Educational progress – The Need for an European Education Panel Study (EEPS) Heike Solga Meeting...
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Transcript of Educational progress – The Need for an European Education Panel Study (EEPS) Heike Solga Meeting...
Educational progress – The Need for an European Education Panel Study (EEPS)Heike Solga
Meeting “Exploring possibilities for the development of European data infrastructures for research in the social sciences”, June 23, 2010, London
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Deficits for European education research— Knowledge about
1. individuals’ educational trajectories and patterns of school-to-work transition,
2. the causes and consequences of individuals’ educational decisions and pathways,
3. the impact of education, vocational training, higher education, and labour market institutions on individuals’ life courses
is very underdeveloped.
3
Deficits for European education research— several well-known national cohort studies— Not comparable in terms of
1. questionnaire, 2. cohorts chosen, 3. phases of the educational career covered, 4. sampling procedures, and 5. other methodological standards.
— Many of the “old” and “new” EU member states do not even have longitudinal cohort studies.
— Many other data sets available do not provide measures on competencies and detailed information on educational episodes.
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Scientific value of an European Education Panel Study (EEPS)— … would mark a milestone for interdisciplinary educational
and labour market research. — It would nurture causal knowledge on
1. individual development and attainment growth over individuals’ educational career, and
2. their connection to family environments and institutional settings.
— EEPS would facilitate research on 1. competence growth and the link between competence and
credentials over the educational career,2. the impact of social origin on educational pathways and
outcomes, 3. comparative research on patterns of labour market entry4. the impact of cognitive and non-cognitive competences and
credentials on labour market outcomes and returns to education.
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NEPS as a Blue-Print or “Model” for an EEPS— NEPS = „National Education Panel Study” in Germany — Coordination: Hans-Peter Blossfeld (University of Bamberg)— Started in 2008, first data collection in 2010 — Funded by the Ministry of Education (BMBF) – so far until End
2013, about 80 Mio. EUR — About 68.000 target persons plus parents, teachers, heads of
school
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— 28 participating institutions across Germany
— including about 170 researchers
— from sociology, psychology, educational sciences and economics
BerlinFreie UniversitätMPIfBWZB
DresdenTU Dresden
NürnbergIAB
LeipzigUniversität
DortmundIFS
GöttingenUniversität
TübingenUniversität
SiegenUniversität
München
DJIifo
LMU
BAMBERG
UniversitätINBIL
KielIPNUniversität
GießenUniversität
HannoverHISUniversität
HamburgUniversitätHAW
MannheimUniversitätZEW
IFP
ifbDIPFFrankfurtFrankfurt
DIPF
BonnBIBB
NEPS Network of Excellence
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PILLAR 1 PILLAR 2 PILLAR 3 PILLAR 4 PILLAR 5
COMPETENCE DEVELOP-
MENT
LEARNING ENVIRON-
MENTS
