Suchergebnisse

Aquest número comença amb l´article de Mireia Alcón i José Luis Menéndez sobre el paradigma de l´avaluació autèntica i la contribució específica de les rúbriques al disseny i implantació de sistemes d´avaluació coherents amb el paradigma esmentat. La literatura especialitzada ha insistit en la vinculació de l´avaluació autèntica amb la idea d´una avaluació posada al servei de l´aprenentatge. Així ho demostra l´èmfasi en que l´avaluació se centri en l´acompliment dels estudiants respecte de problemes rellevants en entorns socials i professionals. També, l´èmfasi en que l´avaluació estigui alineat amb els altres components del context educatiu donat que, sense aquesta coherència, és impossible aconseguir els aprenentatges que suposa una educació basada en competències. Tanmateix, hom ha insistit menys en el potencial que té l´avaluació autèntica per reorganitzar l´activitat docent del professorat i per a la millora dels currículums. Aquest model requereix una reflexió compartida del professorat sobre l´àmbit professional i la pròpia cultura acadèmica de la disciplina, sobre el perfil del titulat, sobre els objectius d´aprenentatge i llur integració coherent en el pla d´estudis, i sobre els entorns didàctics més adequats per tal que l´estudiant assoleixi els resultats previstos. Perquè només des d´aquesta perspectiva pot implantar-se una avaluació autèntica. En l´article, els autors insisteixen en una idea similar en relació amb les rúbriques. A banda d´ésser instruments d´avaluació, aquestes han d´ésser considerades també recursos educatius que permetin a l´estudiant enjudiciar i resoldre problemes importants del seu àmbit disciplinari en diàleg constant amb els seus companys i professors. Pel professorat, el disseny i la utilització de rúbriques són un motiu d´anàlisi i discussió concret, però activen simultàniament una consciència més profunda i una major responsabilitat sobre la seva pràctica professional. L´autenticitat segueix present en l´article d´Eva Gregori sobre la validesa d´un model de carpeta d´aprenentatge utilitzat en el grau de Belles Arts. La validesa no és una condició suficient per afirmar l´autenticitat d´un sistema d´avaluació, però sí que en constitueix una de les seves condicions necessàries. Un sistema d´avaluació pot ésser perfectament vàlid perquè les inferències que genera respecte els aprenentatges dels estudiants són adequades i útils per aconseguir aquests aprenentatges. No obstant, aquest sistema d´avaluació pot valorar resultats d´aprenentatge que no són rellevats en contextos socioprofessionals reals. De fet, la transferència i generalització dels judicis vàlids sobre l´aprenentatge dels estudiants depèn de la pertinença, importància, amplitud i profunditat dels citats aprenentatges, cosa que confereix interès a aquells judicis vàlids en contextos educatius més amplis. L´autora aborda l´assumpte des de la perspectiva contrària: d´acord amb la literatura especialitzada, reconeix l´autenticitat de la carpeta per ser un recurs en el que l´estudiant justifica i exemplifica el seu procés i resultats d´aprenentatge per, acte seguit, demostrar la validesa del model de carpeta emprat. L`anàlisi inclou un examen dels constructes en els quals es va organitzar la carpeta i de la seva consistència interna, per demostrar la coherència amb els objectius d´aprenentatge i la seva adequació al context educatiu. Un examen de la càrrega de treball dels estudiants en llur elaboració i de les qualificacions obtingudes li serveixen per justificar la seva adequació al perfil de l´estudiant de nou ingrés en la titulació analitzada. L´assumpte de l´avaluació autèntica està també implícit en l´article de María Isabel Arbesú i Leticia Reyes sobre l´eficàcia docent. Per bé que l´article se circumscriu a un estudi de la percepció que tenen estudiants de grau i postgrau de ciències i arts per al disseny, aquest estudi forma part d´una investigació més àmplia que involucra altres actors del sistema educatiu. Investigacions d´aquesta mena són encara més importants en l´actualitat, quan la literatura especialitzada ha plantejat seriosos dubtes sobre la validesa i fiabilitat de les enquestes habituals sobre la qualitat docent, i quan hom reafirma la tendència a descarregar exclusivament en les espatlles del professorat la responsabilitat d´uns resultats educatius insuficients. És significatiu que l´anàlisi no versi sobre l´eficiència del professor sinó sobre l´eficàcia; és a dir, l´adequació dels resultats de l´activitat del professorat al paper que han de jugar en la institució educativa, i que no és altre que el de generar oportunitats d´aprenentatge pels seus estudiants. En aquest sentit, és de particular interès que els propis estudiants identifiquin dimensions d´avaluació que no acostumen a recollir-se en els qüestionaris. De confirmar-se això, aquests resultats subratllarien un cop més el risc cert d´incórrer en insuficiències que posarien en entredit la validesa d´aquests instruments. D´aquesta manera, hom posa de manifest com els problemes de validesa menyscaben l´autenticitat del sistema avaluador. Els dos darrers articles provenen de l´àmbit de la Teoria de l´Art. El signat per Bibiana Crespo realitza un decurs històric del concepte de dibuix des de l´antiguitat greco-romana fins a les avantguardes històriques. No s´ha de cercar una anàlisi exhaustiva de les reflexions d´artistes i teòrics sobre el tema, cosa impossible en un article; l´autora