A Comparative Analysis of Competency Frameworks for Youth Workers in the Out-of-School Time Field

Research suggests that the quality of out-of-school time (OST) programs is related to positive youth outcomes and skilled staff are a critical component of high quality programming. This descriptive case study of competency frameworks for youth workers in the OST field demonstrates how experts and practitioners characterize a skilled youth worker. A comparative analysis of 11 competency frameworks is conducted to identify a set of common core competencies. A set of 12 competency areas that are shared by existing frameworks used in the OST field are identified. The age of youth being served, descriptions of mastery for each competency area, an emphasis on developing mid-level managers, and incorporating research emerge as factors that should be addressed in future competency frameworks

An Approach To The Effects Of Greek Regional Universities On The Development Of The Country Regions

Although the start of the debate on the contribution of universities to local and regional development dates back several decades, it is only in the past 25 years that it has been intensified and seen from a new perspective in terms of of investigation and consideration. It is therefore imperative that the 'higher education - development' relationship be reviewed and placed on a different basis. The causes for this are the major change in the content of 'development' and the concept of 'university' (mainly in terms of its role in society and the economy), new policies and socio-economic conditions globally, the contemporary weight attributed to new technologies and knowledge dissemination as a 'development factor', as well as the large number of unsuccessful attempts to use the universities as a 'means' for development. In the context of this general consideration at global level, this chapter seeks to investigate whether the Greek regional universities - as they have been established, allocated, organised and operated - have played, and may play, some part in the development of the broader areas (region, town). In other words, this chapter attempts to investigate whether the expansion of higher education institutions throughout Greece has contributed to the improvement in the quality standard of education and a resolution of the country's 'regional problem'. The implementation of the study was based on the investigation of the relevant international and Greek bibliography, and on a series of surveys focusing on: a) the Greek planning system for 'development', 'spatial', 'regional policies' and their association with 'higher education', and b) the entirety of regional universities and cities - prefecture capitals of Greece, placing special emphasis on the seventeen university cities

Digest of educational statistics.

"OE-10024."Mode of access: Internet.Vols. for 1962-64 issued by the Office's Division of Educational Statistics; 1965- by its Bureau of Educational Research and Development and its National Center for Educational Statistics

Programme for the International Assessment of Adult Competencies (PIAAC), log files

Objective: The PIAAC 2012 study was the first fully computer-based large scale assessment in education. During the assessment, user interactions were logged automatically. This means that most of the users’ actions within the assessment tool were recorded and stored with time stamps in separate files called log files. The log files contain paradata for each participant in the domains literacy, numeracy, and problem solving in technology-rich environments. The availability of these log files offers new opportunities to researchers, for instance to reproduce test-taking behavior of individuals and to better understand test-taking behavior. Method: PIAAC 2012 was conducted August 2011-November 2012 among a representative international sample of around 166000 adults within 24 different countries. The following dataset includes the log files from 17 countries. Each country was allowed to choose their own sampling technique as long as the technique applies full selection probability methods to select a representative sample from the PIAAC target population. The countries were able to oversample particular subgroups of the target population. Persons aged 55-65 and recent immigrants were oversampled in Denmark and persons aged 19-26 were oversampled in Poland. The administration of the background questionnaires was conducted face-to-face using computer assisted personal interviewing (CAPI). After the questionnaire, the respondent completed a computer-based or paper-based cognitive under the supervision of the interviewer in one or two of the following competence domains: literacy, numeracy and problem solving in technology-rich environments. Variables: With the help of the PIAAC LogDataAnalyzer you can generate a data set. The Log Data Extraction software is a self-contained system that manages activities like data extraction, data cleaning, and visualization of OECD-PIAAC 2012 assessment log data files. It serves as a basis for data related analysis tasks using the tool itself or by exporting the cleaned data to external tools like statistics packages. You can generate the following Variables: Number of Using Cancel Button, Number of Using Help Menu, Time on Task, Time Till the First Interaction, Final Response, Number of Switching Environment, Sequence of Switching Environment, Number of Highlight Events, Time Since Last Answer Interaction, Number of Created Emails, Sequence of Viewed Emails, Number of Different Email Views, Number of Revisited Emails, Number of Email Views, Sequence of Visited Webpages, Time-Sequence of Spent Time on Webpages, Number of Different Page Visits, Number of Page Visits, Number of Page Revisits.Forschungsfrage: Die PIAAC 2012 Studie war das erste vollständig computer-basierte groß angelegte Assessment für Bildung. Während des Assessments wurden die Benutzerinteraktionen automatisch protokolliert. Dies bedeutet, dass die meisten Aktionen des Benutzers innerhalb des Assessment Tools aufgezeichnet und mit Zeitstempeln in separaten Daten, genannt log files, gespeichert wurden. Die log file Daten enthalten Paradaten für jeden Teilnehmer in den Domänen Lesekompetenz, alltagsmathematische Kompetenz und technologiebasiertes Problemlösen. Die Verfügbarkeit dieser log files bietet den Forschern neue Möglichkeiten, zum Beispiel das Testverhalten von Personen zu reproduzieren und das Testverhalten besser zu verstehen. Methode: PIAAC 2012 wurde im August 2011-November 2012 mit einer repräsentativen internationalen Stichprobe von rund 166000 Erwachsenen in 24 verschiedenen Ländern durchgeführt. Der folgende Datensatz enthält die log file Dateien aus 17 Ländern. Jedem Land wurde erlaubt, sein eigenes Stichprobenverfahren zu wählen, solange die Technik eine Wahrscheinlichkeitsauswahl beinhaltet, die zu einer repräsentativen Stichprobe der PIAAC-Zielbevölkerung führt. Die Länder konnten zudem einzelne Subgruppen der Zielpopulation „oversamplen“. Dänemark beinhaltet ein Oversample für Personen im Alter von 55-65 Jahren und neue Immigranten und Polen für Personen im Alter von 19-26 Jahren. Der Hintergrundfragebogen wurde in einer computergestützten persönlichen Befragung (CAPI) durchgeführt. Nach dem Fragebogen absolvierten die Befragten unter Aufsicht der Interviewer eine computer- bzw. papierbasierte Messung in einem oder zwei der folgenden Kompetenzbereiche: Lesen, Alltagsmathematik und technologiebasiertes Problemlösen. Variablen: Mit der Hilfe des PIAAC Log Data Analyzer kann man einen Datensatz generieren. Die Log Data Extraction Software ist ein in sich geschlossenes System, das Aktivitäten wie Datenextraktion, Datenreinigung und Visualisierung von OECD-PIAAC 2012- log files verwaltet. Es dient als Grundlage für datenbezogenen Analyseaufgaben mit dem Tool selbst oder durch Export der gereinigten Daten an externe Tools, beispielsweise Statistikpakete. Man kann die folgenden Variablen erzeugen: General Variables: Number of Using Help Menu, Time Till the First Interaction, Time on Task. Specific Variables: Final Response, Number of Highlight Events, Number of Switching Environment, Number of Using Cancel Button, Sequence of Switching Environment, Time Since Last Answer Interaction. Navigation-specific Variables: Number of Different Page Visits, Number of Page Revisits, Number of Page Visits, Sequence of Visited Webpages, Time-Sequence of Spent Time on Webpages. Email-specific Variables: Number of Created Emails, Number of Different Email Views, Number of Email Views, Number of Revisited Emails, Sequence of Viewed Emails

Partnership in education and social services Some school problems

2.25LD:4672.4245(2) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo