briefing papers for policy makers

Recommendations

Info

4. Promote the role of “pioneering clients” among public institutions to facilitate access to financial assistance and consulting services to SMEs. The full title of the project is: Small Business Training and Competitiveness: building case studies in different European cultural contexts. 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) Key Publications Barrull, X., Training in SMEs, EDAMBA summer school (Chateau de Bonas, France), July 2000. Bonet, E., Considerations on the Learner as a Non-Naïve Scientist: Understanding Rhetoric in the Learning Process within Organisations, First Conference on HRD Research and Practice across Europe, Kingston University, (UK), 15 January 2000. Bonet, E., Corporate Learning and Rhetoric of Inquiry, European Doctoral School on Knowledge and Management seminar, Escuela Superior de Dirección y Administració de Empresas, (Barcelona, Spain) 23-25 September 1999. Bonet, E., Corporate Learning and Rhetoric of Inquiry (updated), Fédération Nationale de Gestion d’Entreprise (FNGE), organised at University Aix-en-Provence (Aix-en-Provence, France), September 1999. Folguera & Trullen, Some Preliminary Results of the Project, Small Business Training and Competitiveness: Building Case Studies in Different European Cultural Contexts, First Conference on HRD Research and Practice across Europe, Kingston University, UK, 15 January 2000. Folguera & Trullen, Different perspectives on Organisational Learning: Complementary or Exclusive? CD, July 1999. Ravasi, D., Analysing Knowledge Practices in Organisations, First Conference on HRD Research and Practice across Europe, Kingston University, (UK), 15 January 2000. Sandner, Hefner & Seiwald, Organisational Learning: A Contingency Perspective, Department of General Management and Management Control, Vienna University of Economics and Business Administration (Vienna, Austria), 1999. Sandner, Hefner & Seiwald, Selected Scenarios in Organisational Learning. Six Case Studies of Small and Medium-Sized Austrian Enterprises, WUV (Wien), May 2001. Sauquet, A., Reviewing Assumptions on Organisational Learning, European Doctoral Programmes Association in Management and Business Administration, (Chateau de Bonas, France) 24-29 July 1999. Sauquet, A., Corporate Learning: Theories and Methods, EUDOKMA seminar ESADE (Barcelona, Spain), June 2000. Sauquet, A., Small Business Training and Competitiveness, project update presentation, EUDOKMA seminar ESADE (Barcelona, Spain), September 2000. Seiwald & Hefner, Organisational Learning: A contingency Perspective, European Doctoral Programmes Association in Management and Business Administration, (Chateau de Bonas, France), 24-29 July 1999. Austrian research team, How knowledge can travel within Organistions? The problem of Knowledge Diffusion between Organisational Subunits, Second Conference on HRD Across Europe University of Twente (Enschede, The Netherlands), 26 - 27 January 2001. Italian research team, Organisational Learning in Technology Development Processes: A Comparative Case Study, EGOS Conference (Helsinki, Finland), September 2000. Spanish research team, Description of Two Learning Patterns Identified in Six Small and Medium Sized Enterprises in Catalonia, Second Conference on HRD Across Europe University of Twente (Enschede, The Netherlands), 26 - 27 January 2001. 86
Briefing Paper 27 Research Institutions: Groningen Institute for Educational Research, NL Institute of Education University of London, UK University of Bath, UK University of Athens, GR Institute for Educational Research, NL Service de Pedagogie Experimentale, IT Centro Europeo Dell'Educazione, IT Instituto de Inovacao Educacional, PT Centro de Investigaci, n y Documentaci, n Educativa, ES Centre for Applied Educational Research, NL Contact address: Prof. Bert Creemers Rijksuniversiteit Groningen Institute for Educational Research, Gion Westernhaven 15 Groningen 9718 AW The Netherlands Tel: +31-50-363.66.35 Fax: +31-50-363.66.70 b.p.m.creemers@ppsw.rug.nl This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 A Comprehensive Framework for Effective School Improvement Context of the Research Effective school improvement is high on the agenda of most countries’ educational policies. However, theory and research associated with this have tended to come from the paradigms of “school effectiveness” and “school improvement” which have grown apart over the years in terms of their methodology and focus. School effectiveness is strongly focusing on student outcomes and the characteristics of schools and classrooms that are associated with these outcomes without automatically looking at the processes that are needed to bring changes. School improvement is mainly concerned about changing the quality of teachers and schools without automatically looking at the consequences for student outcomes. In short, school effectiveness is trying to find out what is to be changed in schools in order to become more effective while school improvement is trying to find out how schools can change in order to improve. This project has aimed to create stronger links between these two ways of thinking by the creation of a “comprehensive framework” for effective school improvement that helps to explain why improvement efforts succeed or fail and which factors promote or hinder effective school improvement. The project conducted an extensive analysis of about 30 school improvement projects in eight countries (The Netherlands, Finland, United Kingdom, Belgium-French Community, Greece, Italy, Spain, and Portugal). Key Conclusions The key outcome was the Effective School Improvement (ESI) framework based on the theoretical and practical analysis of school improvement projects. The school is put at the centre of this framework that can be used by: • Practitioners - for designing, planning and implementation of school improvement. • Researchers - for further research in the field of effective school improvement. • Policy makers - as it helps to clarifies which factors must be taken into consideration in the planning of improvement processes in schools. However they must be aware that the framework can never be used as a recipe for effective school improvement or as a ready-made toolbox for the implementation of improvement in schools. Helped by this framework the following conclusions were reached: 1. Schools and school improvements must always be considered within the educational context of a country. 2. Even if an improving school is free to decide about their improvement outcomes they will always have to be in line with the wider educational country context which exert influence through: - • Pressure to improve • Resources for improvement • Educational goals 87
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 13 and 14:
Briefing Paper 1 Research Instituti
Page 15 and 16:
Page 17 and 18:
4. Other incentives to improve mobi
Page 19 and 20:
4. However, the push to make work e
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Key Publications Gornitzka, “Gove
Page 29 and 30:
7. Despite strong resistance from e
Page 31 and 32:
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
Page 61 and 62: National Policy Recommendations 1.
Page 65 and 66: Key Recommendations The following r
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: 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
Page 113 and 114: establishing links between the scie
Page 115 and 116: Sassi, Ogborn, Pintó, Quale, Vienn
Page 117 and 118: 7. Virtual learning environments ma
Page 121 and 122: The Final Report and results of thi
Page 123 and 124: 8. Apprenticeships also have invest
Page 127 and 128: • The import behaviour (nature an
Page 133 and 134: University of Barcelona 3. Further
Page 135 and 136: Educational research supported by D
Page 139 and 140: mentoring to help the less confiden
Page 141 and 142:
5. It appears to be advisable to fu
Page 143 and 144:
Briefing Paper 46 Research Institut
Page 145 and 146:
Key Recommendations Political and l
Page 147 and 148:
Further information The final repor
Page 149 and 150:
8. Learning in a “learning compan
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
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
Page 165 and 166:
4. As some legislation describes at
Page 167 and 168:
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 175 and 176:
Page 177 and 178:
Forthcoming Publications: Arriaga,
Page 179 and 180:
Page 181 and 182:
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 195 and 196:
Page 197 and 198:
8. Compensation programmes/schemes
Page 199 and 200:
5. Combating segregation at school
Page 201 and 202:
Page 203 and 204:
questionnaire approaches to increas
Page 205 and 206:
learning partnerships, 178 learning
Page 208 and 209:
Price (excluding VAT) in Luxembourg
show all

briefing papers for policy makers

Create successful ePaper yourself

Delete template?

Save as template?