<?xml version="1.0" encoding="UTF-8" ?>
<?xml-stylesheet type="text/xsl" href="/web/sources/xsl/rss2html.xsl" version="1.0"?>
<rss version="2.0">
<channel>
<title>Itinera Institute - Issues - Education </title>
<link>http://www.itinerainstitute.org</link>
<description>Itinera Institute - Issues - Education </description>
<image>
<url>http://www.itinerainstitute.org/web/sources/img/logo_itinera.jpg</url>
<title>Itinera Institute - Issues - Education </title>
<link>http://www.itinerainstitute.org</link>
</image>
<copyright>Copyright 2012, Itinera Institute</copyright>
<language>en</language>
<pubDate>Tue, 03 Jan 2012 12:00:00 +0100</pubDate>
<item>
<title>Savings in education: 3 pillars</title>
<description><![CDATA[ Our most important winning card for the future are our youth, hence the importance of clear recommendations towards government and education policy. The Itinera Institute offers a platform to Carl Van Keirsbilck, who suggests three pillars that can lead in a simple way to recurrent savings without touching on the quality of our education system.]]></description>
<pubDate>Tue, 03 Jan 2012 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/savings-in-education-3-pillars/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/savings-in-education-3-pillars/</guid>
</item>
<item>
<title>A study year&#8217;s value</title>
<description><![CDATA[ Laurent Hanseeuw and Brieuc Van Damme are skeptical of prolonging the studies to become a teacher in Flanders. It increases costs for students and reduces the supply of teachers. ]]></description>
<pubDate>Mon, 14 Nov 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/a-study-years-value/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/a-study-years-value/</guid>
</item>
<item>
<title>Higher education: end the tuition-fee fetishism </title>
<description><![CDATA[ Jean Hindriks and Laurent Hanseeuw counter the current fetishism that surrounds the university tuition-fees. They recall that universities are underfinanced and students with modest backgrounds are the first victims thereof. They plead for an open debate on the refinancing of higher education. ]]></description>
<pubDate>Tue, 25 Oct 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/higher-education-end-the-tuition-fee-fetishism/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/higher-education-end-the-tuition-fee-fetishism/</guid>
</item>
<item>
<title>Presentation: From #NoGov to #GoodGov</title>
<description><![CDATA[ The report &quot;From #NoGov to #GoodGov&quot; is a constructive contribution to the negotiations, from a strategic and long-term perspective. The emphasis lies on the major challenges facing the new government, with 45 concrete recommendations for a vigorous policy.]]></description>
<pubDate>Tue, 25 Oct 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/presentationfromnogovtogoodgov/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/presentationfromnogovtogoodgov/</guid>
</item>
<item>
<title>A G-0 world</title>
<description><![CDATA[ Marc De Vos sees how the G-20 is becoming a talk shop where only collective threat can produce collective action. Globalization is not globally managed, but the subject of a cabal of limited interest clubs with their own agenda.]]></description>
<pubDate>Wed, 05 Oct 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/ag0world/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/ag0world/</guid>
</item>
<item>
<title>Financing university without taboo</title>
<description><![CDATA[ Laurent Hanseeuw and Jean Hindriks highlight the structural underfinancing of universities and the segregation it induces. They plead for a refinancing of our universities via the so-called deferred tuition fees&#8217; system. ]]></description>
<pubDate>Wed, 05 Oct 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/financing-university-without-taboo/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/financing-university-without-taboo/</guid>
</item>
<item>
<title>How to refinance our universities?</title>
<description><![CDATA[ Since higher education has been decentralized in Belgium, public financing of universities in both communities has almost been frozen. Students&#8217; coaching has been continuously scrapped for the last forty years; which certainly does not help the graduation rate. Communities budgets have almost no room to increase means significantly. Therefore, tuition fees need to be increased. In order to avoid creating new hurdles for higher education&#8217;s accessibility, one should implement the so-called deferred tuition fees. Meanwhile, more scholarships should be given to young people from modest backgrounds. ]]></description>
<pubDate>Mon, 19 Sep 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/how-to-refinance-our-universities/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/how-to-refinance-our-universities/</guid>
</item>
<item>
<title>Green arms&#8217; race: China floors the West</title>
<description><![CDATA[ Marc De Vos explains how China is gaining advantage in the development of a green economy. China uses the open world market where it can en abuses it where it musts. Western companies have the choice between demise and collaboration, making Chinese state capitalism more dominant or corrupting.]]></description>
<pubDate>Fri, 16 Sep 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/green-armsrace-china-floors-the-west/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/green-armsrace-china-floors-the-west/</guid>
</item>
<item>
<title>A family affair	</title>
<description><![CDATA[ Etienne de Callata&#255; analyses the splitting of family allowances policy between communities as it has been proposed in Di Rupo&#8217;s nota. He sees two essential positive points: the refusal to create sub-nationalities in Brussels and the financial responsibility implied on communities. He nonetheless regrets Di Rupo has not looked at children education costs policies through an integrated view.  ]]></description>
<pubDate>Mon, 11 Jul 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/a-family-affair/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/a-family-affair/</guid>
</item>
<item>
<title>The negative side of diploma inflation</title>
<description><![CDATA[ Marc De Vos underscores the lowering standards of university education. He warns for a negative spiral of diplomatosis, with ever more students obtaining ever more degrees that are worth ever less.]]></description>
<pubDate>Mon, 11 Jul 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-negative-side-of-diploma-inflation/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-negative-side-of-diploma-inflation/</guid>
</item>
<item>
<title>Great potential for Philanthropy in Belgium </title>
<description><![CDATA[ Ivan Van de Cloot presented on the second Day of the Philanthropy the first Index of Philanthropy. This was a combined initiative of the Fondation Roi Baudouin and Itinera Institute and the analysis points to a great potential for philanthropy in our country. ]]></description>
<pubDate>Tue, 17 May 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/great-potential-for-philanthropy-in-belgium/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/great-potential-for-philanthropy-in-belgium/</guid>
</item>
<item>
<title>Will Belgium become the Italy of the North?</title>
<description><![CDATA[ Marc De Vos sees Italy as a possible future version of Belgium that will become reality if we maintain the politics of denial and impasse. The budget is the first major appointment. Will we go for genuine restoration, or just for cosmetics?]]></description>
<pubDate>Tue, 12 Apr 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/will-belgium-become-the-italy-of-the-north/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/will-belgium-become-the-italy-of-the-north/</guid>
</item>
<item>
<title>Skipping a year at school: beyond the myths. </title>
<description><![CDATA[ Our education system needs to focus on gaining skills, not on every pupil achieving a certain level of skills. Minimal standards do make sense, but we need to be aware that a certain group has already got the required level in the beginning of the school year. Not considering accelerating this group constraints education to occupational therapy. This report from Carl Van Keirsbilck and Ivan Van de Cloot argues that pupils and students should be allowed to skip a year more often in Flanders. It is fundamental to accurately detect these gifted children through recurring standardized tests above level. The authors also hope that the issue of children with an educational advance will not be forgotten in the secondary education reform plans. ]]></description>
<pubDate>Tue, 29 Mar 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/skipping-a-year-at-school-beyond-the-myths/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/skipping-a-year-at-school-beyond-the-myths/</guid>
</item>
<item>
<title>Why is there a gap between Flemish and French-speaking schools?</title>
<description><![CDATA[ Hindriks and Verschelde review the possible reasons for the regional divergence in educational attainments. They suggest that the gap between Flemish and French-speaking pupils can be compared to the difference between girls and boys in learning attitudes and motivations. ]]></description>
<pubDate>Mon, 07 Mar 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/why-is-there-a-gap-between-flemish-and-french-speaking-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/why-is-there-a-gap-between-flemish-and-french-speaking-schools/</guid>
