Are you NUTS? The factors of production and their long-run evolution in Europe from a regional perspective

"Standard economic growth models generally consider different factors of production such as land, capital, labour, technology and human capital. These are common in theoretical models and empirical applications but more evidence is still needed for their long-term regional evolution. Therefore, this paper traces the evolution of specific aspects of these factors in the European regions and cities by means of different proxies. The data have been collected and calculated from a wide range of diverse historical and spatial data bases. A particular feature is the definition of the European regions according to the NUTS classification by the European Union. Thus, the paper gives a rough outline of some of the most important long-term regional tendencies that should be taken into account in research directed to past and recent time periods." (author's abstract

Immigrant background and expected early school leaving in Europe: evidence from PISA

This technical brief analyses the relationship between immigrant status and educational expectations in PISA. Migration flows from outside and within the EU have increased in recent years, and this has raised the attention of policy makers and the general public, with special interests on the implications that those flows can have on, among other, the education system and the labour markets. At the same time, the EU has set the Europe 2020 headline target of reducing the share of early school leavers to 10 % within the EU. Early school leavers become generally disadvantaged socially and economically in later stages in life, so that it is important to better understand the motivations for leaving school and provide adequate policy solutions. The European Commission (2016, p. 3) indicates that early school leavers are more likely to come from immigrant student groups, as their “early school leaving rates are nearly twice as high as for the native population”. Yet it also emphasises that there is still a lack of evidence pointing to the underlying reasons. In particular, it is not clear whether, among early school leavers, immigrants students are more frequent due to specific reasons related to the status of immigrants or whether they are more frequent because immigrant students are more likely to possess the set of characteristics that are normally associated to early school leaving behaviour (such as belonging to low socio economic status). This study analyses the factors that are most strongly related to the probability to leave school early, putting special attention to immigrant status (by differentiating among first and second generation immigrants and, where possible, among EU and non-EU immigrants). To this end, we use OECD’s PISA data, which are the most widely employed data on international student assessment. Since early school leavers cannot directly be considered with these data, we focus on educational expectations, including the expectation to dropout early from school. As the related literature emphasises, these expectations are very closely linked to actually realised educational career patterns. Therefore, we can use expectations to gain insights on the factors influencing early school leaving. In addition, we also employ data from Eurostat to complement the picture on early school leavers and immigrants. First, we provide a range of descriptive data on immigrants and expected early school leavers. Second, we run a number of two-level logit regression models, including a range of student- and school-level variables. In particular, we consider all (available) EU Member States together, before providing results for each MS individually. Finally, we also distinguish more specifically between EU and non-EU immigrants in our regression models. The results show that, when controlling for individual and school characteristics, immigrant students do not structurally differ in their expected early dropout probability from natives across Europe. In other words, the reasons why students expect to leave school early are the same for both immigrant students and natives. This finding implies that it is more important to focus on the common factors that are associated with expected early school leaving. In particular, our results suggest that these are, at the students’ level, the socio-economic background of students, their epistemological beliefs and grade repetition, while, at the school level, the most consistent factor is the school’s mean expected early school leavers rate. The school-environment thus appears to play a key role in shaping educational expectations. Among the student-related factors, grade repetition is the most amenable by policy, so that grade repetition practices may be reconsidered by national policy makers.JRC.B.4-Human Capital and Employmen

The transition from a fossil-fuel economy to a knowledge economy

The purpose of this chapter is to show that economic growth in history was driven by the development of energy markets (and boosted by energy transitions), particularly between the eighteenth century and 1973, and by the development of information, human capital and knowledge (and related transitions), which has also been underway for a long time but is becoming more dominant today. Thus, there has been a very long-run shift from energy resources to knowledge as a fundamental driver of economic growth

Efficiency of investment in compulsory education: empirical analyses in Europe

The current economic crisis has put ever more to the forefront the need to achieve educational goals in the most efficient way. Therefore, this report provides an empirical analysis of the efficiency in education in the EU. Efficiency is measured first by using two different but related traditional frontier approaches (Data Envelopment Analysis and Free Disposal Hull) and then the robustness of our findings is checked by means of multi-criteria evaluation. The analysis is based on a number of standard variables from the literature. The results show, among others, that not the amount, but the specific use of resources is what matters; and that the efficiency of an educational system could also contribute to long-term benefits in terms of adults’ skills and competences.JRC.B.4-Human Capital and Employmen

The knowledge economy in historical perspective

The knowledge economy provides huge opportunities for economic growth and to become the cornerstone of future economic development by turning data into wisdom or human capital. Education, one aspect of the knowledge economy, exhibits a history divided into three stages: the apprenticeship era, the universal schooling era and the (future) life-long learning era. The spread of knowledge has accelerated owing to the different stages of knowledge production, in particular the printing press and now the interne

