Gone International mobile students and their outcomesLeonard B
This report analyzes data on UK-domiciled undergraduate students who graduated in 2012/13 to compare outcomes of students who spent time abroad ("mobile students") to those who did not ("non-mobile students"). The key findings are:
1) Mobile students had lower unemployment rates (5.4% vs 6.7%) and higher rates of working abroad (11% of employed graduates) compared to non-mobile students.
2) Mobile students earned more on average in 11/17 subject areas and earned more working in the UK. They earned more in 40/67 subjects with differences of over £3,000 in some areas.
3) A higher proportion of mobile students received First Class or
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
This document provides a comparative analysis of the education systems in Germany and Italy and how they relate to societal outcomes. The author finds that Germany's education system leads to better results. Key differences are that Germany has standardized testing, fewer specialized high school options, and a higher percentage of adults with a high school diploma. As a result, German students score higher on standardized tests, have lower youth unemployment, and higher GDP per capita compared to Italy. The analysis concludes that Germany's superior education system has allowed it to become a virtuous society after fascism, whereas Italy still has progress to make.
This document provides a summary of a study on gender differences in educational outcomes across Europe. Some key findings include:
- Girls generally outperform boys in reading, while boys have a small advantage in math and science in later school years. However, gender is only one factor influencing achievement.
- Most countries are concerned about gender inequality but policy frameworks vary widely in scope and focus. The most common goal is challenging gender stereotypes.
- While many policies have been implemented, such as addressing stereotypes in curriculum and materials, broader strategies are often lacking. Few countries explicitly aim for equal outcomes or have fully implemented gender mainstreaming.
- Further efforts are needed to understand and address the multiple factors influencing achievement beyond
Countries that offer free university tuition for international studentsThe Free School
Countries that offer free university tuition for international students. Meet the School's star student David Bazia:
www.thefreeschool.education/scholars-page.html
Presentation for Erasmusplus project LTSDU on PISA 2012 results in Italysisifo68
Presentation on Italian educational system according to the PISA results 2012 and 2015. The reasons for the failures and the strongpoints of our system.
This document summarizes a research proposal that aims to study the main causes of failure in English language courses from the student perspective at the University of Quintana Roo. The researcher, Maria Alejandra Aké Antonio, plans to distribute surveys to students in their 4th semester from all majors, excluding those in English subjects. Previous related studies on motivation and teaching strategies are reviewed. The literature suggests motivation, assessment, learning styles, and attention to individual differences impact student performance. The proposal seeks to help teachers understand failure and improve outcomes.
Gone International mobile students and their outcomesLeonard B
This report analyzes data on UK-domiciled undergraduate students who graduated in 2012/13 to compare outcomes of students who spent time abroad ("mobile students") to those who did not ("non-mobile students"). The key findings are:
1) Mobile students had lower unemployment rates (5.4% vs 6.7%) and higher rates of working abroad (11% of employed graduates) compared to non-mobile students.
2) Mobile students earned more on average in 11/17 subject areas and earned more working in the UK. They earned more in 40/67 subjects with differences of over £3,000 in some areas.
3) A higher proportion of mobile students received First Class or
This document discusses the benefits of mobility programs for vocational education and training (VET) students in Europe. It notes that spending time abroad encourages foreign language learning, personal development, and confidence. However, current rates of VET student mobility across Europe are low, below the 2020 target of 6% of students having international experience. The main challenges for VET students in mobility programs are learning foreign languages and developing intercultural skills to adapt to new cultural environments and workplaces abroad. Developing these skills is important for students' future careers and Europe's economy in an increasingly globalized and multiculturally diverse business world.
This document provides a comparative analysis of the education systems in Germany and Italy and how they relate to societal outcomes. The author finds that Germany's education system leads to better results. Key differences are that Germany has standardized testing, fewer specialized high school options, and a higher percentage of adults with a high school diploma. As a result, German students score higher on standardized tests, have lower youth unemployment, and higher GDP per capita compared to Italy. The analysis concludes that Germany's superior education system has allowed it to become a virtuous society after fascism, whereas Italy still has progress to make.
This document provides a summary of a study on gender differences in educational outcomes across Europe. Some key findings include:
- Girls generally outperform boys in reading, while boys have a small advantage in math and science in later school years. However, gender is only one factor influencing achievement.
- Most countries are concerned about gender inequality but policy frameworks vary widely in scope and focus. The most common goal is challenging gender stereotypes.
- While many policies have been implemented, such as addressing stereotypes in curriculum and materials, broader strategies are often lacking. Few countries explicitly aim for equal outcomes or have fully implemented gender mainstreaming.