<enclosure url="http://www.itinerainstitute.org/upl/1/default/doc/10_jh.pdf" length="222544" type="application/pdf" />
</item>
<item>
<title>The Bologna process</title>
<description><![CDATA[ This report/presentation of the European Commission looks at the improvement of higher education in Europe since the famous Bologna reforms. It first gives an overview of the main steps of the process before discussing its evaluation up until today.  ]]></description>
<pubDate>Thu, 24 Feb 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-bologna-process/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-bologna-process/</guid>
</item>
<item>
<title>Unesco education report: reaching the marginalised</title>
<description><![CDATA[ This edition of the EFA Global Monitoring Report 2010, reaching the marginalized, comes at a time of great uncertainty. We are still grappling with the far-reaching impact of the global financial and economic crisis not only on the world&#8217;s banking systems, but on all areas of human development &#8211; including education. We are at a crossroads. Either we continue with business as usual and risk undoing the considerable progress made over the past decade, or we use this crisis as an opportunity to create sustainable systems which promote inclusion and put an end to all forms of marginalization. The gains achieved since the Education for All and Millennium Development Goals were adopted in 2000 are undeniable: great strides have been made towards universal primary education, increased participation in secondary and tertiary education and, in many countries, gender equality.]]></description>
<pubDate>Thu, 27 Jan 2011 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/unesco-education-report-reaching-the-marginalised/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/unesco-education-report-reaching-the-marginalised/</guid>
</item>
<item>
<title>Can we make schools responsible for the performances of their students?</title>
<description><![CDATA[ The Flemish educational system is a high performer according to international research. The most recent PISA 2006 figures confirm that no other country has a higher score for math and that only a handful of countries are doing better in sciences (Finland and Hong Kong) and reading (Korea, Finland and Hong Kong). But there&#8217;s also a downside. Although the achievements in Flanders are very good on average, there are huge differences between pupils (knowledge inequality). There is also a strong correlation between the performance of Flemish students and their socioeconomic background (social inequality). How can we achieve good education for every child? Is the central question of this Leuvens Economisch Standpunt. The author thereby investigates whether it makes sense to make the schools partly responsible for the results of their students.]]></description>
<pubDate>Wed, 17 Nov 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/can-we-make-schools-responsible-for-the-performances-of-their-students/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/can-we-make-schools-responsible-for-the-performances-of-their-students/</guid>
</item>
<item>
<title>Education at a glance 2010</title>
<description><![CDATA[ Following the crisis, the governments must ensure the durability of public finances while seeking to develop the growth potential of their economy in the long run, and answer the demographic and technological changes on the labour market. For this purpose, the performances and the output of the systems of education must be more constant. This OECD report provides a series of relevant indicators so that each country can carry out a study of its system in the light of results from abroad. 
]]></description>
<pubDate>Thu, 14 Oct 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-at-a-glance-2010/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-at-a-glance-2010/</guid>
</item>
<item>
<title>Avoiding a limited perspective in politics</title>
<description><![CDATA[ Ivan Van de Cloot insists on the importance of hearing all reasonable opinions in a societal debate.  A recent example is the reform of secondary education in Flanders. ]]></description>
<pubDate>Wed, 29 Sep 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/avoiding-a-limited-perspective-in-politics/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/avoiding-a-limited-perspective-in-politics/</guid>
</item>
<item>
<title>Data Privacy Principles for Innovation</title>
<description><![CDATA[ Technological innovation, particularly in information technology, is at the heart of economic growth.  Widespread digitization of the economy is critical in ensuring robust economic growth and thus a higher standard of living.  One barrier to more rapid progress to a digitally enabled society is the fear by some people that this will entail a loss of privacy.  In this respect, there have been come privacy related concerns regarding the introduction of the eHealth-platform in the Belgian healthcare sector.  This paper by The Information Technology and Innovation Foundation intends to provide an answer to these concerns.]]></description>
<pubDate>Mon, 26 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/data-privacy-principles-for-innovation/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/data-privacy-principles-for-innovation/</guid>
</item>
<item>
<title>Bring more talent to schools: bring the best staff into schools with better starting pay and intense selection </title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Mon, 19 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/bring-more-talent-to-schools-bring-the-best-staff-into-schools-with-better-starting-pay-and-intense-selection/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/bring-more-talent-to-schools-bring-the-best-staff-into-schools-with-better-starting-pay-and-intense-selection/</guid>
</item>
<item>
<title>Give more responsibility to schools: provide an external evaluation based on densely and clearly defined targets </title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Mon, 19 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/give-more-responsibility-to-schools-provide-an-external-evaluation-based-on-densely-and-clearly-defined-targets/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/give-more-responsibility-to-schools-provide-an-external-evaluation-based-on-densely-and-clearly-defined-targets/</guid>
</item>
<item>
<title>Strive for more equity in schools: adopt a no child left behind policy </title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Mon, 19 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/strive-for-more-equity-in-schools-adopt-a-no-child-left-behind-policy/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/strive-for-more-equity-in-schools-adopt-a-no-child-left-behind-policy/</guid>
</item>
<item>
<title>Strive for more mobilisation in schools: involve parents and the community network to participate to lift up education</title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Mon, 19 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/strive-for-more-mobilisation-in-schools-involve-parents-and-the-community-network-to-participate-to-lift-up-education/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/strive-for-more-mobilisation-in-schools-involve-parents-and-the-community-network-to-participate-to-lift-up-education/</guid>
</item>
<item>
<title>Give more autonomy to schools: give back the power to teachers and principals</title>
<description><![CDATA[ Not available in this language.]]></description>
<pubDate>Fri, 16 Jul 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/give-more-autonomy-to-schools-/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/give-more-autonomy-to-schools-/</guid>
</item>
<item>
<title>Allow children to skip a level if they are up to it</title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Tue, 22 Jun 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/allow-children-to-skip-a-level-if-they-are-up-to-it/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/allow-children-to-skip-a-level-if-they-are-up-to-it/</guid>
</item>
<item>
<title>Create &#8220;kangaroo classes&#8221; in every school or in every association of schools</title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Tue, 22 Jun 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/create-kangaroo-classes-in-every-school-or-in-every-association-of-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/create-kangaroo-classes-in-every-school-or-in-every-association-of-schools/</guid>
</item>
<item>
<title>Systematically screen school children, in order to identify gifted children at an early age</title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Tue, 22 Jun 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/screen/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/screen/</guid>
</item>
<item>
<title>Train teachers, Pupil Guidance Centres and Education Inspectors to guide gifted children</title>
<description><![CDATA[ Not available in this language]]></description>
<pubDate>Tue, 22 Jun 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/train-teachers/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/train-teachers/</guid>
</item>
<item>
<title>Europe 2020 and Belgium: the challenges</title>
<description><![CDATA[ What do we have to do in order to achieve a better and sustainable growth after the crisis? What are the main challenges in our social and economic policy? What choices does Belgium have to make after the federal elections of June 13th? 

The European Commission aims to inspire with the &#8220;Europe 2020&#8221; strategy. 