es basa en una selecció de textos de diferents èpoques per a demostrar la presència d´un fil condcutor en la idea de dibuix com activitat intel•lectual i com aquesta idea va evolucionant en els diferents períodes de la història de l´art. Sobre aquesta base, s´afirma el valor específic del dibuix com a art, però també el seu paper rellevant com activitat artística i, en aquest sentit, la seva contribució a la resta de les arts plàstiques. En l´article s´observen les relacions canviants entre els diferents aspectes del dibuix segons hom consideri la seva relació amb la naturalesa; la seva relació amb les altres arts plàstiques; amb la pròpia activitat mental de l´artista i el seu correlat amb el procés d´ideació, d´una banda, i amb el d´execució de l´altra; amb el seu vincle amb diferents facultats mentals –sigui l´intel•lecte, la intuïció, la imaginació, l´enginy o el sentiment–; o amb la seva pròpia naturalesa lingüística que esdevé motiu central de reflexió en el tram final de la modernitat. L´article de Ricard Ramon adopta l´enfocament més sociològic dels estudis de cultura visual per examinar el paper desenvolupat per l´art i el discurs artístic en les estratègies de legitimació i en les campanyes publicitàries de les principals empreses i corporacions. L´autor presenta el cas de l´empresa de ceràmica Lladró per a plantejar l´existència de relacions entre la seva activitat industrial i comercial, el seu interès en el col•leccionisme d´obres d´art, la col•laboració amb reconeguts especialistes del camp de la història de l´art i la creació del propi museu Lladró. L´interès de l´article rau en que el seu objecte d´estudi està molt poc tractat en el camp de la Història de l´Art perquè, des d´una concepció tradicional de la disciplina, aquest objecte queda fora del seu àmbit. És innegable que una de les funcions que l´art ha exercit històricament és ser mitjà de representació i legitimació pública dels valors i grups de poder dominants. Tanmateix, en les societats democràtiques avançades, concorren aspectes nous que suposen un salt qualitatiu. La qüestió rau en el procés d´acceleració històrica, les conseqüències de la naturalesa tecnològica de la societat de la informació i comunicació, i la crisi d´altres metarelats que fan de contrapès als arguments exclusivament econòmics. Tot plegat explica la proliferació de les interferències entre els discursos i fenòmens artístics, aquells altres que es desenvolupen en el disseny i la publicitat, i els interessos comercials i financers del món dels negocis. Aquest fet dóna especial rellevància al debat sobre els límits i les juxtaposicions entre aquests discursos i interessos, sobre llurs diferències i finalitats respectives, i sobre les repercussions recíproques que tindran en cadascun d´aquests àmbits. ; This issue begins with an article by Mireia Alcón and Jose Luis Menendez on the paradigm of authentic assessment and the specific contribution of rubrics to the design and implementation of assessment systems within this paradigm. The specialist literature strongly advocates the linking of authentic assessment with the idea of assessment at the service of learning. For example, it emphasizes the fact that assessment should focus on students' performance with respect to relevant problems in social and professional settings, and also that assessment should be closely aligned with the other components of the educational context because otherwise it is impossible to achieve the learning that a competency-based education requires. However, less attention has been paid to the potential of authentic assessment to reorganize teaching activities and improve curricula. A model of this requires a shared reflection of teachers on their professional environment and the academic culture of the discipline, on the graduate profile, on learning objectives and their integration into the curriculum, and on the learning environments that can help students to obtain the desired results. Only from this perspective can an authentic assessment be put in place. In the article, the authors put forward a similar idea in relation to rubrics. Besides being assessment tools, rubrics should be considered as educational resources that allow students to tackle important problems in their discipline, in constant dialogue with peers and teachers. For teachers, the design and use of rubrics is a source of analysis and discussion, but simultaneously activates a deeper awareness and a greater collective responsibility for their professional practice. The question of authenticity is also present in the article by Eva Gregori on the validity of a learning portfolio model used in the degree of Fine Arts. Validity is not a sufficient condition to affirm the authenticity of an assessment system, but it is a necessary component. An assessment system can be perfectly valid because the inferences it generates regarding students' learning are appropriate and useful for this learning; however, it may evaluate learning outcomes that are not relevant to real socioprofessional contexts. The transfer and generalization of valid judgments on students' learning depends on the relevance, breadth and depth of this learning. The author addresses the issue from the opposite perspective: in accordance with the specialist literature, she recognizes the authenticity of the portfolio as a resource in which students justify and exemplify the learning process and results, and