- Further efforts are needed to understand and address the multiple factors influencing achievement beyond
Countries that offer free university tuition for international studentsThe Free School
Countries that offer free university tuition for international students. Meet the School's star student David Bazia:
www.thefreeschool.education/scholars-page.html
Presentation for Erasmusplus project LTSDU on PISA 2012 results in Italysisifo68
Presentation on Italian educational system according to the PISA results 2012 and 2015. The reasons for the failures and the strongpoints of our system.
This document summarizes a research proposal that aims to study the main causes of failure in English language courses from the student perspective at the University of Quintana Roo. The researcher, Maria Alejandra Aké Antonio, plans to distribute surveys to students in their 4th semester from all majors, excluding those in English subjects. Previous related studies on motivation and teaching strategies are reviewed. The literature suggests motivation, assessment, learning styles, and attention to individual differences impact student performance. The proposal seeks to help teachers understand failure and improve outcomes.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
A Comparative Analysis of English as Foreign Language Education Programmes inventionjournals
: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
2016_02 The evolution of immigration and asylum policy in Luxembourg - insigh...Bénédicte Souy-Cour
1) The IMPALA project aims to provide comparable measures of immigration policies across countries and over time through detailed coding of laws and regulations. It identifies different "entry tracks" which correspond to specific ways of entering a country within the main categories of economic migration, family reunification, student migration, humanitarian migration, and others.
2) Luxembourg has traditionally received immigrants from other European countries but is now highly diverse. It relies heavily on immigrants, who make up 45.9% of its population and 71% of its workforce.
3) Luxembourg's immigration policy evolved over time, starting in the 1970s with separate tracks for EU and non-EU economic migrants. Reforms in 2008 increased tracks to 15 to
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
- The document summarizes research on students' perceptions of a linguistic and cultural exchange project between schools in Spain and Turkey.
- It analyzes students' motivation and intercultural knowledge in foreign languages before and after the exchange, using questionnaires.
- The results found that students see the importance of English for communicating globally and their careers, but lack confidence in their abilities. They felt exposure to native English speakers through exchanges were very helpful for improving.
The document summarizes a study that compares perceptions of foreign language skills between tourism students in the UK and continental Europe. It finds that most continental European programs require foreign language study, unlike the UK where it is often optional. Students in continental Europe saw foreign languages as more important for employment and were more likely to use language skills outside class. Both UK and continental students saw English as the most useful career-wise, but non-UK students placed greater value on learning additional languages. The study implies UK students may be disadvantaged in the global tourism sector due to less foreign language commitment and training.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
The document discusses the current and future status of English as a global lingua franca. It argues that while other languages like Spanish, Chinese, and Arabic are growing in importance, English is still dominant internationally in areas like business, the internet, higher education, and pop culture. The concept of a "functional native" English speaker is introduced to describe high-level non-native users. While English may take on a more multilingual character, it is unlikely other languages will replace it as the main language of global communication in the next 40-50 years.
This document summarizes the findings of a survey conducted by Ipsos on behalf of Europ Assistance regarding Europeans' holiday plans and concerns for 2013. Some key findings include:
1) Intentions to take a summer holiday have dropped to their lowest level in years due to the ongoing economic crisis, with over half of Europeans now planning to forego their summer holiday.
2) Motivations for destination choice remain similar, with climate and budget being top factors, and most continuing to favor beach destinations in Europe.
3) The internet has become an essential tool for holiday planning and booking, with over half of Europeans now using it to make travel arrangements. Social media is also growing in popularity for trip inspiration
This document provides an overview of the VISCED project which aims to identify and understand virtual schools across the world with a focus on Europe. The project has produced over 100 country reports, identified around 450 virtual schools globally including 59 in Europe, developed a typology of virtual schools, and plans to conduct 10 case studies. Future work will include consolidating country reports, expanding the list of exemplars, conducting piloting in 5 institutions, developing success factors analysis, and contributing to EU policies around regulating virtual schools.
PEST analysis examines the political, economic, social, and technological factors affecting an educational academy in the UK. The analysis found that political factors like emigration rates and curriculum changes, economic factors like inflation and exchange rates, social factors like cultural diversity and public policies, and technological advancements all impact the academy's operations and strategies. The educational academy has adapted successfully to these various factors through strategic planning, innovative teaching methods, and community engagement to thrive in its environment.
