97 and 98: 4. Separate analysis of the wage di
Page 99 and 100: Denny & Harmon, The impact of educa
Page 101 and 102: 10. In addition, important learning
Page 105 and 106: 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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Briefing Paper 35 Research Institut
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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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