European Institute of Education and Social Policy
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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

Contact Information

Address:
IEEPS / EIESP
c/o ESCP Europe
81 ave de la République
75543 Paris cedex 11, France 

Tel.: +33 (0)1 49 23 58 30
Mobile: +33 (0) 6 38 47 68 19 


Website: www.eiesp.org
Email: ieeps@eiesp.org

Best Practice Approaches to Achieving Parity of Esteem in Education and Training in Wales (October 2002 to January 2003)

Type of project/activity:

Evaluation, comparative analysis and policy advice

Objectives:

National Council-ELWa (the Welsh Learning and Skills Council) commissioned Newidiem and the EIESP to identify best practice approaches from around the world that encourage parity of esteem between academic and vocational routes of post-16 learning and to identify where possible the means of transferring good practice. The project focused on progression to higher education and employment.

Background:

The project is part of the National Council-ELWa's contribution to the work of EARLALL (the European lifelong learning network for regional and local authorities) which has received funding from the European Commission to contribute to the dissemination activities of the LEONARDO da VINCI programme by drawing out the added-value of completed projects for other education and training systems. This project focused on four LEONARDO projects: Post-16 Strategies (1996-1997); the multiplier project SPES-NET (1997-2000); INTEQUAL (1995-1997) and the multiplier project DUOQUAL (1997-2000). Selected examples were also taken from recent policy developments in Australia.

Partners:

Newidiem and EIESP (European Institute for Education and Social Policy)

Main Activities:

The first phase consisted in evaluating of the state of play in Wales concerning parity of esteem. It aimed to establish what the different stakeholders understood by "parity of esteem" particularly concerning how higher education institutions view vocational awards as entry qualifications; what employers are looking for in young entrants and factors influencing family choice. It included a statistical analysis to map participation and attainment of young people, an exemplar survey of higher education admissions services and employers (telephone interviews) and a survey of the key strategic institutions in order to assess definitions of parity of esteem, measures undertaken, policies and progress (face to face interviews). The outcomes of this phase provided the issues and preoccupations in Wales for the comparative phase. The second phase was an analysis of relevant policies and practice in other European countries based on the work of four LEONARDO projects and on the broader experience of EIESP and Newidiem. Recent initiatives in Australia were also included. The final phase involved developing general guidelines to the identification and transfer of good practice.

Name of programme, funder or client:

National Council- ELWa, (Welsh Learning and Skills Council)

Expected outcomes, reports/documents:

Report to National Council-ELWa: Best Practice Approaches to Achieving Parity of Esteem in Education and Training (January 2003)

For more information, please contact Jean Gordon at gordon@eiesp.org.