This document provides a summary of key trends and issues for further development of vocational education and training (VET) systems in seven Eastern European countries - Armenia, Azerbaijan, Belarus, Georgia, Moldova, Russia, and Ukraine. It finds that while these countries have made progress developing their VET policies and systems since 2010, they still face common challenges including modest funding for VET, governance issues, and ensuring VET programs meet labor market needs. The countries also experience problems with overeducation among university graduates and simultaneous skills shortages, due to educational streaming and limited attractive postsecondary VET options. Moving forward, the report recommends the countries focus on strengthening governance, business involvement, training quality and relevance, and entrepreneurial learning through
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
This case study sets out early experimental analysis of linked Higher Education Statistics Agency (HESA) and Home Office Exit Checks data, with the aim of understanding what linking HESA and Home Office Exit Checks data can tell us about departure patterns and length of stay of non-EU students at the local authority level. The findings from this case study provide important insights that will be key to the successful development of a population and migration statistics system based on administrative data sources.
The document summarizes key information about English to Speakers of Other Languages (ESOL) programs in Boston. It finds that while over 3,400 students are enrolled in ESOL courses funded by the Massachusetts Department of Education, over 4,000 additional individuals are on waiting lists due to limited capacity. The majority of ESOL students in Boston are female immigrants ages 25-44 seeking to improve their English skills for work and family purposes. Overall ESOL enrollment far exceeds the proportion of women and mid-range aged adults in Boston's immigrant population. The document concludes that more comprehensive data is needed due to the fragmented network of state-funded and independent ESOL programs in Massachusetts.
The document analyzes the effects of Spain's 1990 LOGSE educational reform on dropout rates and track choice. It finds:
1) The LOGSE likely increased male dropout rates by eliminating the lower-level vocational track (FP-I) at age 14-16, forcing less academically inclined students to remain in academic secondary school.
2) In contrast, the LOGSE decreased female dropout rates by mixing academically strong and weak students, likely reducing negative peer effects.
3) The LOGSE significantly lowered the probability that students would choose the vocational track after compulsory education due to the removal of the FP-I track.
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
A Comparative Analysis of English as Foreign Language Education Programmes inventionjournals
: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
This document summarizes a study analyzing academic attainment of pupils across different regions in the UK, with a focus on London. It finds that once factors like family income, ethnicity, language, and gender are controlled for, pupils in London perform significantly better than expected compared to other UK regions. This London advantage emerges over time, from Key Stage 1 to GCSE exams, suggesting it is due to school factors rather than family background. The document outlines the data sources used and methodology of the study.
British council english_as_a_medium_of_instructionPepe Kazeres
This document summarizes the findings of a study that investigated the growing global phenomenon of English medium instruction (EMI) in 55 countries. The study was conducted by researchers at Oxford University between October 2013 and March 2014. It found that EMI is rapidly expanding in most countries and generally has official government backing, though some exceptions exist. Public opinion on EMI is described as "equivocal" or "controversial" rather than outright opposition. Concerns relate to potential social divisions from limited access and threats to first language/identity. Many countries lack infrastructure for quality EMI like qualified teachers and guidelines. The report calls for further research on key questions around EMI implementation, forms, language use, teacher education, effects on
2016_02 The evolution of immigration and asylum policy in Luxembourg - insigh...Bénédicte Souy-Cour
1) The IMPALA project aims to provide comparable measures of immigration policies across countries and over time through detailed coding of laws and regulations. It identifies different "entry tracks" which correspond to specific ways of entering a country within the main categories of economic migration, family reunification, student migration, humanitarian migration, and others.
2) Luxembourg has traditionally received immigrants from other European countries but is now highly diverse. It relies heavily on immigrants, who make up 45.9% of its population and 71% of its workforce.
3) Luxembourg's immigration policy evolved over time, starting in the 1970s with separate tracks for EU and non-EU economic migrants. Reforms in 2008 increased tracks to 15 to
This document summarizes key points from a presentation given by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD, about international comparisons of education systems. The summary includes:
1) Globalization and the knowledge economy have increased the importance of education for individuals and nations. International assessments like PISA show large variations in student performance and equity across countries.
2) High-performing education systems, like Finland's, achieve both high quality and equity through ambitious standards, quality teaching, and school autonomy balanced with accountability.
3) Policy levers that can improve education systems according to international evidence include focusing on student learning outcomes over inputs, quality teacher professional development, and intervention strategies tailored to school
- The document summarizes research on students' perceptions of a linguistic and cultural exchange project between schools in Spain and Turkey.
- It analyzes students' motivation and intercultural knowledge in foreign languages before and after the exchange, using questionnaires.