then demonstrates the validity of the portfolio model used. The analysis includes an examination of the constructs in which the portfolio was organized and its internal consistency in order to demonstrate its suitability with regard to the learning objectives and its relevance in the educational context. On the basis of a review of students' workload in the preparation of the portfolio and of the test scores obtained, the author concludes that the portfolio is a highly useful instrument for students in the first years of the Fine Arts degree. The issue of authentic assessment is also implicit in the article by Maria Isabel Arbesú and Leticia Reyes on teacher effectiveness. Although the article is limited to a study of the perceptions of science and fine arts undergraduates and graduates, the study is part of a wider investigation involving other actors in the education system. Investigations of this type are particularly important today, at a time when the specialist literature has raised serious questions about the validity and reliability of the surveys currently used to assess teaching quality, and when there is a tendency to lay all the responsibility for poor educational outcomes at the door of the teachers. Significantly, the analysis does not focus on teachers' efficiency but on their effectiveness; that is, the relevance of the results of their activity to the role they should play in the school, that is, to generate learning opportunities for their students. In this context, it is particularly important that the students themselves identify dimensions of assessment which are not usually included in questionnaires. If confirmed, these results underline once again the risk of certain deficiencies that call into question the validity of these instruments. Thus, it becomes clear how problems of validity undermine the authenticity of the assessment system. The last two articles are from the field of art theory. The piece by Bibiana Crespo takes a historical view of the concept of drawing, from the Graeco-Roman world until the early-20th-century avant-garde movement. An exhaustive analysis of the reflections of artists and theorists on the subject would be beyond the scope of the article; the author bases her contribution on a selection of texts from different periods to demonstrate the presence of an underlying thread in the idea of drawing as an intellectual activity and to trace the evolution of this in different periods of art history. On this basis, she affirms the specific value of drawing as art, but also stresses its important role as an artistic activity and, in this respect, its contribution to the rest of the Fine Arts. The article reflects the changing relationships between different aspects of drawing according to a consideration of their relationship with nature; its relationship with the other arts; its relationship with the artist's mental activity and its correlation with the process of ideation on the one hand and with the process of execution on the other; its link with various mental faculties such as the intellect, intuition, imagination, ingenuity or feeling; and with its own linguistic nature which becomes the central cause for reflection in the final stage of modernity. Ricard Ramon article adopts a more sociological approach to the studies of visual culture to examine the role of art and artistic discourse in the strategies of legitimation and advertising campaigns of major companies and corporations. The author presents the case of Lladró, the ceramics company, to exemplify the existence of relations between its industrial and commercial activities, its interest in collecting works of art and in collaborating with renowned experts in the field of art history, and the creation of the Lladró museum. The article is important because its subject lies outside the scope of the traditional conception of art history and has been largely neglected inside the discipline. It is undeniable that one of art's historical functions has been as a means of representation and public legitimation of the dominant values and power groups inside a community. However, in advanced democratic societies, new aspects come together that represent a qualitative leap forward. The key lies in the process of historical acceleration, the consequences of the technological nature of the information and communication society, and the crisis of other metanarratives that act as a counterweight to the purely economic arguments. All this explains the proliferation of interferences between artistic discourses and phenomena, other discourses that are at work in design and advertising, and the commercial and financial interests of the business world. This confers special relevance on the debate about the limits and juxtapositions between these discourses and interests, their differences and their respective aims, and on the reciprocal repercussions that they have in each of these areas. ; Este número comienza con el artículo de Mireia Alcón y José Luis Menéndez sobre el paradigma de la evaluación auténtica y la contribución específica de las rúbricas al diseño e implantación de sistemas de evaluación coherentes con dicho paradigma. La literatura especializada ha insistido en la vinculación de la evaluación auténtica con la idea de una evaluación puesta al servicio del aprendizaje. Así lo demuestra el énfasis en que la evaluación se centre en el desempeño de los estudiantes