EDUCATIONAL DECISIONS
MIGRATION BACKGROUND
RETURNS TO EDUCATION
ADMINISTRATION AND CENTRAL COORDINATING DEPARTMENT OF THE NEPS
AT THE INSTITUTE FOR EDUCATIONAL LONGITUDINAL RESEARCH BAMBERG (INBIL)
METHODS DEPARTMENTUSER SERVICE, SURVEY MANAGEMENT, DATA WAREHOUSE
8
PILLAR 1 PILLAR 2 PILLAR 3 PILLAR 4 PILLAR 5
STAGE 8 ADULT EDUCATION AND LIFE-LONG LEARNING
STAGE 7 FROM HIGHER EDUCATION TO THE LABOR MARKET
STAGE 6 FROM THE VOCATIONAL TRAINING TO THE LABOR MARKET
STAGE 5
FROM LOWER TO UPPER SEC. SCHOOL/TRAINING/LABOR MARKETSTAGE 4
STAGE 3 FROM ELEMENTARY SCHOOL TO LOWER SECONDARY SCHOOL
STAGE 2 FROM KINDERGARTEN TO ELEMENTARY SCHOOL
STAGE 1 FROM BIRTH TO KINDERGARTEN
COMPETENCE DEVELOP-
MENT
LEARNING ENVIRON-
MENTS
EDUCATIONAL DECISIONS
MIGRATION BACKGROUND
RETURNS TO EDUCATION
ADMINISTRATION AND CENTRAL COORDINATING DEPARTMENT OF THE NEPS
AT THE INSTITUTE FOR EDUCATIONAL LONGITUDINAL RESEARCH BAMBERG (INBIL)
METHODS DEPARTMENTUSER SERVICE, SURVEY MANAGEMENT, DATA WAREHOUSE
FROM UPPER SEC. SCHOOL TO HIGHER EDUCATION/VOC. TRAINING
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Age7473727170
69 YJ: Years in the Job
68 VOC: Vocational Training
67 AY: Academic Year
66 BA: Bachelor
65 MA: Master
64 GR: GradeKIG: KindergartenI: Infants
4.AY3.AY
2.AY25 1.AY24 MA 5.YJ23 5.AY 4.YJ 5.AY22 BA 3.YJ 4.AY21 3.AY 2.YJ 3.AY20 2.AY 1.YJ 2.AY 1.YJ19 1.AY VOC 1.AY VOC 1.AY18 VOC 13.GR VOC 13.GR17 VOC 12.GR VOC 12.GR16 VOC 11.GR VOC 11.GR15 10.GR 10.GR14 9.GR 9.GR13 8.GR 8.GR12 7.GR 7.GR11 6.GR 6.GR10 5.GR 5.GR9 4.GR8 3.GR7 2.GR 2.GR6 1.GR 1.GR5 KIG KIG4 KIG KIG3 3.5 Y2 2.5 Y1 1.5 Y0 0.5 Y
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Year
Further Education+
Tertiary Education
Upper Secondary School
Lower Secondary School
Elementary School
Kindergarten
Infants
66
25
64
23
50
21
68
27
72
31
70
29
65
24
67
26
69
28
71
30
Refreshing
73
32
74
33
Refreshing
Refreshing
Multi-Cohort Sequence design of NEPS
10
Age7473727170
69 YJ: Years in the Job
68 VOC: Vocational Training
67 AY: Academic Year
66 BA: Bachelor
65 MA: Master
64 GR: GradeKIG: KindergartenI: Infants
2524 5.YJ23 4.YJ 5.AY22 3.YJ 4.AY21 2.YJ 3.AY20 1.YJ 2.AY 1.YJ19 VOC 1.AY VOC 1.AY18 VOC 13.GR VOC 13.GR17 VOC 12.GR VOC 12.GR16 VOC 11.GR VOC 11.GR15 10.GR 10.GR14 9.GR 9.GR13 8.GR 8.GR12 7.GR 7.GR11 6.GR 6.GR10 5.GR 5.GR9 4.GR8 3.GR7 2.GR6 1.GR5 KIG4 KIG3210
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Year
Refreshing
Further Education+
Tertiary Education
Upper Secondary School
Lower Secondary School
Elementary School
Kindergarten
Infants
Multi-Cohort Sequence design for an EEPS
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Starting cohort No. of institutions
No. of persons
Respondents
Early child development - 3,000 child, mother
Kindergarten
Elementary SchoolSpecial education schools
500
150100
3,000
8,2501,000
child, parents, kindergarten teachers,
students, parents, teachers, principals
5th gradeSpecial education schools
27560
7,5001,100
students, parents, teachers, principals
9th grade Special education schools
30050
15,000 1,000
students, parents, teachers, principals
Academic track [4,500] students, parents, teachers, principals
Vocational track - [10,500] students
Tertiary education 350 15,000 students
Further education and life-long learning
- 13,000 adults
Starting cohorts, respondents and sample sizes