- The results found that students see the importance of English for communicating globally and their careers, but lack confidence in their abilities. They felt exposure to native English speakers through exchanges were very helpful for improving.
The document summarizes a study that compares perceptions of foreign language skills between tourism students in the UK and continental Europe. It finds that most continental European programs require foreign language study, unlike the UK where it is often optional. Students in continental Europe saw foreign languages as more important for employment and were more likely to use language skills outside class. Both UK and continental students saw English as the most useful career-wise, but non-UK students placed greater value on learning additional languages. The study implies UK students may be disadvantaged in the global tourism sector due to less foreign language commitment and training.
Social Market Foundation Report: Staying the CourseHobsons
New research from the Social Market Foundation (SMF) has found that no significant progress is being made on improving retention rates in higher education in England – but that institutions which are making a success of their ‘student experience,’ with more satisfied students, are likely to have higher rates of course completion.
The document discusses the current and future status of English as a global lingua franca. It argues that while other languages like Spanish, Chinese, and Arabic are growing in importance, English is still dominant internationally in areas like business, the internet, higher education, and pop culture. The concept of a "functional native" English speaker is introduced to describe high-level non-native users. While English may take on a more multilingual character, it is unlikely other languages will replace it as the main language of global communication in the next 40-50 years.
This document summarizes the findings of a survey conducted by Ipsos on behalf of Europ Assistance regarding Europeans' holiday plans and concerns for 2013. Some key findings include:
1) Intentions to take a summer holiday have dropped to their lowest level in years due to the ongoing economic crisis, with over half of Europeans now planning to forego their summer holiday.
2) Motivations for destination choice remain similar, with climate and budget being top factors, and most continuing to favor beach destinations in Europe.
3) The internet has become an essential tool for holiday planning and booking, with over half of Europeans now using it to make travel arrangements. Social media is also growing in popularity for trip inspiration
This document provides an overview of the VISCED project which aims to identify and understand virtual schools across the world with a focus on Europe. The project has produced over 100 country reports, identified around 450 virtual schools globally including 59 in Europe, developed a typology of virtual schools, and plans to conduct 10 case studies. Future work will include consolidating country reports, expanding the list of exemplars, conducting piloting in 5 institutions, developing success factors analysis, and contributing to EU policies around regulating virtual schools.
PEST analysis examines the political, economic, social, and technological factors affecting an educational academy in the UK. The analysis found that political factors like emigration rates and curriculum changes, economic factors like inflation and exchange rates, social factors like cultural diversity and public policies, and technological advancements all impact the academy's operations and strategies. The educational academy has adapted successfully to these various factors through strategic planning, innovative teaching methods, and community engagement to thrive in its environment.
This document provides a summary of key trends and issues for further development of vocational education and training (VET) systems in seven Eastern European countries - Armenia, Azerbaijan, Belarus, Georgia, Moldova, Russia, and Ukraine. It finds that while these countries have made progress developing their VET policies and systems since 2010, they still face common challenges including modest funding for VET, governance issues, and ensuring VET programs meet labor market needs. The countries also experience problems with overeducation among university graduates and simultaneous skills shortages, due to educational streaming and limited attractive postsecondary VET options. Moving forward, the report recommends the countries focus on strengthening governance, business involvement, training quality and relevance, and entrepreneurial learning through
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
This case study sets out early experimental analysis of linked Higher Education Statistics Agency (HESA) and Home Office Exit Checks data, with the aim of understanding what linking HESA and Home Office Exit Checks data can tell us about departure patterns and length of stay of non-EU students at the local authority level. The findings from this case study provide important insights that will be key to the successful development of a population and migration statistics system based on administrative data sources.
The document summarizes key information about English to Speakers of Other Languages (ESOL) programs in Boston. It finds that while over 3,400 students are enrolled in ESOL courses funded by the Massachusetts Department of Education, over 4,000 additional individuals are on waiting lists due to limited capacity. The majority of ESOL students in Boston are female immigrants ages 25-44 seeking to improve their English skills for work and family purposes. Overall ESOL enrollment far exceeds the proportion of women and mid-range aged adults in Boston's immigrant population. The document concludes that more comprehensive data is needed due to the fragmented network of state-funded and independent ESOL programs in Massachusetts.
The document analyzes the effects of Spain's 1990 LOGSE educational reform on dropout rates and track choice. It finds:
1) The LOGSE likely increased male dropout rates by eliminating the lower-level vocational track (FP-I) at age 14-16, forcing less academically inclined students to remain in academic secondary school.
2) In contrast, the LOGSE decreased female dropout rates by mixing academically strong and weak students, likely reducing negative peer effects.