respecto de problemas relevantes en entornos sociales y profesionales. También, el énfasis en que la evaluación esté alineada con los otros componentes del contexto educativo puesto que, sin esta coherencia, es imposible alcanzar los aprendizajes que supone una educación basada en competencias. Sin embargo, se ha insistido menos en el potencial que tiene la evaluación auténtica para reorganizar la actividad docente del profesorado y para la mejora de los currículos. Dicho modelo requiere una reflexión compartida del profesorado sobre el ámbito profesional y la propia cultura académica de la disciplina, sobre el perfil del egresado, sobre los objetivos de aprendizaje y su integración coherente en el plan de estudios, y sobre los entornos didácticos más adecuados para que el estudiante alcance los resultados previstos. Porque solo desde esta perspectiva puede implantarse una evaluación auténtica. En el artículo, los autores insisten en una idea similar en relación con las rúbricas. Además de ser instrumentos de evaluación, estas deben ser consideradas también recursos educativos que permitan al estudiante enjuiciar y resolver problemas importantes de su ámbito disciplinario en diálogo constante con sus compañeros y profesores. Para el profesorado, el diseño y la utilización de rúbricas son un motivo de análisis y discusión concreto, pero activan simultáneamente una conciencia más profunda y una mayor responsabilidad colectiva sobre su práctica profesional. La autenticidad sigue presente en el artículo de Eva Gregori sobre la validez de un modelo de carpeta de aprendizaje utilizado en el grado de Bellas Artes. La validez no es una condición suficiente para afirmar la autenticidad de un sistema de evaluación, pero sí que constituye una de sus condiciones necesarias. Un sistema de evaluación puede ser perfectamente válido porque las inferencias que genera respecto de los aprendizajes de los estudiantes son adecuadas y útiles para conseguir tales aprendizajes. Sin embargo, ese sistema de evaluación puede valorar resultados de aprendizaje que no son relevantes en contextos socioprofesionales reales. De hecho, la transferencia y generalización de los juicios válidos sobre el aprendizaje de los estudiantes depende de la pertinencia, importancia, amplitud y profundidad de tales aprendizajes, lo que confiere interés a aquellos juicios válidos en contextos educativos más amplios. La autora aborda el asunto desde la perspectiva contraria: de acuerdo con la literatura especializada, reconoce la autenticidad de la carpeta por ser un recurso en el que estudiante justifica y ejemplifica su proceso y resultados de aprendizaje para, a continuación, demostrar la validez del modelo de carpeta empleado. El análisis incluye un examen de los constructos en que se organizó la carpeta y de su consistencia interna, para demostrar su coherencia con los objetivos de aprendizaje y su adecuación al contexto educativo. Un examen de la carga de trabajo de los estudiantes en su elaboración y de las calificaciones obtenidas le sirven para justificar su adecuación al perfil del estudiante de reciente ingreso en la titulación analizada. El asunto de la evaluación auténtica está también implícito en el artículo de María Isabel Arbesú y Leticia Reyes sobre la eficacia docente. Aunque el artículo se circunscribe a un estudio de la percepción que tienen estudiantes de grado y posgrado de ciencias y artes para el diseño, dicho estudio forma parte de una investigación más amplia que involucra otros actores del sistema educativo. Investigaciones de este tipo son aun más importantes en la actualidad, cuando la literatura especializada ha planteado serias dudas sobre la validez y fiabilidad de las encuestas al uso sobre la calidad docente, y cuando se reafirma la tendencia de descargar exclusivamente en los hombros del profesorado la responsabilidad de unos resultados educativos insuficientes. Es significativo que el análisis no verse sobre la eficiencia del profesor sino sobre la eficacia; esto es, la adecuación de los resultados de la actividad del profesorado al papel que deben desempeñar en la institución educativa, y que no es otro que generar oportunidades de aprendizaje para sus estudiantes. En este sentido, es de particular interés que los propios estudiantes identifiquen dimensiones de evaluación que no acostumbran a estar recogidas en los cuestionarios. De confirmarse, estos resultados subrayarían una vez más el riesgo cierto de incurrir en insuficiencias que pondrían en entredicho la validez de estos instrumentos. De este modo, se pone de manifiesto cómo los problemas de validez menoscaban la autenticidad del sistema evaluador. Los dos últimos artículos provienen del ámbito de la Teoría del Arte. El firmado por Bibiana Crespo realiza un decurso histórico del concepto del dibujo desde la antigüedad greco-romana hasta las vanguardias históricas. No hay que buscar un análisis exhaustivo de las reflexiones de artistas y teóricos sobre el tema, cosa imposible en un artículo; la autora se basa en una selección de textos de diferentes épocas para demostrar la presencia de un hilo conductor en la idea de dibujo como actividad intelectual y como esta idea va evolucionando en los diferentes períodos de la historia del arte. Sobre esta base, se afirma el valor específico del dibujo como arte, pero también su papel relevante como actividad artística y, en este sentido, su contribución al resto de las