Regional inequalities in PISA: the case of Italy and Spain

This technical brief analyses the regional distribution of skills in Italy and Spain. Educational attainment rates have frequently been used as an indicator of regional educational development in EU Member States (MS). These rates indicate significant regional disparities in education within countries. However, recent evidence shows that the quality of education, as measured by the level of specific skills, is more important than the number of years one spends in school, in particular when considering the relationship between the cognitive (and non-cognitive) skills and economic growth. International large scale assessments (ILSA) of student performance measure these cognitive skills in key areas. OECD’s Program for International Student Assessment (PISA) provides a very useful and important source of information of students' performance in key cognitive skills. When analysing PISA data, researchers and commentators often focus on cross-country comparisons. However, vast within-country differences exist, also in terms of educational attainment and PISA test scores. A focus on country averages alone would hence provide only a partial view of the status of education within countries. However, the possibility of exploring within-country differences with PISA data is limited to only a few countries. In this report we focus on regional inequalities in cognitive skills (as measured by PISA test scores) in Italy and Spain, using regional PISA data from the most recent 2015 wave, and we analyse the factors that are associated with these inequalities. In order to insure full comparability between the two countries we define regions at the level of NUTS1 (macro-region), following Eurostat’s official NUTS 2013 classification. We investigate regional inequalities by using descriptive statistics, by running a range of OLS regression models that allow us to analyse the associations between PISA 2015 science scores and the explanatory variables within regions and finally by using the Blinder-Oaxaca decomposition method to specify the factors that are related to within-country differences. The results show that there are significant regional differences in PISA scores within both MS. There are several factors that are associated with regional differences within Italy and Spain. The factors most consistently positively associated with regional science achievement are teacher-directed teaching and epistemological beliefs, while grade repetition and truancy are significantly negatively related with achievement. Still, there is also a range of other relevant factors varying between and within both MS. The Blinder-Oaxaca decomposition also shows that variables such as the socio-economic background, the students’ expected occupation, learning outside school time, truancy, immigrant status and grade repetition matter for within-country differences. Our results suggest that policy makers should focus on finding solutions to limit truancy and rethink grade repetition to leverage scores in lower performing regions. Moreover, our results with regard to epistemological beliefs and teaching practices challenge thinking about how science should be taught in schools in Italy and Spain. The specific results for each region may allow policy makers to consider more in detail how a region stands in comparison to the rest of the country, and the specific factors that need to be addressed to improve the within-country inequality related to educational achievement.JRC.B.4-Human Capital and Employmen

Teacher collaboration and students’ digital competence - evidence from the SELFIE tool

This paper explores the relationship between students’ digital competence acquisition, teaching practices, and teacher professional learning activities. We analysed insights provided by 59,452 teachers through SELFIE, an online self-reflection tool for schools’ digital capacity. Using ordinary least squares regressions with school fixed effects, we focus on students’ digital competence and find that the use of digital technologies in cross-curricular projects is the teaching practice most related to the acquisition of students’ digital competence. On the other hand, we also find that teachers’ participation in teacher networks is highly correlated with the implementation of cross-curricular projects with digital technologies. The results further suggest that the use of digital technologies for teacher collaboration (in professional learning activities and in implementing cross-curricular projects) can have great potential and importance in the digital age, both for teachers and learners

SELFIE Forum – Teaching and Learning in the Digital Age: 4-5 April 2019, Madrid

The SELFIE tool, launched by the European Commission in October 2018, aims to support schools with the use of digital technologies for teaching and learning. SELFIE consists of a series of reflection questions and statements for school leaders, teachers and students from upper primary, secondary and vocational schools. Schools can customise the questionnaires and can add up to eight questions of their own. Once participants have replied to the statements, the school receives a detailed report with insights as to how technology is being used. It can help identify gaps and start a discussion in the school and form the basis for an improvement plan. SELFIE is one of 11 actions in the Digital Education Action Plan adopted by the Commission in January 2018. Under the action plan, SELFIE is to be made available to 1 million users, including schools in Western Balkan countries. SELFIE has been developed by the European Commission with more than 80 education policy and research experts from across Europe. In the first six months since its launch, over 300,000 students, teachers and school leaders have used the tool that is available in 31 languages. The first SELFIE Forum took place on 4-5 April 2019 in Madrid. The event was hosted and co-organised by the Spanish Ministry of Education and Vocational Training. The 1.5-day event gathered almost 200 policy makers, researchers, students, teachers and school leaders from 35 countries, EU Member States, Western Balkans, European Free Trade Association and non-EU countries, which had participated in the pilot phase of SELFIE. Participants discussed feedback on the tool, shared practical examples of SELFIE use and in particular, discussed how schools could be supported with the next steps once they had completed SELFIE.JRC.B.4-Human Capital and Employmen

Intestinal IgA-positive plasma cells are highly sensitive indicators of alloreaction early after allogeneic transplantation and associate with both graft-versus-host disease and relapse-related mortality

Intestinal immunoglobulin A (IgA) is strongly involved in microbiota homeostasis. Since microbiota disruption is a major risk factor of acute graft-versus-host disease (GvHD), we addressed the kinetics of intestinal IgA-positive (IgA+) plasma cells by immunohistology in a series of 430 intestinal biopsies obtained at a median of 1,5 months after allogeneic stem cell transplantation (allo-SCT) from 115 patients (pts) at our center. IgA+ plasma cells were located in the subepithelial lamina propria and suppressed in the presence of histological aGvHD (GvHD Lerner stage 0: 131+/-8 IgA+ plasma cells/mm2; stage 1-2: 108+/-8 IgA+ plasma cells/mm2; stage 3-4: 89+/-16 IgA+ plasma cells/mm2; P=0.004). Overall, pts with IgA+ plasma cells below median had an increased treatment related mortality (P=0.04). Time courses suggested a gradual recovery of IgA+ plasma cells after day 100 in the absence but not in the presence of GvHD. Vice versa IgA+ plasma cells above median early after allo-SCT were predictive of relapse and relapse-related mortality (RRM): pts with low IgA+ cells had a 15% RRM at 2 and at 5 years, while pts with high IgA+ cells had a 31% RRM at 2 years and more than 46% at 5 years; multivariate analysis indicated high IgA+ plasma cells in biopsies (hazard ratio =2.7; 95% confidence interval: 1.04-7.00) as independent predictors of RRM, whereas Lerner stage and disease stage themselves did not affect RRM. In contrast, IgA serum levels at the time of biopsy were not predictive for RRM. In summary, our data indicate that IgA+ cells are highly sensitive indicators of alloreaction early after allo-SCT showing association with TRM but also allowing prediction of relapse independently from the presence of overt GvHD