1) Nordic countries have consistently scored among the highest levels in international surveys of adult skills in areas like literacy, numeracy, and problem solving.
2) These countries also have high levels of participation in adult education throughout one's lifespan, helped by public policies that promote adult learning and target barriers to participation.
3) However, inequalities still exist and certain groups, like the least educated, continue to face challenges accessing adult education despite Nordic countries' efforts to promote equity. Overcoming dispositional barriers remains particularly difficult.
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Learning for collaboration, trust and intercultural understandingdvndamme
1. Education is positively correlated with measures of social capital like having social support networks and interpersonal trust. Higher levels of education are linked to higher reported levels of these measures.
2. More educated individuals also express higher levels of tolerance towards migrants. Studies found linear relationships between years of schooling and both interpersonal trust and tolerance.
3. Gaining higher levels of educational attainment, such as completing upper secondary education or obtaining a tertiary degree, is associated with incremental increases in interpersonal trust compared to lower levels of educational attainment. Education may foster skills that improve collaboration, trust and intercultural understanding.
The document discusses Finland's education system and lessons that could be learned. It provides an overview of key aspects of Finland's education including: basic education being compulsory and free from ages 7-16; upper secondary education where half choose vocational studies; teaching being a respected profession requiring a degree with only top applicants accepted; early childhood education emphasizing play; and a non-competitive system with local control and equality. The document suggests Finland's long-term consistent vision and culture of trust with no testing could provide lessons for other nations.
info efisiensi pendidikan yad, dan bgmn sinergi antara oecd country dan asia tenggara, perlu di sikapi dan di persiapkan dan di bandingkan antar negara, tapi perlu ke hati2an, krn negara oecd stagnan saat ini dlm bidang ekonomi...
Finland has slightly more teaching hours per year in lower secondary education than Spain and some of the lowest among OECD countries. In primary education, Finland has fewer hours of teaching than Spain. Teachers' salaries in lower secondary education in Spain, adjusted for purchasing power, are higher than in Finland, and maximum salaries in Spain are also higher than in Finland. Finland has more school days per year in primary education than Spain.
This document discusses the European SMB market and opportunities for unified communications vendors. It notes that SMBs are the backbone of the European economy, accounting for 99.8% of enterprises and employing 67% of the workforce. However, SMBs face constraints like implementing new technology and limited access to finance. This presents opportunities for UC vendors to help SMBs optimize resources and reduce costs with unified communications solutions. The document analyzes SMB market trends and concerns across various European countries. It also examines channels' expectations for sales opportunities in 2010, with contact centers and mobility solutions seen as top areas for growth.
Child Care Provision in Australia The Impact of Collapse of a Large Provider EduSkills OECD
The document summarizes the collapse of ABC Learning Centers, formerly Australia's largest provider of child care services. ABC Learning Centers operated over 1000 child care centers across Australia before entering administration in 2008. The Australian government provided $58 million in funding to keep impacted centers operating and support affected families and employees. Over 90% of the original ABC Learning Centers are still operating today under new ownership following the government's intervention and establishment of a not-for-profit child care provider called GoodStart. The collapse highlighted weaknesses in oversight of large for-profit child care providers and resulted in new regulations to better monitor providers and reduce risks of future failures.
The document provides an overview of using Elluminate for an online meeting. It instructs users to test their audio by using the audio setup wizard to check speakers and microphones. It recommends selecting the wide layout view for optimal display. Users are told to send a chat message if they encounter any problems.
The document is a Gapminder World Map from 2010 that shows life expectancy and GDP per person for countries around the world. It divides countries into three categories: low-income, middle-income, and high-income based on GDP. High-income countries tend to have the highest life expectancies over 75 years while low-income countries have life expectancies under 60 years. The size of each country represents its population size.
Learning for collaboration, trust and intercultural understandingdvndamme
1. Education is positively correlated with measures of social capital like having social support networks and interpersonal trust. Higher levels of education are linked to higher reported levels of these measures.
2. More educated individuals also express higher levels of tolerance towards migrants. Studies found linear relationships between years of schooling and both interpersonal trust and tolerance.
3. Gaining higher levels of educational attainment, such as completing upper secondary education or obtaining a tertiary degree, is associated with incremental increases in interpersonal trust compared to lower levels of educational attainment. Education may foster skills that improve collaboration, trust and intercultural understanding.
