The Work-based Learning Route in the Netherlands and in England: Comparing ideas and meanings

The paper provides the outcomes of two small-scale sets of interviews carried out in the Netherlands and in England on views about and interpretations of the work-based route for young people. In the light of current revival of interest in work-based learning for young people, and in particular the apprenticeship model in England, I was particularly interested in the issue of parity of esteem between the work-based route and other routes. Whereas in the Netherlands the focus for the development of Vocational Education and Training (VET) is on the full-time vocational route, which has a reasonably high status, England has opted for the apprenticeship route to be the development tool for high quality VET. The paper explores what we can learn about our own experiences in England in the light of what is happening elsewhere (Raffe, 1998; Raffe et al ., 1999). It becomes clear from the data obtained that policy development in the Netherlands aims to increase the status of work-based learning through incorporating the route into the full-time route and providing end qualifications that can be achieved through either a full-time college-based route or through a work-based learning route. The modern apprenticeship route or work-based learning route as such has not a high status, contrary to what is sometimes claimed to be the case. In England, the aim of policymakers is to create a work-based learning route, which is considered to be a high quality route, and is comparable to the general/academic route. The paper shows that there are various reasons as to why this attempt might fail. Both countries aim to provide a 'ladder' or 'column' of opportunities in VET. The research shows that very few young people in fact move up a ladder, but rather move into work-based learning or apprenticeships at certain points on the continuum, and subsequently move sideways into general or theoretical provision in order to be able to progress higher up. Target groups for work-based learning are different at the lower end from those at levels 3, 4 and 5. Very few participants in either country move from level 1 up to level 4 through participation in a work-based route, and it may therefore be appropriate to talk about the provision of a climbing framework, where young people move backwards and forwards and sideways, rather than about a ladder of opportunities.     

Distraction Effects of Background Soap Operas on Homework Performance: An experimental study enriched with observational data

An experiment was conducted to examine the impact of background soap operas on homework performance and time. Students in grade eight (aged 14) ( n =192) did paper-and-pencil and memorisation assignments with two types of soap opera episodes in the background, or the soundtrack of soap operas, or no medium. In each condition, half of the students were observed. Results indicated that students in the television conditions performed worse and used more time than students in the control condition. No significant differences were found between the audio-only and control conditions. Observational data showed that the extension of time in the television conditions was completely due to the fact that students used time to look at the screen. Although the television did not reduce time spent looking at the task, performance did decrease, probably because the alternation of resources between homework and television led to less thorough processing of the assignments.     

AN ITERATIVE ITEM BIAS DETECTION METHOD

Two strategies for assessing item bias are discussed: methods that compare (transformed) item difficulties unconditional on ability level and methods that compare the probabilities of correct response conditional on ability level. In the present study, the logit model was used to compare the probabilities of correct response to an item by members of two groups, these probabilities being conditional on the observed score. Here the observed score serves as an indicator of ability level. The logit model was iteratively applied: In the Tth iteration, the T items with the highest value of the bias statistic are excluded from the test, and the observed score indicator of ability for the (T + 1)th iteration is computed from the remaining items. This method was applied to simulated data. The results suggest that the iterative logit method is a substantial improvement on the noniterative one, and that the iterative method is very efficient in detecting biased and unbiased items.     

Emulation for Digital Preservation in Practice:the Results

In recent years, opinions have varied on which digital preservation strategy to follow. Although the digital preservation community has now embraced the idea of applying both emulation as well as migration in their strategies, emulation is still looked upon with skepticism due to its technical complexity and initial costs. As early as in 2004, the Koninklijke Bibliotheek - National Library of the Netherlands (KB) - and National Archive of the Netherlands acknowledged the need for emulation, especially for rendering complex digital objects in the future without affecting their authenticity and integrity. For these reasons, a project was started to investigate the feasibility of emulation by developing and testing an emulator designed for digital preservation purposes. In July 2007 this project ended and delivered a durable x86 component based computer emulator: Dioscuri, the emulator for digital preservation.     