artes plásticas. En el artículo se observan las relaciones cambiantes entre los diferentes aspectos del dibujo según se considere su relación con la naturaleza; su relación con las otras artes plásticas; con la propia actividad mental del artista y su correlato con el proceso de ideación, por un lado, y con el de ejecución por el otro; con su vínculo con diferentes facultades mentales –sea el intelecto, la intuición, la imaginación, el ingenio o el sentimiento–; o con su propia naturaleza lingüística que pasa a ser motivo central de reflexión en el tramo final de la modernidad. El artículo de Ricard Ramon adopta el enfoque más sociológico de los estudios de cultura visual para examinar el papel desempeñado por el arte y el discurso artístico en las estrategias de legitimación y en las campañas publicitarias de las principales empresas y corporaciones. El autor presenta el caso de la empresa de cerámica Lladró para plantear la existencia de relaciones entre su actividad industrial y comercial, su interés en el coleccionismo de obras de arte, la colaboración con reconocidos especialistas del campo de la historia del arte y la creación del propio museo Lladró. El interés del artículo radica en que su objeto de estudio está muy poco tratado en el campo de la Historia del Arte porque, desde una concepción tradicional de la disciplina, dicho objeto queda fuera de su ámbito. Es innegable que una de las funciones que el arte ha desempeñado históricamente es ser medio de representación y legitimación pública de los valores y grupos de poder dominantes. Sin embargo, en las sociedades democráticas avanzadas, concurren aspectos nuevos que suponen un salto cualitativo. La clave radica en el proceso de aceleración histórica, las consecuencias de la naturaleza tecnológica de la sociedad de la información y comunicación, y la crisis de otros metarrelatos que actúan de contrapeso ante los argumentos exclusivamente económicos. Todo ello explica la proliferación de las interferencias entre los discursos y fenómenos artísticos, aquellos otros que se desarrollan en el diseño y la publicidad, y los intereses comerciales y financieros del mundo de los negocios. Este hecho confiere especial relevancia al debate sobre los límites y las yuxtaposiciones entre estos discursos e intereses, sobre sus diferencias y fines respectivos, y sobre las repercusiones recíprocas que tendrán en cada uno de estos ámbitos.

Since autumn 2009 a new subject – «arbeidslivsfag» – has been implemented as an experiment in 133 selected lower secondary schools. The intension has been to develop a practical subject, as an alternative to students who do not want to learn a new foreign language in grade 8–10. One objective of introducing the subject has been to offer a subject where students can work with practical tasks and where they should learn how to make products and develop practical services. Throughout the course, students should be familiar with the practical professions, and they should be involved in activities related to the vocational education programs in secondary schools. The goal is to offer students who want it, opportunities to work practically and try out their interests for vocational training. Another goal is to offer an alternative way to enhance motivation for school, as well as to safeguard the development of basic skills (i.e. to read, write, and calculate). At the end of the course, all students should receive a grade for the course and some of the students are to be tested through an oral exam. The grades in «arbeidslivsfag» count for admission to secondary school. National authorities have developed a national curriculum for the experiment, as well a guidance to it. The experiment started in 16 schools in autumn 2009 and was expanded to 133 schools in 82 municipalities the following year. Later, the government extended the experiment period, and from 2012 it is possible for all school owners to offer «arbeidslivsfag». At these schools students has been given the opportunity to choose this subject as an alternative to learn a second foreign language in addition to English (i.e. German, French, Spanish, etc.). NOVA – Norwegian Social Research – was commissioned by the Directorate of Educational and Training to evaluate this experiment. The reason was the government's desire to have a knowledge base for making a decision whether «arbeidslivsfag» should be obligatory to offer to all lower secondary school students across the country. NOVA has followed the experiment since autumn 2010 until spring 2013. During this period, it has been published two reports on the experiment (Bakken and Dæhlen 2011, Bakken et al. 2012). This is the final report from the evaluation study. The purpose of the report is to provide an overall picture of how «arbeidslivsfag» has worked after the students have completed the scheduled three-year course and to evaluate whether the intentions of the subject has been realized. The empirical basis for the study is a qualitative case study of six schools (including observation of the teaching and interviews with students and teachers), two large-scale surveys of students and teachers (first during the initial year at grade 8 and a follow-up two years later in grade 10) and interviews with school leaders. In addition we have utilized registry data on all 10th grade students' school achievement, making it possible to compare changes in academic achievement both among students who participated and those who did not participate in the experiment. Characteristics of students in «arbeidslivsfag» The evaluation shows that about one in five students have participated in «arbeidslivsfag». The proportion increased from 19 percent in 8th grade to 22 percent in 10th grade. Two out of three students are boys, and students with weak academic skills are clearly overrepresented. Another characteristic of the students of «arbeidslivsfag» is that parents have lower education and income than the parents of students who attend other courses. Students at «arbeidslivsfag» also tend to skip school to a greater degree than other students. Children of immigrants have participated to a lesser degree than other students in «arbeidslivsfag». 