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Dear subscribers,

We hope you are safe and sound following the ongoing situation. 

In this edition of the quarterly newsletter we share some exciting news on 3 new analytical reports, recognise the academic achievements of our members and share useful resources for those working on the social dimension of education and training.

New NESET deliverables

 

 

Mapping and analysis of student-centred learning and teaching practices: usable knowledge to support more inclusive, high-quality higher education

NESET Analytical Report No 2/2019
Prepared by Manja Klemenčič, Mantas Pupinis
and Greta Kirdulytė 
This report defines student-centred learning and teaching as an overarching approach to designing higher education processes, which is founded on the concept of student agency. Student-centred learning and teaching primarily concerns the capability of students to participate in, influence and take responsibility for their learning pathways and environments, in order to have a transformative learning experience and thus achieve the expected learning outcomes.

 


 

The governance of equity funding schemes for disadvantaged schools: lessons from national case studies

NESET Analytical Report No 3/2019
Prepared by Sukriti Verelst, Hanne Bakelants,
Lief Vandevoort and Ides Nicaise
This report examines to what extent the improved governance of equity funding (also called needs-based funding, educational priority funding or compensation funding) schemes could contribute to better results. It is based on case studies of equity funding in seven selected member states (or regions) of the EU: Flanders, the Netherlands, France, England, Ireland, Finland and Slovakia.

 

 

Effects of the use of digital technology on children's empathy and attention capacity

NESET Analytical Report No 4/2019
Prepared by Ramon Flecha, Cristina Pulido, Bea Villarejo, Sandra Racionero, Gisela Redondo and Elisabeth Torras
Technology has become a crucial means for learning and education, and its use is widespread in most educational settings. This has brought forward major changes in approaches to learning and the learning environment. However, besides the advancement, there is a raising concern about the effects of its use on children. To respond to this concern, this report explores the effects of the use of digital technology in relation to children’s empathy and attention at school.

Forthcoming deliverables

 

 

 
The future of language education in Europe: case studies of innovative practices
NESET Analytical Report No 1/2019
Prepared by Emmanuelle Le Pichon-Vorstman,
Hanna Siarova and Eszter Szonyi 
Inspired by the activities of NESET members, we have decided to launch a column and learn more about each and every one of them.

We happily launch the new segment with the help of
Dragana Avramov, PhD, the Scientific coordinator of NESET.


About me
The inspiration and motivation of any social scientist are powered by the positive energy of a network of people who share a vision of what can be good for society. My greatest achievements are leaderships of networks of persons who produce knowledge and use it wisely.

The main output achievement is always the newest one: “Evolution Science and Ethics in the Third Millennium”, published by Springer. After more than 30 years of research I am proud to call myself a forward-looking interdisciplinarist and ethicist.

 
My areas of expertise
In early stages of learning I focused on deepening knowledge in methodology of SSH research, and subsequently on topical areas: sociology (of knowledge), political sciences (cultural anthropology), demography (education and migration), and communication science (journalism). Education has been the cornerstone for scientific exploration of all of these SSH topical areas.

My recent contributions to NESET activities
As NESET’s scientific coordinator since 2018 I have been contributing to shaping the work programme by listening carefully to the EU policy pointers about expected, possible, and desirable future, and keeping up to date with state-of -the-art literature. I have the privilege of reviewing all NESET publications to ensure that we make best use of research evidence for informing and transforming education policies and practices.

 
I am currently interested in/conducting research on:
I am working on a manuscript “European Research Area and European Education Area: Emergence of Ambitious Research and Education Policy in the EU“, exploring globalization and education needs, and guiding post-docs.

I am looking for opportunities of collaboration with other NESET members with expertise in:
The future of Europe’s education.

More information 
www.avramov.org


In case you want to collaborate/contact directly with Dragana Avramov, please write us at info-neset@ppmi.lt

News from Network members

We are excited to present a new publication from our Network member Alina Botezat.

The author has recently published a research article 'The impact of parental labour migration on left‐behind children's educational and psychosocial outcomes: Evidence from Romania', together with Friedhelm Pfeiffer.

The paper examines the causal effects of parents' migration on the education, physical, and mental health of left‐behind children aged 11 to 15 years in Romania, a country where increasingly more children have parents working abroad. 

The research article finds evidence for a significant positive effect of parental migration on children's school performance (reflected in higher grades) and a higher probability of suffering from depression and having health problems more frequently. The study furthermore demonstrates that living in transnational families is more harmful for girls and for those from rural areas.


Access the full research article here.

Other news

Participate in a survey on creativity as a transversal skill

 
PPMI is conducting a study ‘Creativity – a transversal skill for lifelong learning. An overview of existing concepts and practices’. The study has been contracted by the European Commission’s Joint Research Centre. Please find the support letter here.

The purpose of research is to reflect on the existing concepts, definitions and frameworks of creativity, and identify practices of how creativity is promoted across settings and levels of education.

In this context, we are inviting you to participate in the survey, the purpose of which is to identify policies and initiatives aimed at fostering creativity as a transversal skill. This survey will help to compile an inventory of existing initiatives and showcase approaches and methods employed to teach and assess creativity as a transversal skill.
 
The survey includes three questions only, hence it will take no more than 10 minutes for you to fill in. While we understand that our request comes at a difficult time due to the rapid spread of the COVID-19, we would very much appreciate your support and collaboration.
 
To begin the survey, CLICK HERE or the button below.

Participate in the survey

Readings outside the Network


Digital education solutions – for free
Estonian Ministry of Education and Research


Estonia shares its digital education tools to support other countries’ education systems during the COVID-19 crisis.

The initiative supports and aims to increase the social aspect of distance learning. Explore over 40 remote learning solutions from Estonia, Finland, Denmark, Iceland, Latvia, Lithuania, Norway and Sweden, that are now internationally accessible free of charge, by clicking here.


Mobility Scoreboard: Higher Education Background Report – 2018/19
Eurydice


The purpose of the Mobility Scoreboard is to provide a framework for monitoring progress made by European countries in promoting, and removing obstacles to, learning mobility. It covers both higher education and IVET. This second edition of the Eurydice higher education background report provides updated background information for six composite indicators.


March 2020: Troubling trends: An international decline in attitudes toward reading
Martin Hooper (IEA) 

 
This brief summarizes the results of Hooper et al. (2020), who found recently that many of the countries that participated in the four PIRLS assessments (conducted in 2001, 2006, 2011, and 2016) showed declining trends in reading attitudes, as measured by the students like reading and parents like reading scales.

Let's keep in touch


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