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Evaluation of educational policies

TEACHUP (TEACHer Upskilling Policy experimentation) is a EU-funded policy experimentation aimed at investigating the effectiveness of an innovative intervention intended to increase teachers’ retention in online courses as well as their self-regulated online learning competences. Within TEACHUP, four Massive Open Online Courses (MOOCs) on new teaching competences (i.e., collaboration, personalised learning, formative assessment, creative thinking) are developed.

ICT@School is a Europe-wide working group hosted by EUN-Schoolnet aimed at enhancing the quality and the cross-national comparability of data regarding the availability of ICTs in schools and their use by teachers and students. Representatives of 16 European countries participate in the project.

In the information age, equal access and use of digital resources and new technologies has become a major policy objective in most industrialised countries.

The project aims at studying and assessing the introduction of innovative measures in the education and training system with the objective of improving youths’ transitions from school to work in Trentino. Specifically, the project explores the German “dual system” and the introduction of internships and apprenticeships.

The relationship between social origins and educational attainment has been the subject of extensive research. However, the field is still one characterised by considerable uncertainty. In particular, views still differ on the issue of whether inequalities in educational attainment associated with social origins show any long-term decline.

ACHAB aims at assessing the effectiveness of a promising but thus far scarcely tested policy instrument: an asset building programme intended to facilitate access to tertiary education among high school students from lower classes families. The programme requires that families start saving a certain amount of money while their children are attending the last two years of high schools (grades 12 and 13).

SCUOLINSIEME aims at testing the effectiveness of an innovative intervention intended to enhance student achievement and improve school climate. The project is implemented in 50 lower secondary schools located in the regions of Liguria and Piedmont. The treatment consists of three components: (a) coaching of the school principal on educational leadership and organisation; (b) teacher training; (c) development of classroom projects aimed at enhancing learning and motivation. The evaluation is based on a randomised controlled trial.

MENTEP (MENtoring Technology-Enhanced Pedagogy) aims at developing a reliable tool for teachers to self-assess progress in technology-enhanced teaching (TET) competences and testing the tool’s effectiveness using rigorous counterfactual protocols. The MENTEP experimentation will take place in 12 European countries. The target group is made up by teachers working in lower secondary schools (ISCED level 2, Grades 6-8). In each country, a sample of approximately 50 schools and 1,000 teachers will be randomly selected in order to participate in the experimentation.

The project focuses on the effects of the last change in the rules of recruitment in Italian Universities. Starting from 2009 (DM27/03/09), the rules to appoint the recruiting committees were reformed switching from an election by members of the discipline to a random selection from the voting constituency. The rationale of the norm was to prevent  any ex-ante agreement on the would-be winner.

This project represents the first evaluation of the “Maestro Unico” reform in Italy, which sizably reduced the number of teachers in primary schools of the country from 2008. Its implementation was accompanied with an increase of class size, and with the possibility offered to schools to reduce instruction time.