Participation rate and expected number of hours in non-formal job-related education and training by level of educational attainment (2003)

2020 is the last year of the Romanian, sectorial strategies implementation for education and training, which were designed to meet the targets set by Europe 2020. The strategy aiming to reduce early school leaving in Romania includes measures that were supposed to reduce the indicator to 11.3%, by 2020. However, in 2018, after three years after the strategy was published, the early school leaving rate decreased by only 2.7 p.p., reaching 16.4% (Eurostat, 2019). Although the progress is important, the rate is decreasing too slowly, compared to the proposed target. In preparation for the strategy’s impact studies, which should explain the rate`s slow decrease, the article aims to (a) analyze and discuss the evolution of the school participation rate and early school leaving rate during 2008–2018; (b) to analyze and discuss the importance given to family related factors in the strategy aiming to reduce early school leaving. Keywords: early school leaving; school participation; expected years of schooling; economic crisis; governmental strategies.

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Information Technology and the Performance of Higher Education and Training Systems

Industry and Higher Education ◽

10.5367/000000003322776307 ◽

2003 ◽

Vol 17 (6) ◽

pp. 405-408

Author(s):

Hadj Benyahia

Keyword(s):

Higher Education ◽

Participation Rate ◽

Education And Training ◽

Training System ◽

University Graduates ◽

University System ◽

Training Systems ◽

Quantitative Performance ◽

Qualitative Performance ◽

And Training

This study shows that the enrolment rate for the Canadian university system, at 56%, is one of the highest among the member states of the Organization for Economic Cooperation and Development (OECD). This good quantitative performance, however, is not accompanied by a similar qualitative performance in science graduation: only 25% of all university graduates are science graduates – a proportion below that observed in traditional areas (the humanities and social sciences). For computer science graduates, the share is still only 4% in all OECD countries – a paradoxically low proportion in these highly computerized countries. For the Canadian continuing training system, the weakness observable in the quantitative performance (participation rate) is accompanied by a qualitative weakness – the annual average training hours per employee is half the OECD average (31 hours against 64). To reduce the performance gaps between the higher education and training systems, measures are presented which would improve the integration of the two systems. These interventions are considered from the perspective of universities, companies and government.

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Education and Training Requirements for Scientists and Engineers

Journal of Technical Writing and Communication ◽

10.2190/talb-86t3-d81g-14l5 ◽

1975 ◽

Vol 5 (4) ◽

pp. 261-275

Author(s):

Roger H. Bezdek ◽

Barry Getzel

Keyword(s):

Educational Attainment ◽

Education And Training ◽

Training Requirements ◽

The Past ◽

Scientists And Engineers ◽

And Training

This paper presents estimates of the education and training requirements for detailed scientific and engineering occupations. GED and SVP levels are translated into yearly equivalents and the variances in these requirements are derived for the same occupation in different industries and for different occupations in the same industry. The changes in education and training requirements for scientists and engineers in the past decade are estimated and educational attainment in these occupations is compared to occupational requirements. Some implications of the findings presented here are briefly discussed and several serious deficiencies in U.S. occupational data are identified.

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