During a conference day organised by the Itinera Institute and the European Commission, prominent speakers from the political, economic and academic world debated on the main themes of this European strategy and its application in Belgium.]]></description>
<pubDate>Mon, 21 Jun 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/europe-2020-and-belgium-the-challenges/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/europe-2020-and-belgium-the-challenges/</guid>
</item>
<item>
<title>The impact of the Bologna process</title>
<description><![CDATA[ With the Bologna process, many important reforms in higher education have been achieved. This report from Eurydice makes an evaluation of the progresses and failures realized in terms of student mobility, lifelong learning, quality assurance and social dimension of higher education. With the crisis and the necessary return of growth, our countries have to learn from each other, make their education system even more efficient and provide their citizens with the levels of education and skills required by a globally competitive, knowledge-based society.]]></description>
<pubDate>Thu, 27 May 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-impact-of-the-bologna-process/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-impact-of-the-bologna-process/</guid>
</item>
<item>
<title>The high cost of low educational performance</title>
<description><![CDATA[ Experiences from some OECD countries prove that it is worth making some efforts in educational system reform. Through different scenarios on the increase of school performance in terms of PISA points, this OECD report shows how the improvement in educational quality and later in the labour force&#8217;s skills can impact on future well-being. By refusing educational reform programmes, we take the risk of inflicting high economic costs to society, the authors conclude.]]></description>
<pubDate>Tue, 09 Mar 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-high-cost-of-low-educational-performance/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-high-cost-of-low-educational-performance/</guid>
</item>
<item>
<title>Philanthropy, also in times of crisis </title>
<description><![CDATA[ Philanthropy could be considered as an economic activity that creates welfare: a donation of 500 Euros, for example, means that the act of giving is worth more to the donator than the given amount of 500. The receiver&#8217;s welfare will increase too, and therefore we could speak of a philanthropy multiplicator effect. Encouraging philanthropy by fiscal means can thus be seen as creating value added.]]></description>
<pubDate>Wed, 03 Mar 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/philanthropy-also-in-times-of-crisis/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/philanthropy-also-in-times-of-crisis/</guid>
</item>
<item>
<title>Education quality</title>
<description><![CDATA[ The public opinion has never been so concerned about the quality in schools as it is today, and yet this education quality has never been really evaluated.  Jean Hindriks has decided to rectify this gap by realizing a systematic detailed evaluation of our secondary education in Belgium (within the two communities).  This evaluation covers justice as well as the efficiency of our school system.  This study has been executed via a random sampling of 6336 students in more than 445 different schools (within the two communities). ]]></description>
<pubDate>Wed, 24 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-quality/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-quality/</guid>
</item>
<item>
<title>Eurozone credibility put to the test</title>
<description><![CDATA[ The one who simply reduces the current crisis of confidence in the member states solvency to a Greek problem, understood very few things. There are risks associated to the large expansion of the eurozone which are too often dictated by political motives, let&#8217;s hope that the European leaders will notice this now.  As Europe gives a signal not just to watch but to undertake appropriate action, is it important that one indicates the exact bounderies of how far and under which conditions support can be given.  It is also an evidence that at present and in the future a lot of lessons will need to be drawn with regards to the eurozone.]]></description>
<pubDate>Tue, 16 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/eurozone-credibility-put-to-the-test/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/eurozone-credibility-put-to-the-test/</guid>
</item>
<item>
<title>School autonomy : to do what with?</title>
<description><![CDATA[ Education quality is a condition for having sustainable growth.  To upgrade the French-speaking education system, we have to upgrade the position of the teachers. If we want the schools to be more performant, the power of the director has to increase in the context of a higher and supervised responsibility.]]></description>
<pubDate>Fri, 12 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/school-autonomy--to-do-what-with/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/school-autonomy--to-do-what-with/</guid>
</item>
<item>
<title>The inherited school success</title>
<description><![CDATA[ Education in Belgium is one of the most unequal in the world. School success heavily depends on pupil&#8217;s social origin. The &#8220;d&#233;cret inscriptions&#8221; in the French Community and the GOK in the Flemish Community are at the center of the public debate but there is no word about the fact that pupils from low income families are more likely than others to be put into different teaching channels.]]></description>
<pubDate>Fri, 12 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-inherited-school-success/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-inherited-school-success/</guid>
</item>
<item>
<title>Consuming more or consuming less</title>
<description><![CDATA[ During the twentieth century, the global population increased by 6 billions (four times more) and the industrial production increased by a factor 40. Our energy consumption went up by a factor 16 and CO&#178; emissions by a factor 10. In this context, it is crucial to wonder if our current consumption pattern will endanger the living standards of future generations to come. The conclusion seems to be that it is not so much our consumption level that will endanger our well-being in the long run, but rather the composition of what we consume (e.g. polluting goods versus less polluting goods)]]></description>
<pubDate>Mon, 08 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/consuming-or-consuming-less/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/consuming-or-consuming-less/</guid>
</item>
<item>
<title>21st century skills and competences in OECD countries</title>
<description><![CDATA[ What are the 21st century skills and competences in OECD countries? In this OECD report, the authors investigate the question and make some recommendations to prepare workers to knowledge-intensive economies. Most of these skills and competences are related to knowledge management and are supported by ICT (information and communication technologies). Governments have to properly adapt their educational systems so as to be sure young people will be able to integrate such skills and competences, the authors say.]]></description>
<pubDate>Thu, 04 Feb 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/21st-century-skills-and-competences-in-oecd-countries/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/21st-century-skills-and-competences-in-oecd-countries/</guid>
</item>
<item>
<title>Education quality: what can we do?</title>
<description><![CDATA[ Schools do not need more money but another organization. More efficient working schools and at the same time less inequalities, It is without any doubt workable!]]></description>
<pubDate>Mon, 18 Jan 2010 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-quality-what-can-we-do/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-quality-what-can-we-do/</guid>
</item>
<item>
<title>An attendance bonus for teachers?</title>
<description><![CDATA[ Absenteeism from teachers is controversial and meaningful. It proves a deep malaise in the sector which disrupts the teaching organization. What can we do about this?]]></description>
<pubDate>Thu, 17 Dec 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/an-assiduity-bonus-for-teachers-/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/an-assiduity-bonus-for-teachers-/</guid>
</item>
<item>
<title>Do better schools lead to more growth?</title>
<description><![CDATA[ In many empirical growth studies education is often identified as one of the most effective investments to foster significant growth on the long term. In fact, this is no different for this IZA report. And, from a policy perspective, the shares of basic literates and high performers have independent significant effects on growth, and the estimates suggest that the high-performer effect is larger in poorer areas or countries. So don&#8217;t be a fool, and invest in schools!]]></description>
<pubDate>Tue, 08 Dec 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/do-better-schools-lead-to-more-growth/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/do-better-schools-lead-to-more-growth/</guid>
</item>
<item>
<title>Presentation: School that offers chances</title>
<description><![CDATA[ The malaise in French speaking schools is growing. Performance must go up, and the social and cultural inequalities must go down. This is essential, but also possible. And it's more than just a case of money.]]></description>
<pubDate>Mon, 07 Dec 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/presentation-lecole-de-la-chance/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/presentation-lecole-de-la-chance/</guid>
</item>
<item>
<title>Taking care of our disabled pupils</title>
<description><![CDATA[ Disabled pupils receive a lot of attention in terms of governmental policy. The costs of their education and complementary provisions, like compensations for home aid or expenses for youth care, are high and always increasing. This is due to the fact that schools and parents of disabled pupils don&#8217;t have any reason not to choose for the more expensive provisions. To what extent these high and ever increasing expenses generate real benefits for these kids, their families and therefore society remains however unknown, says this report from the Dutch planning bureau.]]></description>
<pubDate>Thu, 19 Nov 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/taking-care-of-our-disabled-pupils/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/taking-care-of-our-disabled-pupils/</guid>
</item>
<item>
<title>Executive Summary: What can Flemish schools teach French speaking schools? </title>