3) The LOGSE significantly lowered the probability that students would choose the vocational track after compulsory education due to the removal of the FP-I track.
Similar to University Student’s mobility under the ERASMUS program in European Union, 2008-2014. (20)
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data LakeWalaa Eldin Moustafa
Dynamic policy enforcement is becoming an increasingly important topic in today’s world where data privacy and compliance is a top priority for companies, individuals, and regulators alike. In these slides, we discuss how LinkedIn implements a powerful dynamic policy enforcement engine, called ViewShift, and integrates it within its data lake. We show the query engine architecture and how catalog implementations can automatically route table resolutions to compliance-enforcing SQL views. Such views have a set of very interesting properties: (1) They are auto-generated from declarative data annotations. (2) They respect user-level consent and preferences (3) They are context-aware, encoding a different set of transformations for different use cases (4) They are portable; while the SQL logic is only implemented in one SQL dialect, it is accessible in all engines.
#SQL #Views #Privacy #Compliance #DataLake
"Financial Odyssey: Navigating Past Performance Through Diverse Analytical Lens"sameer shah
Embark on a captivating financial journey with 'Financial Odyssey,' our hackathon project. Delve deep into the past performance of two companies as we employ an array of financial statement analysis techniques. From ratio analysis to trend analysis, uncover insights crucial for informed decision-making in the dynamic world of finance."
Analysis insight about a Flyball dog competition team's performanceroli9797
Insight of my analysis about a Flyball dog competition team's last year performance. Find more: https://github.com/rolandnagy-ds/flyball_race_analysis/tree/main
End-to-end pipeline agility - Berlin Buzzwords 2024Lars Albertsson
We describe how we achieve high change agility in data engineering by eliminating the fear of breaking downstream data pipelines through end-to-end pipeline testing, and by using schema metaprogramming to safely eliminate boilerplate involved in changes that affect whole pipelines.
A quick poll on agility in changing pipelines from end to end indicated a huge span in capabilities. For the question "How long time does it take for all downstream pipelines to be adapted to an upstream change," the median response was 6 months, but some respondents could do it in less than a day. When quantitative data engineering differences between the best and worst are measured, the span is often 100x-1000x, sometimes even more.
A long time ago, we suffered at Spotify from fear of changing pipelines due to not knowing what the impact might be downstream. We made plans for a technical solution to test pipelines end-to-end to mitigate that fear, but the effort failed for cultural reasons. We eventually solved this challenge, but in a different context. In this presentation we will describe how we test full pipelines effectively by manipulating workflow orchestration, which enables us to make changes in pipelines without fear of breaking downstream.
Making schema changes that affect many jobs also involves a lot of toil and boilerplate. Using schema-on-read mitigates some of it, but has drawbacks since it makes it more difficult to detect errors early. We will describe how we have rejected this tradeoff by applying schema metaprogramming, eliminating boilerplate but keeping the protection of static typing, thereby further improving agility to quickly modify data pipelines without fear.
Predictably Improve Your B2B Tech Company's Performance by Leveraging DataKiwi Creative
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
The Ipsos - AI - Monitor 2024 Report.pdfSocial Samosa
According to Ipsos AI Monitor's 2024 report, 65% Indians said that products and services using AI have profoundly changed their daily life in the past 3-5 years.
Learn SQL from basic queries to Advance queriesmanishkhaire30
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
Build applications with generative AI on Google CloudMárton Kodok
We will explore Vertex AI - Model Garden powered experiences, we are going to learn more about the integration of these generative AI APIs. We are going to see in action what the Gemini family of generative models are for developers to build and deploy AI-driven applications. Vertex AI includes a suite of foundation models, these are referred to as the PaLM and Gemini family of generative ai models, and they come in different versions. We are going to cover how to use via API to: - execute prompts in text and chat - cover multimodal use cases with image prompts. - finetune and distill to improve knowledge domains - run function calls with foundation models to optimize them for specific tasks. At the end of the session, developers will understand how to innovate with generative AI and develop apps using the generative ai industry trends.
University Student’s mobility under the ERASMUS program in European Union, 2008-2014.
1. University Student’s mobility under the ERASMUS program in
European Union, 2008-2014.
Candidate number: 171846
Introduction _______________________________________________________________2
Part 1_____________________________________________________________________3
Part 2_____________________________________________________________________5
Conclusion_________________________________________________________________7
Appendix__________________________________________________________________8
Code ____________________________________________________________________10
2. Introduction
The ERASMUS program (European Community Action Scheme for the Mobility of
University Students) is a student exchange program among the universities which are located
in EU member states. It operates since 1987 and its primary aim is to promote the
collaboration as well as to lessen the cultural differences by experiencing the life abroad.