The document discusses Finland's education system and lessons that could be learned. It provides an overview of key aspects of Finland's education including: basic education being compulsory and free from ages 7-16; upper secondary education where half choose vocational studies; teaching being a respected profession requiring a degree with only top applicants accepted; early childhood education emphasizing play; and a non-competitive system with local control and equality. The document suggests Finland's long-term consistent vision and culture of trust with no testing could provide lessons for other nations.
info efisiensi pendidikan yad, dan bgmn sinergi antara oecd country dan asia tenggara, perlu di sikapi dan di persiapkan dan di bandingkan antar negara, tapi perlu ke hati2an, krn negara oecd stagnan saat ini dlm bidang ekonomi...
Finland has slightly more teaching hours per year in lower secondary education than Spain and some of the lowest among OECD countries. In primary education, Finland has fewer hours of teaching than Spain. Teachers' salaries in lower secondary education in Spain, adjusted for purchasing power, are higher than in Finland, and maximum salaries in Spain are also higher than in Finland. Finland has more school days per year in primary education than Spain.
This document discusses the European SMB market and opportunities for unified communications vendors. It notes that SMBs are the backbone of the European economy, accounting for 99.8% of enterprises and employing 67% of the workforce. However, SMBs face constraints like implementing new technology and limited access to finance. This presents opportunities for UC vendors to help SMBs optimize resources and reduce costs with unified communications solutions. The document analyzes SMB market trends and concerns across various European countries. It also examines channels' expectations for sales opportunities in 2010, with contact centers and mobility solutions seen as top areas for growth.
Debt Management, Country Categorizations and Government-Financial Market Relations: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
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This document is a chart from Gapminder showing child mortality rates per 1000 live births on the y-axis plotted against GDP per capita on the x-axis. It divides countries into three categories: low income, middle income, and high income. Low income countries have the highest child mortality rates above 5 deaths per 1000 live births. Middle income countries have lower rates between 1-5. High income countries like Singapore, Japan and European nations have the lowest rates under 1.
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This document summarizes trends in paid work after retirement in the EU27 based on a presentation given at an IFA conference in Prague. It finds that over 1 in 10 Europeans aged 65-69 currently does paid work, up from 8.9% in 2005 to 10.8% in 2011. The main drivers for this increase are financial need, interest in continuing to work, and available opportunities. Those most likely to work after retirement tend to be healthy, educated individuals living in urban areas, though participation is growing among other demographic groups as well. Most post-retirement work is part-time, temporary, or involves self-employment, often in agriculture, fishery or other sectors besides public administration.
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Decentralisation and school autonomy are creating a greater need for evaluation and assessment
To ensure that schools get the information and feedback they need to improve their work
To allow the government to monitor if national goals for quality and equity in education are achieved
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You don't have to be a UXD specialist to bring task-centric thinking into your development projects. The UXD Stack is a format for writing a brief that will get you and your team thinking from a user-centric perspective as you start your next project.
UX Kick Start: Start Your Project Off On the Right FootCredera
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2. It then summarizes the response of health systems which included cuts to health budgets in most countries, increases in cost-sharing and private funding, and prioritizing services for vulnerable groups. Some countries protected health budgets.
3. The conclusion is that short-term cost containment does not equal efficiency, and sustainability requires investments to improve performance through measures like healthcare reform, pharmaceutical policies, and evidence-based medicine.
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UX Kick Start - Start Your Mobile Project Off On The Right FootMark Kraemer
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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This document provides information about the Global Hunger Index (GHI) which is used to measure and map hunger worldwide. The GHI is based on three indicators: the proportion of undernourished people, the prevalence of underweight children under age 5, and the under-5 mortality rate. It aims to show the multidimensional causes and impacts of hunger. Countries with GHI scores above 10 have serious hunger levels, scores over 20 are alarming, and over 30 are extremely alarming. The GHI is calculated for developing and transition countries where measuring hunger is most relevant.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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OECD Education
Insights from Nordic results in
IALS and ALL
Presentation at Swedish and Norwegian Club in Paris,
Paris, October 22, 2012
2. 2
2 Nordic participation in IALS and ALL
• International Adult Literacy Survey (IALS)
Sweden (1994)
Denmark (1998)
Finland (1998)
Norway (1998)
• Adult Literacy and Lifeskills Survey (ALL)
Norway (2003)
• OECD Survey of Adult Skills (2012)
Denmark
Estonia
Finland
Norway
Sweden
3. 3
3 Key information processing skills directly
measured
• International Adult Literacy Survey (1994-1998)
Literacy (prose , document, quantitative as separate domains)
• Adult Literacy and Lifeskills Survey (2003-2007)
Literacy (prose , document as separate domains) , numeracy, problem solving
• OECD Survey of Adult Skills (2012)
Literacy (prose , document combined) , numeracy, problem solving in technology-rich
environments
• Cover only a narrow range of skill but are nevertheless key because their
mastery to at least a minimum level of functionality:
Influences the potential to develop and maintain other higher order and job specific skills
(basic building blocks)
Helps people to cope with text-based processing tasks which are relevant to a wide range of
jobs and are of increasing importance in a wide variety of contexts: civic, social, political
and personal life (widely applicable and transversal across contexts)
Serves as a clear policy focus because this can be seen as a human right, has pervasive
public benefits in the economic and social realm, and as general skills are subject to
market failure.