<description><![CDATA[ If the Flemish school system performs better than the French speaking one it&#8217;s because its principals and teachers enjoy more autonomy. Both systems, however, belong to the most unequal in Europe. An explanation from Jean Hindriks, Marijn Verschelde, Glenn Rayp and Koen Schoors. ]]></description>
<pubDate>Thu, 22 Oct 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/executive-summary-what-can-flemish-schools-teach-french-speaking-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/executive-summary-what-can-flemish-schools-teach-french-speaking-schools/</guid>
</item>
<item>
<title>What can Flemish schools teach French speaking schools? </title>
<description><![CDATA[ If the Flemish school system performs better than the French speaking one it&#8217;s because its principals and teachers enjoy more autonomy. Both systems, however, belong to the most unequal in Europe. An explanation from Jean Hindriks, Marijn Verschelde, Glenn Rayp and Koen Schoors.]]></description>
<pubDate>Fri, 02 Oct 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/what-can-flemish-schools-teach-french-speaking-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/what-can-flemish-schools-teach-french-speaking-schools/</guid>
</item>
<item>
<title>Creating an effective teaching and learning environment</title>
<description><![CDATA[ We live in modern knowledge-based economy and it&#8217;s no longer a secret: we have to respond to a growing demand for high-level skills. This OECD&#8217;s Teaching and Learning International Survey (TALIS) provides a comparative study of the teaching and learning methods in secondary schools in OECD countries. Our traditional models of schooling have to be adapted if we want to be better prepared to identify and develop the talents of all students.]]></description>
<pubDate>Tue, 29 Sep 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/creating-an-effective-teaching-and-learning-environment/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/creating-an-effective-teaching-and-learning-environment/</guid>
</item>
<item>
<title>Can student tutoring initiatives help underprivileged children?</title>
<description><![CDATA[ Kids from immigrant and/or socially deprived background do not have the same opportunities at school as their autochthon peers. To compensate for this inequality, student tutoring (undergraduate and graduate students helping out immigrant and/or socially deprived children with school) is advanced as one interesting possibility. But what are the existing initiatives? Does student tutoring really offer an added value? If so, under what circumstances? How can we improve student tutoring? This publication from the King Baudoin Foundation offers subtle answers to these, and other questions.]]></description>
<pubDate>Fri, 18 Sep 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/can-student-tutoring-initiatives-help-underprivileged-children/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/can-student-tutoring-initiatives-help-underprivileged-children/</guid>
</item>
<item>
<title>Assessment and innovation in education</title>
<description><![CDATA[ Innovation is a key driver of economic and social progress in and needs undoubtedly to be sustained by education. Indeed, education enables people to develop their creativity, knowledge, skills and talents that are so much needed for innovation. This OECD report discusses three ways to improve educational practices and assessment processes to cultivate these key competences. Let&#8217;s go ahead towards innovative learning and teaching strategies to stimulate innovation!]]></description>
<pubDate>Mon, 17 Aug 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/assessment-and-innovation-in-education/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/assessment-and-innovation-in-education/</guid>
</item>
<item>
<title>Video column: A more performant educational system striving for excellence and equal opportunities! </title>
<description><![CDATA[ Our educational system has to perform better in the development of our only natural raw material being human capital. More autonomy for schools and universities is therefore an important leverage. A lot of justified attention is going to equal opportunities in education. However, equal chances do not mean equal results. On all levels in education there must come more space for excellence. The potential of the highly gifted and of girls stays too often wasted.]]></description>
<pubDate>Thu, 06 Aug 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/videocolumn-a-more-performant-educational-system-striving-for-excellence-and-equal-opportunities/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/videocolumn-a-more-performant-educational-system-striving-for-excellence-and-equal-opportunities/</guid>
</item>
<item>
<title>Key data on education in Europe 2009</title>
<description><![CDATA[ There is always something Belgium can learn from its European neighbours, and why not in the field of education. This report from Eurydice provides a comparative evaluation of the organisation and functioning of education systems in Europe for 2009. Although the participation rate and the number of years spent in schools and universities are increasing, the number of teachers is not. Even more surprisingly so as a majority will retire in the next few years. A serious concern, especially for a knowledge based economy in which education and training needs to be promoted.]]></description>
<pubDate>Fri, 24 Jul 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/key-data-on-education-in-europe/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/key-data-on-education-in-europe/</guid>
</item>
<item>
<title>Young people on stage</title>
<description><![CDATA[ In order to take advantage from the crisis, Jean Hindriks suggests a Sweden knowledge lift. Active workers could go back to study, while receiving benefits, to let their job to younger workers, the first victims of the crisis. ]]></description>
<pubDate>Fri, 17 Jul 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/young-people-on-stage/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/young-people-on-stage/</guid>
</item>
<item>
<title>Poverty and social mobility: what do we have to know to act better?</title>
<description><![CDATA[ With a poverty rate of 15.2% in 2007, Belgium should consider its fight against poverty and social inequality more seriously than it does now. According to Johan Albrecht and Isabelle Martin, it needs to evaluate more regularly and more rigorously the effects of its anti-poverty policies in order to have a better idea of their real efficiency. Belgium also needs to pay more attention to improving intergenerational mobility by properly using social levers such as education and employment policies.]]></description>
<pubDate>Mon, 29 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/poverty-and-social-mobility-what-do-we-have-to-know-to-act-better/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/poverty-and-social-mobility-what-do-we-have-to-know-to-act-better/</guid>
</item>
<item>
<title>Deficit spending can not push away political reforms</title>
<description><![CDATA[ Marc De Vos sends out a warning about the Flemish budgetary laxity. Flanders can not exorcise the crisis with regional deficits. The new government has to prioritize competitiveness, innovation, education, entrepreneurship and exports.]]></description>
<pubDate>Fri, 26 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/deficit-spending-can-not-push-away-political-reforms/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/deficit-spending-can-not-push-away-political-reforms/</guid>
</item>
<item>
<title>Educational inequality and socioeconomic background</title>
<description><![CDATA[ Many European countries face an important educational gap between natives and migrants. According to the most recent PISA studies, the problem is particularly important in Belgium. But what factors are to blame for this inequality of chances at school? The results of this IZA study suggest that the educational gap between natives and migrants is mainly due to the &#8216;endowment effect&#8217; provided by the socioeconomic background of parents and cultural capital at home. It goes almost without saying that family really is important for the pedagogic project of a child. ]]></description>
<pubDate>Thu, 11 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/educational-inequality-and-socioeconomic-background/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/educational-inequality-and-socioeconomic-background/</guid>
</item>
<item>
<title>Socially diverse schools: the miracle will not happen</title>
<description><![CDATA[ Alarming finding: Belgium is the champion of segregation in the school system, leaving only Hungary behind. The impact is more or less the same in both communities. The notorious 'd&#233;cret mixit&#233;', symbol of the political willingness to do something about this in French speaking Belgium, has made a lot of parents angry, and was ultimately withdrawn. Jean Hindriks and Brieuc Van Damme got some inspiration from the cities of New-York and Boston to suggest some measures that will lead to a consensus between all stakeholders in a quick and easy WAY.]]></description>
<pubDate>Wed, 10 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/socially-diverse-schools-the-miracle-will-not-happen/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/socially-diverse-schools-the-miracle-will-not-happen/</guid>
</item>
<item>
<title>The Day After: what are the regional policy priorities for 2009-2014</title>
<description><![CDATA[ The regional elections of 2009 should be a turning point. Due to the economic crisis, the budgetary crisis and the institutional crisis, Belgian&#8217;s regions are faced with new responsibilities.
Now that the votes are counted, the multitude of electoral promises can make way for the reality of negotiations. The Itinera Institute determined 7 regional policy priorities and formulated concrete proposals.
]]></description>
<pubDate>Wed, 10 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-day-after-what-are-the-regional-policy-priorities-for-2009-2014/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-day-after-what-are-the-regional-policy-priorities-for-2009-2014/</guid>
</item>
<item>
<title>Presentation: the day after: what are the regional policy priorities 2009-2014?</title>
<description><![CDATA[ The regional elections of 2009 should be a turning point. Due to the economic crisis, the budgetary crisis and the institutional crisis, Belgian&#8217;s regions are faced with new responsibilities.
Now that the votes are counted, the multitude of electoral promises can make way for the reality of negotiations. The Itinera Institute determined 7 regional policy priorities and formulated concrete proposals.