Even though that there are other programs similar to ERASMUS that operate in EU, such as
ERASMUS+, we will focus our analysis to university students regardless their level of
studies.
Our analysis consists of two parts. In the first place, we are going to aggregate the
various entries to find insights about the student’s mobility characteristics. For that purpose,
we are using the data files on EU Open Data Portal (data.europa.eu), which vary from the
second semester of 2008 until the first semester of 2014. In these files, we can find entries of
students who chose to participate on the program the above period and also, more specific
characteristics about them, such as their age, their level of studies etc. The second part
focuses on the countries and tries to investigate the possible effect on mobility by the
countries’ specific characteristics. In combination with our aggregate data from the first part,
we use data files, which were retrieved from the website of Eurostat
(ec.europa.eu/eurostat/data/database).
3. Part 1
Countries.
Between the periods of our interest, approximately 2 million students decided to
participate in ERASMUS program. The top five countries that attracted the students' interest
are Spain, France, Germany, United Kingdom and Italy. These countries were chosen by the
55.5% of all the students who chose to study abroad. The latter means that 1 out of 2 students
preferred a country among the top five destinations, where Spain reaches the first position.
On the other side, the students which chose to leave their country1
have almost the
same preferences in regard with the host countries. However, instead of Italy, in the fifth
place is Poland and Italy follows closely on sixth. In addition, we observed the same pattern
in preferences, meaning that the 59.5% of the total number of students who left their
countries belongs to the top five countries.
4. Gender, age and study level.
According to our data, the females prefer to participate more in the exchange program
than the men. That is to say, the percentage of the total participants who are women varies
around 60% each year2
. In addition, the most students chose to participate when they were at
the age of 21; number which changes only for the period 2008-2009 (23 years old).
Moreover, the majority of participants studied at the first cycle of their studies when they
chose to participate in the program.
Subject area and taught language.
The educational background of the majority of the participants belongs to the study
areas of business and administration, humanities and foreign languages. Notably, the latter
gathers a vast number of students and are significant larger than the other categories. As a
result, we can conclude that a large fraction of the overall students chose to participate aiming
to a better understanding of a foreign language; as a supplement to their studies. This
conclusion is particular interesting as we can see that the students chose the program as a
mean to learn a language better and thus, a new culture. The latter, also, is one of the main
reasons that the ERASMUS program has been established among the European states.
Furthermore, we can see, unsurprisingly that the main language which dominates
among the taught courses is English. In addition, the native languages from the top preferable
countries complete the top taught languages by the university courses. However, the picture
gets interesting when we look throughout the years. The percentage of English language
accounts for 45,4% in 2008 and reaches 58% by the end of the first semester of 2014. In
particular, the latter result quite contradicts our above observations. Firstly, the majority of
ongoing university studies belong to foreign language area, a fraction that becomes bigger as
the years pass. At the same time, however, the percentage of courses being taught in English
also rises, in a great degree. Secondly, we can see that the top non-English countries have a
steady slightly increasing number of students throughout the years. Although, we can find
their native languages on the top list, the percentage of English taught courses remains large.
Given these points, one can conclude that the success of ERASMUS program (attracting a
great number of students every year), gave an incentive to the universities in non-English
countries to add English taught courses.
5. Part 2
In this part, we will try to examine the reasons under the participants' preferences
regarding the countries which they chose to travel and study. Henceforth, we will compare
the total number of receiving students for each country with three different facts of the
country; its criminal rates, its governments' expenditure in tertiary education and its……….
Criminality
Our data set contains the number of total suspected people who were arrested in one
of the European states, regardless their nationality. While we aggregate the data, we can see
that the biggest number of total suspected people belongs to Germany (Graph 3 in Appendix).
Meanwhile, France and Italy also, belong to the first five positions. As it is known, the
criminal rates are considered to be a negative factor for the country's popularity towards the
visitors. Together with our findings from the first part, it seems strange to see three of the
most popular countries for students, also having high criminality. In addition, when we plot
the average number of students against the average number of criminals, we observed a
slightly positive relationship
Despite the latter surprising result, we plot the average number of students against the
average number of criminals (see Figure 1 in Appendix). Given the scatter plot, we cannot
establish any relationship between the variables. Moreover, when we see the rates of
criminality per hundred thousand inhabitants, we see slightly different picture. Except
Finland, the rates are almost the same among the most popular destinations for the students.