1) «Arbeidslivsfag» has been conducted as a practical subject An important intention of «arbeidslivsfag» has been to develop a practical subject. The evaluation shows that this intention has been fulfilled throughout the experimental period. Even though not all students agree, the vast majority of students believe that after three years of «arbeidslivsfag» they have gotten better to work with practical things, and the list of practical skills that students have been doing, is long and varied. Teachers almost unanimously agreed that the subject has mainly been practical, and students report that they have worked practically in most or half of the tutorials. 2) Both students and teachers are satisfied Another key finding of the evaluation is that the vast majority of both teachers and students are very satisfied. For most students, participation in «arbeidslivsfag» have had positive experiences. A large majority believe that they have learned much useful, and seven out of ten think «arbeidslivsfag» is the best of all subjects in school. The main reason that students enjoy the course is that the subject is perceived as a different school subjects in which teaching takes place under other conditions than the traditional school subjects. They describe a practical subject where they can work on different tasks, and where they can use their hands and body to a greater extent than in other subjects. The fact that «arbeidslivsfag» fills such functions is in line with what was formulated as an important objective when the experiment was introduced. The course was intended to help the school life of the students to become more diverse, and that working methods should be more adapted to the students' way of thinking and working. For the majority of students, «arbeidslivsfag» have worked this way. In general, most teachers believe that the subject has worked very well. Many think that «arbeidslivsfag» has given students a respite from an otherwise theoretically dominated school life, and that the subject has given many students new experiences of mastery in school. The working method of «arbeidslivsfag» is different and provides more time and more opportunities for conversation between teachers and students than many other subjects. Most teachers report that they are satisfied with most practical circumstances surrounding the implementation of the subject, but there are some practical assumptions that limit the quality of education if they are not present. The availability of suitable premises is one such condition. It is therefore worrying that almost half of the teachers consider that the access to and quality of facilities are not satisfactory. Some teachers also report that pupil composition makes it difficult to complete the course in a good way – either because the spread of the student group is very large, or because of the very many students with behavioral problems in one place can be challenging. How to assess students is another area perceived as challenging by the teachers. Even though most pupils are well satisfied, this does not apply to all. For example, almost one in five regrets that they have participated in «arbeidslivsfag». By far the most common reason for this is that the expectations many had that «arbeidslivsfag» should represent something other than what they otherwise experience in school, have not been met. The evaluation has also seen a tendency that more girls than boys are less satisfied with the course. 3) Motivation for school One of the intentions of introducing «arbeidslivsfag» has been to strengthen students' motivation for school. In this area we are more questioning of whether the experiment has had the desired effects. Even though a large proportion of the teachers believe that «arbeidslivsfag» has helped to increase students' overall school motivation, asking the pupils tells another story. Many students find it difficult to assess what kind of impact «arbeidslivsfag» has had on their overall school motivation, but there are also many who believe that the subject has not worked that way. Almost half disagree that they have greater desire to learn other subjects as a result of attending «arbeidslivsfag». This finding is a distinct contrast to the other expressions of «arbeidslivsfag» made by the students. If teachers are right that many students has been more motivated for school by attending «arbeidslivsfag», we believe that it would be reasonable to expect to observe a more positive development in school achievement among students of «arbeidslivsfag» than among comparable groups of students who have not participated in the subject. When we compare the students of «arbeidslivsfag» with