]]></description>
<pubDate>Mon, 08 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/ppt/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/ppt/</guid>
</item>
<item>
<title>Executive summary :the day after: what are the regional policy priorities for 2009-2014?</title>
<description><![CDATA[ The regional elections of 2009 should be a turning point. Due to the economic crisis, the budgetary crisis and the institutional crisis, Belgian&#8217;s regions are faced with new responsibilities.
Now that the votes are counted, the multitude of electoral promises can make way for the reality of negotiations. The Itinera Institute determined 7 regional policy priorities and formulated concrete proposals.
]]></description>
<pubDate>Thu, 04 Jun 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/executive-summary-the-day-after-what-are-the-regional-policy-priorities-for-2009-2014/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/executive-summary-the-day-after-what-are-the-regional-policy-priorities-for-2009-2014/</guid>
</item>
<item>
<title>Integrating immigrant children into European schools</title>
<description><![CDATA[ Parental involvement in the education of their children is essential to children&#8217;s success at school. Unfortunately, many immigrant parents encounter difficulties of a linguistic or cultural nature to do so. This publication from Eurydice studies three methods of promoting communication between schools in Europe and immigrant families: publication of written information on the school system in the language of origin of immigrant families, the use of interpreters in various school-related situations, and the appointment of persons to be specifically responsible for connecting immigrant pupils and their families with the school.]]></description>
<pubDate>Thu, 28 May 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/integrating-immigrant-children-into-european-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/integrating-immigrant-children-into-european-schools/</guid>
</item>
<item>
<title>The way to manage secondary school enrolment</title>
<description><![CDATA[ Alarming finding: Belgium is the champion of segregation in the school system, leaving only Hungary behind. The impact is more or less the same in both communities. The notorious 'd&#233;cret mixit&#233;', symbol of the political willingness to do something about this in French speaking Belgium, has made a lot of parents angry, and was ultimately withdrawn. Fran&#231;ois Maniquet (UCL) presents two procedures to manage the enrolment of pupils in their first year of secondary education that take into consideration the parents&#8217; preferences as well as the governmental desire to have more social diversity in schools.]]></description>
<pubDate>Thu, 28 May 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-way-to-manage-secondary-school-enrolment/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-way-to-manage-secondary-school-enrolment/</guid>
</item>
<item>
<title>The social lift is broken</title>
<description><![CDATA[ In this report, the King Baudouin Foundation analyzes the differences in school performances between autochthon and immigrant pupils. It appears that there are important social inequalities in the French and Flemish Communities and a positive correlation between the parents&#8217; socio-economic status and their children&#8217;s results. Even though the family&#8217;s socio-economic situation can largely explain the differences in performance between the Belgian and immigrant pupils, education should be a way to improve social mobility through generations and reduce social inequalities. Therefore, the report pleads, among other things, in favor of desegregation policies in the educational system.]]></description>
<pubDate>Thu, 07 May 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-social-lift-is-broken/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-social-lift-is-broken/</guid>
</item>
<item>
<title>Female scientists, IT specialists and engineers, why so few? Executive Summary</title>
<description><![CDATA[ The number of female IT specialists, scientists and engineers remains low.

The Itinera Institute offers a platform to Carl Van Keirsbilck, who studied the causes, and formulates clear recommendations towards government and education.

 
]]></description>
<pubDate>Mon, 27 Apr 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/female/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/female/</guid>
</item>
<item>
<title>The Bologna process in higher education in Europe</title>
<description><![CDATA[ The workers&#8217; level of qualification is a real comparative advantage for our European countries. This advantage, however, can only be preserved by continuously supporting our education systems. The Bologna process represents an important step on the road of knowledge development; but did we go as far as we thought? Are there more students in high schools and universities now; are students more mobile and better prepared to enter the labour market? This report from Eurostat investigates different aspects of higher education in Europe since the Bologna process: financial access, public investments in tertiary institutions, staff and student mobility, students employability, etc.]]></description>
<pubDate>Mon, 27 Apr 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-bologna-process-in-higher-education-in-europe/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-bologna-process-in-higher-education-in-europe/</guid>
</item>
<item>
<title>Diversity in school</title>
<description><![CDATA[ Alarming finding: Belgium is the champion of segregation in the school system, leaving only Hungary behind. The impact is more or less the same in both communities. The notorious 'd&#233;cret mixit&#233;', symbol of the political willingness to do something about this in French speaking Belgium, has made a lot of parents angry, and was ultimately withdrawn. Jean Hindriks and Brieuc Van Damme got some inspiration from the cities of New-York and Boston to suggest some measures that will lead to a consensus between all stakeholders in a quick and easy way. ]]></description>
<pubDate>Tue, 21 Apr 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/diversity-in-school/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/diversity-in-school/</guid>
</item>
<item>
<title>Diversity in schools: YES WE CAN!</title>
<description><![CDATA[ Alarming finding: Belgium is the champion of segregation in the school system, leaving only Hungary behind. The impact is more or less the same in both communities. The notorious 'd&#233;cret mixit&#233;', symbol of the political willingness to do something about this in French speaking Belgium, has made a lot of parents angry, and was ultimately withdrawn. Jean Hindriks and Brieuc Van Damme got some inspiration from the cities of New-York and Boston to suggest some measures that will lead  to a consensus between all stakeholders in a quick and easy WAY. ]]></description>
<pubDate>Tue, 21 Apr 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/diversity-in-schools-yes-we-can/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/diversity-in-schools-yes-we-can/</guid>
</item>
<item>
<title>Video Column: double dividend</title>
<description><![CDATA[ Jean Hindriks explains how we can profit twice from budgetary measures.]]></description>
<pubDate>Thu, 19 Mar 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/video-colum-double-dividend/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/video-colum-double-dividend/</guid>
</item>
<item>
<title>Early childhood education and care in Belgium</title>
<description><![CDATA[ Investing in early childhood development and education has the highest return in terms of social adaptation of children. This study from Eurydice investigates measures implemented in European countries that target early childhood and suggests roads for improvement. Despite relatively good results with respect to other European countries, Belgium still has some weaknesses in this field: a low employment rate of pre-primary children&#8217;s mothers, a lack of places in child-care centers and some insertion difficulties for children from socio-economically and culturally underprivileged social classes. ]]></description>
<pubDate>Wed, 18 Mar 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/early-childhood-education-and-care-in-belgium/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/early-childhood-education-and-care-in-belgium/</guid>
</item>
<item>
<title>Migrants and educational achievement : ten policy suggestions </title>
<description><![CDATA[ In most OECD countries, migrant students&#8217; performance remains relatively low with respect to native students&#8217; performance, PISA studies say. Some factors like selection mechanisms, resources inequalities, school organization, language difficulties of foreign students, etc would decrease migrants&#8217; education outcomes. The latter is nonetheless important for their labor market integration. This OECD report offers then solutions aimed at facilitating a better integration of young migrants into our educational system.]]></description>
<pubDate>Wed, 25 Feb 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/migrants-and-educational-achievement-ten-policy-suggestions/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/migrants-and-educational-achievement-ten-policy-suggestions/</guid>
</item>
<item>
<title>Don&#8217;t be fools, invest in schools!</title>
<description><![CDATA[ The one inexhaustible resource we can always rely on is our grey cells. The privileged place to develop our brains is school. And the only way to trigger economic growth is by creating added value through innovative thinking. If you agree with these three simple statements, you&#8217;ll also agree that better schools lead to more growth, right? This CESifo working paper confirms there is a strong link between school performance and economic growth, both for general level education and for high performers. Therefore, dear policymakers, don&#8217;t be fools and invest in schools!]]></description>
<pubDate>Fri, 13 Feb 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/dont-be-fools-invest-in-schools/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/dont-be-fools-invest-in-schools/</guid>
</item>
<item>
<title>New Years memo : Presentation</title>
<description><![CDATA[ The Itinera Institute presents it's NEW YEAR's MEMO 2009, our vision of the policy priorities for the Van Rompuy I Government.We stress the importance of the current legislation, and formulate a list of recommendations for bold, proactive policy choises.