As well as, the correlation of incoming students and number of criminals for these countries
is very low (lower than 0.5). Under these two conclusions, we can state that the students were
not concerned about the criminal rates when they were choosing for an ERASMUS
destination. In other words, the criminality of a country did not affect the students' choice to
study there.
Public expenditure in tertiary education
For this section, our data represent each country's public expenditure in tertiary
education as a percentage of its gross domestic product (GDP). To begin with, we observe
that the Scandinavian countries spend the biggest percentage in education. At the same time,
6. these countries have least or the same popularity with countries which spend less or much
less. Overall, looking the scatter plot (Figure 2 ), we are unable to establish any correlation
with the percentage of GDP spent in education and the popularity as a ERASMUS
destination.
Furthermore, we can look closely into the first five popular destinations. Firstly, we
can exclude the years 2008 and 2014 as we have data for only one semester. Secondly, we
can observe a decline in expenditure on the year 2012 for all countries expect England.
Markedly, it reflects the economic depression that the governments' decisions against it. The
main result from the scatter plots and the linear regressions (see Figure 3,4,5,6,7 in
Appendix) is that of a positive relationship. To be more specific, we can establish that the
public expenditure in education can positively affect the number of ERASMUS students in a
country. However, the relationship is slightly positive and we can some occasions that there
is not a positive relationship.
7. Conclusion
In a final analysis, we saw that the students' mobility has being characterized by some specific
patterns throughout the time frame of 2008-2014. For instance, the participants' preferences vary very
little between the years regarding both the home and the host countries. Notably, there are five
countries that dominate in numbers in both categories and hold more than the 50% of the total number
of participants. These countries are Spain, France, Germany, England and Italy (or Poland).
Moreover, we observed that the majority of participants studied towards a degree concerning foreign
languages. Hence, we can say that the program is a tool for those students to better their studies. In the
same time, we saw that the percentage of English taught courses increased rapidly from 2008.
Additionally, we tried to explain if criminality or public expenditure in tertiary education is a
factor that affects the participants to choose a country as their study destination. In general, we would
have expected that the first will have a negative effect, while the latter a positive. However, we found
strong evidences that the criminality is not a factor that the students are taking into consideration
when they choose their destination. On the other hand, we found a slightly positive relationship
between the number of incoming students and the percentage of public expenditure in education.
Nonetheless, high expenditure in education does not mean large number of students as we saw in the
case of Scandinavian countries.
As can be seen, our analysis concerns a small time frame where is difficult to draw strong
conclusions about the ERASMUS mobility. Likewise, a further more analytical analysis for the
students' mobility needs to take place in order to justify our findings in that paper.
12. #rename to COUNTRY
names(home08)
names(home08)[names(home08)=="COUNTRYOFHOMEINSTITUTION"]<-"COUNTRY"
names(home08)[names(home08)=="n"]<-"LEAVING.FROM"
#dif no of obs
anti_join(host08,home08,by="COUNTRY")
home08<- home08 %>%
add_row(COUNTRY="FR",LEAVING.FROM=0) %>%
add_row(COUNTRY="TR",LEAVING.FROM=0) %>%
add_row(COUNTRY="CH",LEAVING.FROM=0)
anti_join(home8,host08,by="COUNTRY")
#TOTAL 2008 s2
#ADD YEAR COLUMN + row for HR
#PLOT TO SEE HOW IT LOOKS