such students we found no differences in the development of academic achievement. This suggests that «arbeidslivsfag» in general has not helped to influence the motivation for school neither more nor less than comparable students who have participated in the course. Main conclusion The findings from the evaluation show that we are dealing with a subject that is strongly desired by school leaders, teachers and students. In most schools, «Arbeidslivsfag» has been practiced as a training program where students are given practical work – with a diverse set of tasks and learning goals, which for most of the students are perceived as more relevant, interesting and useful than the tasks and goals they are faced with in most other subjects. A large majority of students are very satisfied and seven out of ten state that this is the best course they have at school. The teachers express a strong enthusiasm for the subject and many are happy with how it worked for the students. Although the main story in the evaluation of «arbeidslivsfag» is a success story, we are still cautious about whether the subject has proven to make students in general more motivated for school. Still, we recommend «arbeidslivsfag» to be an obligatory subject to be offered in lower secondary school as an alternative for students who do not want to learn a second foreign language. ; Dette er sluttrapporten fra en evaluering av et treårig forsøkmed et praktisk fag i ungdomstrinnet - arbeidslivsfaget. Fagetskal være et alternativ til fremmedspråk og har vært innført som ettav flere tiltak for å gjøre ungdomstrinnet mer variert. En av intensjonene med forsøket er å styrke elevenes faglige motivasjon. På forsøksskolene har en av fem elever deltatt i arbeidslivsfaget. Evalueringen viser at arbeidslivsfaget har vært gjennomført som et praktisk fag og med stor grad av lokal variasjon. Forskerne stiller seg imidlertid spørrende til hvorvidt intensjonen om å styrke elevenes skolemotivasjon har blitt oppfylt. Elever og lærere er likevel svært tilfredse med hvordan faget har fungert, og nøkkelen til suksess er at faget representerer en alternativ læringsarena i skolen som gir mestringsopplevelser for flere elever. Rapporten anbefaler at forsøket innføres som en permanent ordning på ungdomstrinnet.

The introduction of Building Information Modeling (BIM) is changing the work environment in the AEC industry. Many countries require the AEC industry to submit building documentation using BIM. For example BIM is a requirement to obtain funds the from European Union (EU); England, Dubai and California also require BIM for some typologies of building projects, and most countries are moving towards BIM as a must. It is therefore necessary to introduce BIM into the Architecture, Construction and Engineering curricula. These skills, abilities and methodology will increase student opportunities. Nowadays each institution and faculty introduces BIM in its own way as there is very little scientific literature about how to go about it. There are many proceedings about offering introductory BIM courses and documentation of those experiences, but few scientific publications are available, as there are for the introduction of new information management processes applied in other fields of science. This educational research aims to be a first step to create a BIM introduction framework providing scientific data. For this thesis we focused on the introduction of BIM based on Autodesk products in the construction courses of the United Arab Emirates University. Whereas in Spain architectural curricula is broad spectrum, in the UAE, US and many other countries the architect is not overseeing the structure, MEP and HVAC, and must rely on engineers; this study of BIM is based on the fact that the design and construction processes of a building are multidisciplinary work and coordinated by many different professionals, therefore BIM is the right tool. In the course of our research we have studied student academic performance, motivation and satisfaction using surveys, comparison of exercises, grades and student interviews, as well as the feedback of the professors. The analyzed data helped us to determine introduction problems, behaviors to avoid, and elements to take into account when introducing BIM-Revit in construction courses. This thesis ends with the evaluation of two different methodologies to introduce BIM in construction courses and a first step towards a BIM introduction guide. In future studies from this research we will expand the study to other universities, starting with the American University of Ras Al-Khaimah (RAK) and working further to extend it further through the members of the Academic for Interoperability Coalition (AIC). We will also participate in other BIM introduction studies from the AIC research group, and based on our initial work here will develop a research project to create a guide for BIM implementation in the Architecture, Engineering and Construction curriculum. ; La implantación del "Building Information Modelling (BIM)" en la industria de la construcción, es una realidad que esta cambiando el sistema de trabajo. En muchos países, los proyectos se han de documentar y legalizar obligatoriamente usando esta metodología y sus herramientas. Este es el caso de todos los proyectos financiados con fondos públicos UE, o Inglaterra, Dubái y California, y una seria recomendación en muchos otros. Es por tanto