4. 4
4 Comparative distribution of key information
processing skills of adults (1994-1998)
Per cent Adults 16-65 in 1994-1998 Level 2 Level 1
100
Level 3 Level 4/5
80
60
40
20
0
20
20
40
40
60
60
80
80
100 28, 33, 37, 46% at Levels 1 & 2
100
Italy
Switzerland
Germany
Hungary
Sweden
Ireland
Canada
International
Netherlands
Chile
Denmark
Poland
Finland
New Zealand
Belgium (Flanders)
United Kingdom
Slovenia
United States
Portugal
Norway (Bokmal)
Czech Republic
Australia
Source: International Adult Literacy Survey,1994-1998
5. 5
5 Comparative distribution of key information
processing skills of adults (2003-2007)
Adults 16-65 in 2003-2007
Per cent
100
Level 2 Level 1
Level 3 Level 4/5
80
60
40
20
0
20
20
40
40
60
60
80
80
33% at Levels 1 & 2 – no change from 1998
1% percentage point shift from Level 1 to 2
100
100
Norway
Italy
Switzerland
Hungary
Bermuda
Canada
Netherlands
New Zealand
International
United States
Source: Adult Literacy and Lifeskills Survey, 2003-2007
6. 6
6 Comparative distribution of key information
processing skills of youths (1994-1998)
Per cent
Youths 16-25 in 1994-1998
100
Level 2 Level 1
80
Level 3 Level 4/5
60
40
20
0
20
20
40
40
60
60
80
80
100 16, 21, 22, 38% at Levels 1 & 2
100
Sweden
United States
Hungary
Switzerland
Germany
Italy
Czech Republic
Ireland
Netherlands
Denmark
International
Finland
Chile
Poland
New Zealand
Canada
Belgium (Flanders)
United Kingdom
Portugal
Slovenia
Norway (Bokmal)
Australia
Source: International Adult Literacy Survey,1994-1998
7. 7
7 Comparative distribution of key information
processing skills of youths (2003-2007)
Per cent Youths 16-25 in 2003-2007
Level 2 Level 1
100
Level 3 Level 4/5
80
60
40
20
0
20
20
40
40
60
60
80
80 23% at Levels 1 & 2 – 1% percentage point increase in 5 years
100
Small percentage point shift from Level 1 to 2
100
Norway
Switzerland
Hungary
Italy
Netherlands
International
New Zealand
Canada
Bermuda
United States
Source: Adult Literacy and Lifeskills Survey, 2003-2007
8. 8
8 Low performance at Level 1 and 2 linked to
economic disadvantage
Odds ratios showing the likelihood of adults with low levels of foundation skills (Levels 1 & 2)
in multiple skill domains experiencing poor outcomes compared to those with higher levels of skills
3.5
In lowest two quintiles
3.0 of personal income
2.5
Unemployed
2.0
1.5 Received social
assistance in last year
1.0
0.5 Did not receive
investment income in last
0.0 year
0 1 2 3 4
Number of information processing skills
(prose literacy, document literacy, numeracy, problem solving)
in which adults show low performance
Adjusted for education, parental education, age, gender and migration status
Source: Adult Literacy and Lifeskills Survey, 2003-2007
9. 9
9 Low performance at Level 1 and 2 linked to
social disadvantage
Odds ratios showing the likelihood of adults with low levels of foundation skills (Levels 1 & 2)
in multiple skill domains experiencing poor outcomes compared to those with higher levels of skills
2.5
2.0
Has fair to poor
health
1.5
Does not participate
1.0 in community groups
or organizations
0.5
0.0
0 1 2 3 4
Number of information processing skills
(prose literacy, document literacy, numeracy, problem solving)
in which adults show low performance
Adjusted for education, parental education, age, gender and migration status
Source: Adult Literacy and Lifeskills Survey, 2003-2007
10. 10
10 Nordic countries characterized by comparatively high
levels of key information processing skills
• Also characterized by high levels of participation in Adult Education
(AE)
• Substantial differences in level of participation in AE between countries
at comparable stages in the modernisation process and similar economies:
• Group1 (>50%): Denmark, Finland, Iceland, Norway and Sweden.