]]></description>
<pubDate>Tue, 06 Jan 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/new-year-memo--presentation/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/new-year-memo--presentation/</guid>
<enclosure url="http://www.itinerainstitute.org/upl/1/en/doc/Microsoft%20PowerPoint%20-%20handouts%20-%20NY%20Memo%202009.pdf" length="1666338" type="application/pdf" />
</item>
<item>
<title>New Years Memo 2009</title>
<description><![CDATA[ The Itinera Institute presents it's NEW YEARS MEMO 2009, our vision of the policy priorities for the Van Rompuy I Government. We stress the importance of the current legislation, and formulate a list of recommendations for bold, proactive policy choises.
]]></description>
<pubDate>Tue, 06 Jan 2009 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/new-years-memo-2009/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/new-years-memo-2009/</guid>
<enclosure url="http://www.itinerainstitute.org/upl/1/en/doc/Nieuwjaarsmemo%20FR.pdf" length="1997542" type="application/pdf" />
</item>
<item>
<title>Low education level and position on the labour market</title>
<description><![CDATA[ How can a low education level influence one&#8217;s working conditions and probability to keep a job? This report from the European Foundation for the Improvement of Living and Working Conditions investigates how low-skilled workers position themselves on the labour market in the 27 EU member states. Not surprisingly, education and training has to be encouraged before and during one&#8217;s career, says the report. This way, we can stabilize the employment rate, improve social mobility and increase our economic competitivity.]]></description>
<pubDate>Mon, 17 Nov 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/low-education-level-and-position-on-the-labour-market/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/low-education-level-and-position-on-the-labour-market/</guid>
</item>
<item>
<title>R&amp;D: Europe progresses, but the efforts need to be pursued</title>
<description><![CDATA[ According to the 2008 EU Industrial R&amp;D Investment Scoreboard of the European Commission, with 8,8 %, companies of the EU show for the first time a stronger growth of the R&amp;D investments than their Americans counterparts (8,6 %). The research intensity, that is the ratio between R&amp;D and net sales, stays nevertheless very superior in the United States, where it establishes, on average at 4,5 % against 2,7 % in Europe. Besides, the R&amp;D of the private sector in Europe represents only 1 % of the gross domestic product, what would indicate that an increasing part of the investments in R&amp;D of the European firms is made outside the Union. We get closer to the Lisbon objectives, but the efforts need to be pursued to hope reaching them.]]></description>
<pubDate>Mon, 03 Nov 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/r-d-europe-progresses-but-the-efforts-need-to-be-pursued/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/r-d-europe-progresses-but-the-efforts-need-to-be-pursued/</guid>
</item>
<item>
<title>What is to know about corporations&#8217; learning curve</title>
<description><![CDATA[ More competition enhances productivity: it stimulates corporations to work more efficiently and gives them incentives to learn from other domestic companies. According to the Dutch Central Plan Bureau, the know-how present within domestic companies is more important than the know-how abroad. This is why companies have to invest in R&amp;D, to be capable of imitating. This is also why foreign companies have to be given a real opportunity to settle in Belgium. In these turbulent economic times, protectionism is thus not an option. ]]></description>
<pubDate>Fri, 24 Oct 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/what-is-to-know-about-corporations-learning-curve/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/what-is-to-know-about-corporations-learning-curve/</guid>
</item>
<item>
<title>Is free higher education really democratic?</title>
<description><![CDATA[ At first sight, free higher education is a good thing. Nonetheless, this article from the Institut Montaigne reminds us that this is contrary to the initial concept of democratisation. Higher education is indeed being financed by taxes from all to benefit largely the better off that are going to college without having any difficulties paying for it. This article makes several suggestions to make individual efforts in financing higher education more efficient and equitable.]]></description>
<pubDate>Fri, 17 Oct 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/is-free-higher-education-really-democratic/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/is-free-higher-education-really-democratic/</guid>
</item>
<item>
<title>University accessibility and university quality do not always go hand in hand</title>
<description><![CDATA[ With more and more high-school graduates going on to university, governments face tough decisions on funding and quality standards to ensure that their education systems respond adequately to booming demand for degrees, a new OECD publication shows. In Belgium too, governments will have to cut the knot: university accessibility and university quality do not necessarily go hand in hand.]]></description>
<pubDate>Mon, 13 Oct 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/university-accessibility-and-university-quality-do-not-always-go-hand-in-hand/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/university-accessibility-and-university-quality-do-not-always-go-hand-in-hand/</guid>
</item>
<item>
<title>Gifted children, unused potential</title>
<description><![CDATA[ At the moment, the attention paid to the wasted talents that are the exceptionally gifted children who got through the stitches of the net increases slightly. However, it is still very likely that a large number of them will drop out somehow during the school year 2008-2009.
In this report, we develop solutions proposals which rest on a systematic and premature detection. We demonstrate besides that such an investment is profitable on the short run and that there is thus no place for delay on this topic. Even in period of budgetary illness.]]></description>
<pubDate>Tue, 16 Sep 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/gifted-children-unused-potential/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/gifted-children-unused-potential/</guid>
</item>
<item>
<title>Poorly Educated Europe</title>
<description><![CDATA[ Europe &#8211; not to mention Belgium &#8211; doesn&#8217;t have universities that are absolute world class. The immediate result is that Europe, in comparison to the United States, Australia and even China, is falling behind in the increased international competition for talented academics and students. On the longer term, however, this means that the goal of the Lisbon strategy &#8211; to make Europe the most competitive knowledge-based economy &#8211; is being jeopardized. As universities are key actors in a knowledge-based economy. This paper identifies the problems and proposes reforms that are needed to turn the tide. Bologna has put the issue on the political agenda, now the time has come to undertake action.]]></description>
<pubDate>Mon, 01 Sep 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/poorly-educated-europe/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/poorly-educated-europe/</guid>
</item>
<item>
<title>Young Children are the Future</title>
<description><![CDATA[ What if there was a silver bullet to lower both crime and teen pregnancy rates and to make society both more productive and more equal, all at the same time? According to this paper, a policy that addresses the noncognitive skills of young children (perseverance, motivation, risk aversion, etc.), by focusing on family ties, could tackle all these problems in the most efficient way. With jam-packed prisons, growing number of poor people and the necessity to raise productivity to meet the demands of the ageing population and globalization, Belgian policy makers can probably not afford not even taking a look at this paper.]]></description>
<pubDate>Mon, 11 Aug 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/young-children-are-the-future/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/young-children-are-the-future/</guid>
</item>
<item>
<title>How to improve the performances of European universities?</title>
<description><![CDATA[ This report of Bruegel looks at the factors explaining the under-performance of the European universities in the ranking of Shanghai and identifies the priority reforms for higher education on the old continent. It brings to light a lack of student mobility, an insufficient flexibility of the first cycle programs and a severe underdevelopment of research. The authors plead in favour of a gradual increase of the annual spending in the higher education in the next decade, for more autonomy for institutions and for an intensification of the mobility of the students and the teachers-researchers.]]></description>