Lifelong Learning on Either Side of the Border: the effects of government policy on adult education in The Netherlands and Belgium

Although there is a tendency to develop policy plans on adult education at a European level, there are still large differences between the various EU countries. These national policy contexts depend on historical, cultural, economic and political factors and can have a profound impact on the way adult education is shaped and developed within a country. Two examples of such policies are presented to clarify this point. In the Netherlands, there is a strong emphasis on the vocational side of adult education. This is for a large part the result of the introduction of the Law on Adult and Vocational Education ( Wet Educatie en Beroepsonderwijs ) in 1996. The non vocational branch of the sector was rather marginalised by this new law. In Belgium, there has been a great effort to support, develop and streamline non vocational adult education. The special Flemish government decree ( Decreet betreffende het sociaal-cultureel volwassenenwerk ) of 2003 was very important in that regard. This decree regulates all aspects of non vocational education or socio-cultural work, including funding and quality assurance. Although the Flemish decree could be seen as a good practice of upgrading non-formal adult education through legislation, it could also be considered a typical Flemish case, rooted in the traditions of adult education in Flanders.     

SHAPING COURSE. The Development of the Strategy for the e-Depot of the Koninklijke Bibliotheek,National Library of the Netherlands, in a National and International Context

Operating an international archive for digital information resources by a relatively small organization as the Koninklijke Bibliotheek (KB) asks for a firm foundation of its policy. Continuing research and development efforts to secure permanent preservation and access to electronic information on a national and international scale require substantial financial, technical and staffing commitments. Cooperation in sharing resources and knowledge is called for. In the national context of the Netherlands the KB recently took the initiative to build the National Digital Preservation Coalition. All relevant sectors of Dutch society are represented. Its aim is to develop a national infrastructure and to assign clear responsibilities. In the European arena the KB, together with the British Library, started the European Alliance for Permanent Access to the Records of Science. The Alliance works towards the widespread and joint responsibility for maintaining the records of science by all major stakeholders, including national governments and the EU. In the global context the KB developed the concept of the "Safe Places Network" . This Network will include a limited number of institutions with certified digital archives for scientific publications, sharing responsibility for complete, world-wide coverage and allocate tasks accordingly.     

Evaluating File Formats for Long-term Preservation

National and international publishers have been depositing digital publications at the National Library of the Netherlands (KB) since 2003. Until recently, most of these publications were deposited in the Portable Document Format. New projects, for example the Web archiving project, force the KB to handle more heterogeneous material. Therefore, the KB has developed a quantifiable file format risk assessment method. This method can be used to define digital preservation strategies for specific file formats. The choice for a specific file format at creation time or later in the life cycle of a digital object influences the long-term access to the digital object. The evaluation method contains seven sustainability criteria for file formats that are weighed for importance. There seems to be consensus on the sustainability criteria. However, as the weighing of these criteria is connected to an institution's policy, the KB wonders whether agreement on the relative importance of the criteria can be reached at all. With this paper, the KB hopes to inspire other cultural heritage institutions to define their own quantifiable file format evaluation method.     

Ethnic-Specific Achievement in Dutch Higher Education

This study investigates the extent to which ethnic-specific differences occur in higher education and the underlying factors behind them. The research sample was made up of about 7,000 students at universities in the Netherlands. The authors established that ethnic-specific differ ences in achievement do indeed exist, even after background variables such as sex have been corrected. Structural modeling shows that prior education, financial (income) factors, and effort have a significant impact on study success.     

Developing Performance Standards for Teacher Assessment by Policy Capturing

There is a need for assessment of teachers' competencies fostered by a growing attention given to accountability and quality improvement. Important questions are how good the demonstrated competencies of teachers should be for a satisfying assessment and how the different competencies should be weighted. Using a policy capturing method, in two rounds, nine stakeholders developed performance standards (or cut-off scores) for teacher assessment on eight criteria (or content standards) that resulted from an earlier study. Between the rounds, the panellists held a structured group discussion. Policy capturing proved to be a clear and useful method generating consistent judgements that can be described according to both a compensatory model and a conjunctive model. From the first to the second round, the consistency increased. However, while the panellists agreed to a substantial degree on the performance standards, they disagreed on the weights to be assigned to the criteria.