#ggplot(to08,aes(x=YEAR,y=LEAVING.FROM,label=COUNTRY),group=COUNTRY) + geom_text()
total08<-inner_join(host08,home08,by="COUNTRY")
dt08<-as.Date("2008-08-01")
library(zoo)
18. add_row(COUNTRY="EE",LEAVING.FROM=0)
host10<- host10%>%
add_row(COUNTRY="HR",GOING.TO=0)
# s o s
#We see that the HR country only send students and not receiving
#home10$COUNTRY[!(home10$COUNTRY %in% host10$COUNTRY)]
#TOTAL 2010
#ADD YEAR COLUMN
#MERGE
TOTAL10A<-inner_join(home10,host10,by="COUNTRY")
dt10a<-as.Date("2010-02-01")
total10a<- TOTAL10A %>%
add_column(DATE=dt10a,.before = "COUNTRY")
Date2period <- function(dt10a, period = 6, sep = " S") {
ym<- as.yearmon(dt10a)
paste(as.integer(ym), (cycle(ym) - 1) %/% period + 1, sep = sep)
}
total10a$DATE <- Date2period(total10a$DATE)
str(total10a)
#2009 the same as before
36. #part2
TOTAL12<- inner_join(TOTAL12A,TOTAL12B, by="COUNTRY")
TOTAL12<- TOTAL12 %>%
group_by(COUNTRY) %>%
transmute(LEAVING.FROM=LEAVING.FROM.x+LEAVING.FROM.y,
GOING.TO=GOING.TO.x+GOING.TO.y)
#clean
rm(data13,data12,stdata1213,home12,home13,host12,host13)
#2013-2014
library(readxl)
stdata1314<-read_excel("M:/pc/Desktop/Student_Mobility_2013-14.xlsx")
#changing the date character into date format
stdata1314$StartDate<-dmy_hms(stdata1314$StartDate,tz=Sys.timezone())
glimpse(stdata1314)
names(stdata1314)
sum(is.na(stdata1314$StartDate))
sum(stdata1314$ReceivingCountry=="BEFR")
53. #continue to the next file: education
#07-11
eduexp07_11 <- read_csv("m:/pc/desktop/eduexp07-11.csv")
eduexp0711<- eduexp07_11%>%
select(-c(`Flag and Footnotes`,UNIT))%>%
filter(INDIC_ED=="Total public expenditure on education as % of GDP, at tertiary level of education
(ISCED 5-6)") %>%
filter(TIME !="2007")
eduexp0711$GEO[eduexp0711$GEO=="Germany (until 1990 former territory of the FRG)"]<-
"Germany"
rm(eduexp07_11)
eduexp0711$Value[eduexp0711$Value==":"]<-NA
eduexp0711<-eduexp0711%>%
select(-c(INDIC_ED)) %>%
filter(!is.na(Value))
glimpse(eduexp0711)
#changing to numeric
class(eduexp0711$Value)
eduexp0711$Value<-gsub(",","",eduexp0711$Value)
eduexp0711$Value<-as.numeric(eduexp0711$Value)
eduexp0711$Value<-(eduexp0711$Value)/100
class(eduexp0711$Value)
54. eduexp0711$Value<-as.numeric(eduexp0711$Value)
#12-14
educ_uoe_fine06_1_Data <- read_csv("M:/pc/Desktop/educ_uoe_fine06_1_Data.csv",
col_types = cols(TIME = col_character()))
eduexp1214<- educ_uoe_fine06_1_Data%>%
select(-c(`Flag and Footnotes`,UNIT,ISCED11)) %>%
filter(GEO !="European Union - 28 countries")
eduexp1214$GEO[eduexp1214$GEO=="Germany (until 1990 former territory of the FRG)"]<-
"Germany"
eduexp1214$Value[eduexp1214$Value==":"]<-NA
rm(educ_uoe_fine06_1_Data)
eduexp1214<-eduexp1214%>%
filter(!is.na(Value))
eduexp1214$Value<-as.numeric(eduexp1214$Value)
class(eduexp1214$Value)
glimpse(eduexp1214)
eduexp1214$TIME<-as.numeric(eduexp1214$TIME)
class(eduexp1214$TIME)
#merge
56. avg_exp.st$avgpublic.exp<-as.numeric(avg_exp.st$avgpublic.exp)
#plot
ggplot(avg_exp.st,aes(x=avgpublic.exp,y=avg.students,label=COUNTRY)) +geom_text()
+labs(title="Figure 2", x="Average percentage of public expenditure",y="Average number of
receiving students") + theme_classic()
#see time plot for the top 3, if betters or not
spain_exp<-st_exp%>%
filter(COUNTRY=="Spain")
ggplot(spain_exp,aes(x=public.exp,y=GOING.TO)) +geom_point()+ geom_smooth(method="lm",
se=FALSE) +labs(title="Figure 3: Spain 2008-2014", x="Percentage of public expenditure",y="Average
number of receiving students") + theme_classic()
#germany
de_exp<-st_exp%>%
filter(COUNTRY=="Germany")
ggplot(de_exp,aes(x=public.exp,y=GOING.TO)) +geom_point()+ geom_smooth(method="lm",
se=FALSE)+labs(title="Figure 5: Germany 2008-2014", x="Percentage of public
expenditure",y="Average number of receiving students") + theme_classic()
#france
fr_exp<-st_exp%>%
filter(COUNTRY=="France")
ggplot(fr_exp,aes(x=public.exp,y=GOING.TO)) +geom_point()+ geom_smooth(method="lm",
se=FALSE)+labs(title="Figure 4: France 2008-2014", x="Percentage of public
expenditure",y="Average number of receiving students") + theme_classic()
#italy