• Group2 (35-50%): Australia, Canada, New Zealand, the United Kingdom
and the United States. Luxembourg, the Netherlands and Switzerland.
• Group3 (20-35%): Austria, Belgium (Flanders), and Germany. Czech
Republic, and Slovenia. France, Italy and Spain.
• Group4 (<20%): Greece and Portugal. Hungary and Poland.
11. 11
11 And distinctly characterized by high
volumes of adult education over lifespan
Full time equivalent years of adult education
1.5
1.0
0.5
0.0
0.5
1.0
1.5
FI DE SE DK BE NO AT UK ES LV LT BG EE PT FR IT NL HR HU GR SI CZ SK PL RO
Formal education (job-related reasons)
Non-formal education (job-related reasons)
Formal education (non-job related reasons)
Non-formal education (non-job related reasons)
Source: EU Adult Education Survey, 2005-2008
12. 12
12 And not least, high levels of equity in access to adult
education
• Disadvantaged groups are similar among Nordic
countries and non-Nordic countries
those who are women, older, from low socio-economic
backgrounds, low-educated, low-skilled, in low-skill jobs,
unemployed, and/or immigrants are the least likely to
participate
• Distinctiveness of Nordic countries lies in the
attenuation of differences among otherwise
disadvantaged groups.
13. Nordic countries feature highest levels of access for
13
13
least educated
Full time equivalent years of adult education
2
At least some tertiary education
1.8
Upper secondary, post-secondary non-
1.6 tertiary education
Less than upper secondary education
1.4
1.2
1
0.8
0.6
0.4
0.2
0
DK SE FI NO AT NL DE BE HR EE LV ES PT UK LT FR HU PL IT SI SK GR CY CZ BG RO
Source: EU Adult Education Survey, 2005-2008
14. 14
14 A key question is why?
• Long shared history of supporting and fostering a rich
adult learning culture
• Various historical, social and cultural factors are
behind this, but Nordic countries also share a strong
record of public policy that aims to:
Promote adult learning
Foster favourable structural conditions
Target various barriers to participation
Ensure that disadvantaged groups have equal access
• Nordic “institutional” model of lifelong learning with
the state as a major player
focus on equity
correcting for market failures
15. Targeted adult education by skill level
15
15 Changes in per cent of adults aged 16 to 65 in adult education between
IALS 1994/1998 and ALL 2003, by literacy levels
Per cent
20
15
10
5
0
-5
-10
Switzerland Switzerland Norway Canada United States Switzerland
(German) (French) (Italian)
Level 4/5 Level 3 Level 2 Level 1
Source: Adult Literacy and Life Skills Survey, 2003; International Adult Literacy Survey, 1994-1998.
16. 16
16 Despite positive scenario in Nordic countries vis-a-vis
international peers:
The job is not finished
• Inequalities in the distribution still exist
• Barriers continue to persist among certain groups
despite targeted effort
17. 17Adults in Nordic & non-Nordic countries experience similar
17
barriers to AE and nearly to same extent
Per cent reporting different types of barriers to AE
60
50
40
30
20
10
0
NO FI IS SE DK PT UK ES DE NL AT
Job related barriers Family/household related barriers
Institutional barriers Dispositional barriers
Source: Eurobarometer, 2003.
18. 18
18 Nordics more likely to overcome barriers to AE even if
face barriers to same extent
Percent participating in AE despite perceived barriers
80
70
60
50
40
30
20
10
0
FI IS SE DK NO UK NL DE AT ES PT
Job related barriers Family/household related barriers
Institutional barriers Dispositional barriers
Source: Eurobarometer, 2003.
19. 19
19
Overcoming barriers to adult learning
• Nordic countries comparatively successful at overcoming
perceived family and job related barriers
• Policy matters to overcome barriers
• Family and job-related barriers linked to wider social and welfare
state policies focusing on structural relations between state-
family, state-work, work-family.
• Institutional barriers appear more persistent (~ 50 %
participated)
More directly related to education and skills policies
Many recent reforms relate to targeting of institutional barriers
• Dispositional barriers are perhaps the most challenging (~ 40 %
participated)
Can be related to both wider social policy and specific education/skills policies
Incentivising adults who otherwise are not inclined to participate (e.g., vouchers)
20. 20
20
Conclusions
• Targeted policy measures seem to help in reducing
structural constraints and hence boost participation
rates
Good for maintenance and development of adults skills
• Available data suggests that it is (individually based)
dispositional constraints that may be most challenging
for public policy to address and overcome