<pubDate>Fri, 25 Jul 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/how-to-improve-the-performances-of-european-universities/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/how-to-improve-the-performances-of-european-universities/</guid>
</item>
<item>
<title>Disadvantaged children: an effective intervention is an early one</title>
<description><![CDATA[ This IZA discussion paper pones that, if society intervenes early enough, it can improve cognitive and socio-emotional abilities and the health of disadvantaged children. These interventions are estimated to have high benefit-cost ratios and rates of return. As programs are currently configured, interventions early in the lifecycle of disadvantaged children have much higher economic returns than later interventions such as reduced pupil-teacher ratios, public job training, convict rehabilitation programs, adult literacy programs, tuition subsidies or expenditure on police.]]></description>
<pubDate>Fri, 18 Jul 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/disadvantaged-children-an-effective-intervention-is-an-early-one/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/disadvantaged-children-an-effective-intervention-is-an-early-one/</guid>
</item>
<item>
<title>The economic returns to a second language</title>
<description><![CDATA[ Knowledge of an additional language may be associated with enhanced earnings because it may reflect what might generically be called &#8216;ability&#8217; bias or because it may actually be useful at the workplace (and therefore demand of bilinguals is higher). Using Canadian data, this IZA publication found very substantial, statistically significant rewards to second official language use in Quebec, but not for the rest of Canada, which is Anglophone. This suggests that smaller language communities have larger incentives to learn other languages, well.]]></description>
<pubDate>Fri, 18 Jul 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/the-economic-returns-to-a-second-language/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/the-economic-returns-to-a-second-language/</guid>
</item>
<item>
<title>Too Young to Leave the Nest? The Effects of School Starting Age </title>
<description><![CDATA[ This IZA paper uses data on the population of Norway to examine the role of school starting age on longer-run outcomes. They find evidence that starting school younger has a small positive effect on IQ scores at 18, a large positive effect at tests, a significant positive effect on the probability of teenage pregnancy, but has little effect on educational attainment of boys or girls. Overall, there is not much evidence to suggest that there are strong reasons for parents to hold their children out of school or to time the births of their children to influence school starting age.]]></description>
<pubDate>Thu, 10 Jul 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/too-young-to-leave-the-nest-the-effects-of-school-starting-age/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/too-young-to-leave-the-nest-the-effects-of-school-starting-age/</guid>
</item>
<item>
<title>Languages and Economy</title>
<description><![CDATA[ As 59% and 53% of Flemish people master French and English, only 19% and 17% of the Walloon speak Dutch and English. The economic impact of this is not to be underestimated.]]></description>
<pubDate>Tue, 01 Jul 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/languages-and-economy/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/languages-and-economy/</guid>
</item>
<item>
<title>School improvement and economic development</title>
<description><![CDATA[ The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This NBER working paper reviews the role of education in promoting economic well-being, with a particular focus on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population - rather than mere school attainment - are powerfully related to individual earnings, to the distribution of income, and to economic growth.]]></description>
<pubDate>Fri, 27 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/school-improvement-and-economic-development/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/school-improvement-and-economic-development/</guid>
</item>
<item>
<title>For more and better interactions between universities and the business sector</title>
<description><![CDATA[ This Policy brief of &#8220;The Knowledge for Growth&#8221; Expert Group emphasizes the importance of the interactions between universities and the business sector. It stresses however that it is necessary to take into account the diversity in models of modern universities and that interaction with the business sector do not conform to &#8220;one-size-fits-all&#8221; prescriptions. Following this, the authors invite public authorities to develop a combination of incentives and liberalized regulations that permit differentiated institutions to adopt different modes of governance that will enable them to compete for varied source of funding. Also in Belgium there is room for improvement as universities could reach out more to the business sector.]]></description>
<pubDate>Fri, 20 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/for-more-and-better-interactions-between-universities-and-the-business-sector/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/for-more-and-better-interactions-between-universities-and-the-business-sector/</guid>
</item>
<item>
<title>Immigrant's educational dispersion and disadvantage</title>
<description><![CDATA[ This IZA working paper confirms what many studies found before: immigrant's educational dispersion exceeds that of natives. This derives from very low achieving immigrants who fall considerably behind 'worst' achieving native students. This is not different for Belgium. The author suggests that factors such as language, family structure and socio-economic status are important in explaining these differences. Surprisingly, even the immigrants' country of origin explains only a very small part of immigrant's achievement. 
]]></description>
<pubDate>Fri, 13 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/immigrants-educational-dispersion-and-disadvantage/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/immigrants-educational-dispersion-and-disadvantage/</guid>
</item>
<item>
<title>Surviving the international war on talent together</title>
<description><![CDATA[ A way to limit our current losses in the international war on talent is to &#8216;produce&#8217; more talent ourselves. This KBF report tells how to do this, provided all societal actors are collaborating. The private sector should give (even) more attention to young talent through enhanced cooperation with schools. Schools have to put more focus on talent and technology. And what about the public authorities? They have to assure a flexible education system, widen the development opportunities of teachers and stimulate entrepreneurship. But the biggest challenge of all will be to double the amount of young graduates by 2020. 
]]></description>
<pubDate>Fri, 13 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/surviving-the-international-war-on-talent-together/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/surviving-the-international-war-on-talent-together/</guid>
</item>
<item>
<title>Belgium is likely to lose the international war on talent</title>
<description><![CDATA[ This NBER article found that the more educated are more likely to emigrate and that more-educated migrants are more likely to settle in destination countries with high rewards to skill. Belgium will therefore have to make efforts in becoming more attractive in the context of an international war on talent. Given our tight labour market and limited income dispersion, many challenges lie ahead.]]></description>
<pubDate>Mon, 09 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/belgium-is-likely-to-lose-the-international-war-on-talent/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/belgium-is-likely-to-lose-the-international-war-on-talent/</guid>
</item>
<item>
<title>Education: the germ for research and innovation</title>
<description><![CDATA[ If Flanders wants to become a pole of knowledge, it will have to pay close attention to research in its higher education system, but also to the teaching itself, according to this VLOR publication. This can be done by increasing the number of admitted and graduated students, by paying more attention to society&#8217;s needs, rewarding excellent teaching, developing the interaction with the labour market, making the budget meet the European objective and by internationalizing. Where the needed 0,8% of the Gross Regional Product is to be found is unfortunately not specified.]]></description>
<pubDate>Mon, 09 Jun 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-the-germ-for-research-and-innovation/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-the-germ-for-research-and-innovation/</guid>
</item>
<item>
<title>Education policy and economic performance</title>
<description><![CDATA[ As many studies have shown, investment in education can both promote efficiency and reduce inequality. This is particularly relevant for Belgium: the regions that are underinvesting in education are also those that are underperforming and more unequal.
