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This presidential address was given to the British Educational Research Association (BERA) at their annual conference at the University of Sussex in September 1999. Mortimore begins by setting Britain in an economic and world context. He particularly notes uneven development and change, the pervasive effects of the widening gap between rich and poor, and the profound influence of changes in communications and information technology. He comments on prevailing educational policy making and educational practice, noting both the current and previous governments' reluctance to accept educational research that does not support their policies. The main thrust of the speech poses seven questions. What does the term educational research include? What are the major tasks of educational research? What are the successes of educational research? What are the failures of educational research? Why is educational research attacked so frequently? Would we miss educational research if it did not exist? How can we enhance the value of educational research? He urges independence from government and concludes that BERA must become a better learning organisation and resist attempts to have educational research controlled. He asserts that it is vital to ask difficult questions, be rigorous in demanding evidence, generate new knowledge, formulate new theories and be unafraid to speak up. Show less

This paper attempts to interpret the educational problems experienced by at-risk students, demonstrate the outcome of initiatives designed to redress the disadvantage, and, by conceptualising the problems in terms of action by individuals, schools and systems, identify key lessons for policy and practice to improve the educational performance of at-risk students. The paper defines at-risk students as those at serious risk of educational failure and unlikely to succeed in the transition from school to work. The authors discuss several factors associated with educational failure, including individual causes such as lack of intellectual ability, family and school factors, characteristics inherent in education systems, and employment opportunities. Previous attempts to protect at-risk youth from the effects of educational failure are identified and described under three categories. These are specific programs in individual schools, focused intervention programs, and system reform. However, evaluative evidence has shown none of these to be as effective as planned. The authors conclude with an outline of eight key lessons for future policy development and practice.

The volume of collected papers is indexed at TD/IRD 88.133. Show less

Young people in Syria are facing large difficulties in entering the labor market, due to labor supply pressures and weak labor demand from both public and private sectors, leading to persistently high levels of unemployment among the youth. Apart from tabulations of existing data, published research on the Syrian labor market is practically non-existent. This study provides unique analytical insights into the education-employment link in Syria. Using data from the 2001 and 2002 Labor Force Surveys, we describe the current labor market situation, estimate returns to education, and analyze the transition from school to work for young people. We find that rates of return to education are low by international standards, but increase with the level of educational attainment. We find evidence that higher education is attractive because it increases the chances of finding a job, decreases queuing times for sought-after jobs in the public sector, and increases the opportunities for working abroad. Prior to 2001, graduates of intermediate institutes were guaranteed jobs in the public sector where government-set pay scales dictate wages. As a result, over 80 per cent of intermediate institute graduates work in the public sector. In 2001, the Syrian government stopped guaranteeing jobs to graduates of higher institutes, who now have to look for jobs in the private sector that do not necessarily match the training they received. Indeed, we find that the rates of return to schooling are especially low for male graduates of intermediate institutes working in the private sector, indicating little benefit in terms of skills demanded.

Published abstract reprinted by permission of the copyright owner. Show less

This paper is available in both English and French and was presented at the UNESCO-sponsored Second International Congress on Technical and Vocational Education. It focuses on the current vocational education and training reforms in Central and Eastern Europe: Albania, Bulgaria, Bosnia-Herzegovina, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, the Slovak Republic, Slovenia and the former Yugoslav Republic of Macedonia; and the New Independent States of Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgystan, Moldova, the Russian Federation, Tajikistan, Turkmenia, Ukraine and Uzbekistan. Details are given of the Phare Programme - a European Union initiative launched in 1990 to support the economic transformation of the Central and Eastern Europe countries and strengthen democracy, and the Tacis Programme - a similar initiative launched in 1991 for the New Independent States. The paper contrasts the position in the countries prior to 1989 with the present situation in regard to funding, planning, vocational education qualifications and examinations, and the type of teachers in the vocational schools. The current reforms are detailed and the consequent problems raised. The paper stresses that, in order to achieve economic and social progress in these countries, the transition process must centre on new processes and relationships for vocational education and training. This will require fundamental changes in attitudes and behaviour of all the participants: that is, the state, the institutions, teachers, students, parents, employers and employees.

The final report of the Congress is indexed at TD/INT 59.239; the volume of collected proceedings is indexed at TD/TNC 68.446; individual papers are indexed from TD/INT 58.150 to TD/INT 58.180 and at TD/UNEVOC 58.02, 58.03 and TD/UNEVOC 58.06; the main working document entitled ‘Lifelong learning and training: a bridge to the future’ is indexed at TD/TNC 68.445 and the volume of reference documents is indexed at TD/TNC 68.447. Show less

This report looks at the change process in the preparation for work of young people and the need to retrain adults. Financial and technical assistance to support the reform efforts has been provided by the World Bank and the European Union (EU), as well as bilateral donors. The EU Phare program supports the former 'Eastern Bloc' countries and Macedonia in the process of economic transformation and strengthening democracy. The Tacis program supports the New Independent States and Mongolia to develop economic prosperity and political reform. The breadth, range and depth of the education and training reforms proposed or already started are extraordinarily large. Fundamental changes are required in the behaviour of the state, institutions, teachers and 'clients', including students, parents, employers and employees. In the past nine years the process of modernisation has been exceptionally rapid. However, the deeper, systemic reforms take time, possibly a whole generation. Show less