The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children's and young…

The question of whether the potential short-term advantages of vocational qualifications are offset by disadvantages in later life is an important issue for policy debates. This paper analyses how the choice of vocational or general upper-secondary education affects future prospects of participation in non-formal education (NFE). It presents a…

This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational…

Telecollaborative research often focuses on intercultural objectives rather than language learning, and highlights limitations due to technical difficulties and poor task design. This study redresses the balance by focusing on language and learner interaction in an exchange involving the English as a Foreign Language (EFL) learners of 35 secondary…

This article examines cross-country variations in adult skills inequality and asks why skills in Anglophone countries are so unequal. Drawing on the Organization for Economic Cooperation and Development's recent Survey of Adult Skills and other surveys, it investigates the differences across countries and country groups in inequality in both…

Learning at the workplace is an important development in teacher education in secondary education. In this study we look at the school-linked models for teacher education that exist in England, France, Germany, the Netherlands and Sweden. The characteristics of these models and their possible consequences for the quality of teachers are…

The gross differences in scholastic achievement among public, private government-dependent, and private independent schools in 22 countries are analyzed with Programme for International Student Assessment 2000 data. In a multilevel approach, the authors estimate these sector effects, controlling for sociological characteristics of students and…

The Dutch Post-Primary Education Act, passed on February 14, 1963, and implemented on August 1, 1968, is now in full force. Since both the names and traditional structure of many secondary school programs have been changed, this schematic drawing with explanatory notes may be useful. (Editor)

The Commission for Renewal of the Middle School (ICM) in the Netherlands has been concentrating its efforts on introducing the middle school into the secondary school system. Described is a report published by the ICM in which the group discusses what it is proposing and problems that it is encountering. (RM)

Review of curriculum documents compared technology education in six countries in terms of rationale/content, national goals, importance of technology, and implementation goals. Systematic analysis using the dimensions of objectives, method, and content in relation to society, schools, and individuals found significant cross-national differences.…

Today in Europe, for many students, leaving secondary school does not correspond to the starting point of their working careers. Large proportions of them continue in education, experience a period of unemployment, or attend a training program. Many factors, individual and institutional, can account for differences in students' destinations. This…

Describes some of the theoretical approaches of political education that have been developed in Dutch high school-level citizenship education programs. Dutch political education has focused on conflict resolution, citizenship and moral approaches, critical approaches, Marxist ideas, sociological and/or political science approaches, and social…

Activities in the field of senior staff training for secondary school administrators in five European countries--Norway, Sweden, Denmark, The Netherlands, and France--are reviewed. Underlying problems and areas needing study are identified, and possibilities for international cooperation in professional development are noted. (Author/PP)

Highlights cross-national differences in school-to-work systems in Germany, the Netherlands, England, Wales, and the United States. Suggests that the root of many transition problems is the disconnections and tensions between the vocational education and training system and the labor market. (SK)