]]></description>
<pubDate>Fri, 16 May 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-policy-and-economic-performance/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-policy-and-economic-performance/</guid>
</item>
<item>
<title>Student exchange helps to foster a European labour market</title>
<description><![CDATA[ Increasing international labour mobility is essential in the Euro zone given the loss of most of the monetary and trade instruments. If that has been the aim of ERASMUS, then the program succeeded! This IZA publication computed that studying abroad increases one's probability of working in a foreign country by about 20 percentage points. Rational economic thinking is not necessarily what drives former ERASMUS students to work abroad though: the effects on the students' (language) skills matter, but also the interest in foreign cultures and... the desire to stay with the foreign partner.  ]]></description>
<pubDate>Fri, 16 May 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/student-exchange-helps-to-foster-a-european-labour-market/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/student-exchange-helps-to-foster-a-european-labour-market/</guid>
</item>
<item>
<title>Educational inequalities among immigrants</title>
<description><![CDATA[ A precondition for immigrants&#8217; integration is their point of departure for labour market success: their education and ability. Whereas most studies disguise the diversity within the immigrant population by focusing on average educational attainment of immigrants vis-&#224;-vis natives, this paper examines educational inequalities among immigrants in eight high immigration countries. The results indicate that for almost all countries immigrants&#8217; educational dispersion is considerably higher than for natives. In most countries immigrants&#8217; high educational dispersion derives from a considerable group of 'worst' achieving immigrants who fall considerably behind 'worst' achieving native students.]]></description>
<pubDate>Thu, 20 Mar 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/educational-inequalities-among-immigrants/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/educational-inequalities-among-immigrants/</guid>
</item>
<item>
<title>New Universities for Old Europe?</title>
<description><![CDATA[ On January 8, 2008 the Itinera Institute and Dexia hosted the renowned Lawrence Summers for a stimulating reflection on universities in the 21st century. Discover here the presentation given by Marc De Vos and Johan Albrecht.]]></description>
<pubDate>Wed, 09 Jan 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/new-universities-for-old-europe/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/new-universities-for-old-europe/</guid>
<enclosure url="http://www.itinerainstitute.org/upl/1/default/doc/20080108%20New%20Universities%20for%20Old%20Europe.pdf" length="1210684" type="application/pdf" />
</item>
<item>
<title>Universities in the European knowledge economy</title>
<description><![CDATA[ In the debate on the competitive knowledge economy, universities are more than ever expected to directly support national innovation systems. Spectacular technological developments in the private sector however suggest that universities should rather be selective in their R&amp;D strategy and strive for the integration of research in education. Delivering qualitative human capital remains the most important social and economic contribution of universities.]]></description>
<pubDate>Wed, 09 Jan 2008 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/universities-in-the-european-knowledge-economy/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/universities-in-the-european-knowledge-economy/</guid>
</item>
<item>
<title>Belgian teaching: to be improved</title>
<description><![CDATA[ The new PISA survey on education was recently released. This OECD study aims to give a comprehensive picture of science learning today. Some countries such as Finland succeed in providing both high quality education and equitable learning outcomes. This is not the case for Belgium which is characterised by a high level of inequality and by major regional disparities in terms of student's performances. ]]></description>
<pubDate>Mon, 10 Dec 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/belgian-teaching-to-be-improved/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/belgian-teaching-to-be-improved/</guid>
</item>
<item>
<title>International students: assets or liabilities?</title>
<description><![CDATA[ Do international students benefit or harm an economy? This paper of the Higher Education Policy Institute examines the (purely economic) impact of the presence of both EU and non-EU international students in the UK. Detailed calculations underpin the conclusion that each FTE EU student in the UK annually brings net cash benefits of about &#163;10,000 to the UK economy, whereas a FTE non-EU student annually brings net cash benefits of about &#163;17,900. Even if all EU students would default on the repayment of their subsidised loans the overall economic impact is substantial. This suggests that also Belgium, with its heavily subsidised higher education system, could benefit from attracting more international students.]]></description>
<pubDate>Tue, 04 Dec 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/international-students-assets-or-liabilities/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/international-students-assets-or-liabilities/</guid>
</item>
<item>
<title>More for less? Efficiency of education and health care in the Group of Seven</title>
<description><![CDATA[ This IMF paper addresses the efficiency of public spending on education and health in the G7 countries. The authors find that policies and institutions are clearly associated with differences in efficiency. Public spending is less efficient in countries where budgets for education and health largely consist of wages and salaries. Lower student-teacher ratios and more autonomy of schools enhance efficiency in the education sector. With cost-increasing technological progress and ageing driving up the cost of health care, reducing inefficiencies in the health sector will be key for achieving sustainable fiscal policies and overcoming obstacles to international competition in G7 countries. Belgium is not included in the analysis, but can definitely learn on the performance of educational and healthcare systems from this cross-country study on the Group of Seven.]]></description>
<pubDate>Thu, 29 Nov 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/more-for-less-efficiency-of-education-and-health-care-in-the-group-of-seven/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/more-for-less-efficiency-of-education-and-health-care-in-the-group-of-seven/</guid>
</item>
<item>
<title>Are the Belgian universities threatened? </title>
<description><![CDATA[ The start of the academic year was characterized by the publication of many universities ranking across the world underlying the weak position of Belgian universities. What is the real meaning of these rankings? Jean Hindriks and the Itinera Institute comment on the existing rankings and give perspectives in favour of an investment policy into Belgian universities.
]]></description>
<pubDate>Tue, 09 Oct 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/are-the-belgian-universities-threatened/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/are-the-belgian-universities-threatened/</guid>
</item>
<item>
<title>Quand la Commission se soucie d&#8217;&#233;quit&#233;</title>
<description><![CDATA[ This article gives a critical assesment of the EC report on &#171; efficiency and equity of European education and training systems (2006) which discusses most controversial issues in reforming education and training programmes in europe: evaluation, selection, specialization, competition, flexibility and autonomy.]]></description>
<pubDate>Sun, 18 Feb 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/quand-la-commission-se-soucie-dequite/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/quand-la-commission-se-soucie-dequite/</guid>
</item>
<item>
<title>An Education Strategy to Promote Opportunity, Prosperity, and Growth</title>
<description><![CDATA[ Education is the key to both economic success and social integration. Belgium can learn from productive education reform elsewhere. A Brookings paper gives some clues for a successful education policy. ]]></description>
<pubDate>Thu, 01 Feb 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/education-strategy-promote-opportunity-prosperity-growth/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/education-strategy-promote-opportunity-prosperity-growth/</guid>
</item>
<item>
<title>How tuition fees motivate students to speed up graduation</title>
<description><![CDATA[ This study shows that tuition fees can induce students to graduate earlier, especially when university education is heavily subsidised as in Belgium. ]]></description>
<pubDate>Tue, 30 Jan 2007 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/how-tuition-fees-motivate-students-to-speed-up-graduation/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/how-tuition-fees-motivate-students-to-speed-up-graduation/</guid>
</item>
<item>
<title>Skills for the Future - Competentieagenda 2015. De technologische industrie in Vlaanderen</title>
<description><![CDATA[ Successful innovation and economic growth require a workforce with the right skills. A survey of Agoria, the sector federation for the technological industry in Belgium, investigates the quantitative and qualitative challenges for the sector towards 2015. The federation advocates reform of both the educational system and the labour market. ]]></description>
<pubDate>Wed, 01 Nov 2006 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/skills-future-competentieagenda-technologische-industrie-vlaanderen/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/skills-future-competentieagenda-technologische-industrie-vlaanderen/</guid>
</item>
<item>
<title>American Lesson for European Universities</title>
<description><![CDATA[ As the new academic year got underway, international rankings once again demonstrated the meagre performance of most European and Belgian universities. The situation is acute and critical, considering the crucial position of universities in the modern economy. Marc De Vos explains that Europe and Belgium can learn from the good sides of the American university model.]]></description>
<pubDate>Fri, 20 Oct 2006 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/american-lesson-for-european-universities/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/american-lesson-for-european-universities/</guid>
</item>
<item>
<title>Local Language and Social Housing: the Flemish Government is Right</title>
<description><![CDATA[ According to Jean Hindriks, requiring candidates for a government provided house learn the local language (Dutch or French) should be seen as a legitimate goal. The integration and emancipation of thousands of women of foreign origin should be a priority.]]></description>
<pubDate>Fri, 31 Mar 2006 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/local-language-and-social-housing-the-flemish-government-is-right/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/local-language-and-social-housing-the-flemish-government-is-right/</guid>
</item>
<item>
<title>Will More Choice Improve Outcomes in Education and Health Care? The Evidence from Economic Research</title>
<description><![CDATA[ Does (parental) freedom of choice of school matter? This survey suggests that the main impact of choice may come from the pressure of competition rather than the actual exercise of choice with empirical evidence suggesting that the competitive threat improves school productivity. The negative effect is that parental choice with lack of choice (shortage of good-quality schools) increases segregation. That is, exactly the opposite of the announced objective of the Arena Reform in Belgium&#8217;s French community. ]]></description>
<pubDate>Tue, 01 Mar 2005 12:00:00 +0100</pubDate>
<link>http://www.itinerainstitute.org/en/library/_paper/will-more-choice-improve-outcomes-in-education-and-health-care-the-evidence-from-economic-research/</link>
<guid>http://www.itinerainstitute.org/en/library/_paper/will-more-choice-improve-outcomes-in-education-and-health-care-the-evidence-from-economic-research/</guid>
</item>
</channel>
</rss>