necesario que los alumnos de las Escuelas de Arquitectura o Facultades de Ingeniería de la Construcción, o grados equivalentes dispongan de las competencias y habilidades que esta metodología comporta para conseguir una fácil incorporación al mercado laboral. Nos encontramos en un momento en que cada centro, introduce BIM a su modo, con diferentes metodologías, intensidades y con muy poca literatura científica, dado que estamos hablando en primer lugar de una herramienta, pero en el fondo es una nueva manera de gestionar toda la información que gira alrededor de los procesos de diseño, construcción y mantenimiento de los edificios y ello depende mucho de cada caso particular y las personas que lo gestionan. En todo caso podemos encontrar referencias a experimentos docentes equivalentes a la hora de introducir nuevos procesos de gestión de la información aplicada en otros campos de las ciencias, pero muy pocos al del BIM. Este trabajo de investigación educativa pretende ser un primer paso para la creación de una estrategia de implantación de BIM, aportando datos científicos sobre los problemas que nos encontramos al introducirlas. Para ello hemos estudiado la introducción del BIM mediante la aplicación Revit de Autodesk, una de las más extendidas en el mundo de la construcción. Nuestro estudio se ha centrado en los cursos de construcción de la Universidad de Emiratos Árabes Unidos. Unos estudios que a diferencia de los españoles, son de ciclo corto y en un contexto profesional en el que los arquitectos han de colaborar obligatoriamente con ingenieros para poder diseñar y construir sus edificios. Aspecto que se repite en la mayoría de países y donde su currículum académico no insiste en la adquisición de competencias técnicas de cálculo. El interés radica en este caso en evaluar si en plazos de tiempo más cortos y con contenidos teóricos más acotados, sigue siendo válida esta estrategia BIM, que parte de la base de que el procesos de diseño y construcción de un edifico es un trabajo multidisciplinar y coordinado de muchos profesionales distintos y para eso el BIM es la herramienta adecuada. Para ellos hemos estudiado el rendimiento académico, la motivación y la satisfacción de los estudiantes a través del uso de encuestas, comparativa de ejercicios, notas y entrevistas a los estudiantes; así como las experiencias de los profesores que imparten los cursos. Los datos analizados nos han servido para determinar problemas de implantación, conductas a evitar y elementos a tener en cuenta a la hora de introducir BIM-Revit en los cursos de construcción. Esta tesis termina con la evaluación de dos diferentes metodologías para introducir BIM en los cursos de construcción y una serie de directrices para la correcta implantación de esta nueva herramienta En cuanto al futuro de esta investigación, se pretende expandir esta investigación a mas universidades, empezando por la universidad americana de Ras Al Khaimah y tratando de extenderlo por los miembros de la "Academic for interoperatibility Coalition (AIC)" a la cual pertenezco y hay afiliadas 48 universidades de todo el mundo y combinarla con otra investigación sobre BIM en academia en la cual estoy participando y en la cual el foco es sobre todo los "Students Learning Outcomes" (SLO)s; por ultimo se va a empezar otro projecto de investigación para el desarrollo de una guía para la implantación de BIM en el curriculum de los programas de Arquitectura, ingeniería y construcción ; La implantació del "Building Information Modelling (BIM)" a la indústria de la construcció, és una realitat que està canviant el sistema de treball. En molts països, els projectes s'han de documentar i legalitzar obligatòriament usant aquesta metodologia i les seves eines. Aquest és el cas de tots els projectes finançats amb fons públics UE, o Anglaterra, Dubai i Califòrnia, i una seriosa recomanació en molts altres. És per tant necessari que els alumnes de les Escoles d'Arquitectura o Facultats d'Enginyeria de la Construcció, o graus equivalents disposin de les competències i habilitats que aquesta metodologia comporta per aconseguir una fàcil incorporació al mercat laboral. Ens trobem en un moment en què cada centre, introdueix BIM a la seva manera, amb diferents metodologies, intensitats i amb molt poca literatura científica, atès que estem parlant en primer lloc d'una eina, però en el fons és una nova manera de gestionar tota la informació que gira al voltant dels processos de disseny, construcció i manteniment dels edificis i això depèn molt de cada cas particular i les persones que el gestionen. En tot cas podem trobar referències a experiments docents equivalents a l'hora d'introduir nous processos de gestió de la informació aplicada en altres camps de les ciències, però molt pocs al de l'BIM. Aquest treball de recerca educativa pretén ser un primer pas per a la creació d'una estratègia d'implantació de BIM, aportant dades científiques sobre els problemes que ens trobem a l'introduir-les. Per a això hem estudiat la introducció del BIM mitjançant l'aplicació Revit d'Autodesk, una de les més esteses en el món de la construcció. El nostre estudi s'ha centrat en els cursos de construcció de la Universitat de Emirats Àrabs Units. Uns estudis que a diferència dels espanyols, són de cicle curt i en un context professional en el qual els arquitectes han de col·laborar obligatòriament amb enginyers per poder dissenyar i construir els seus edificis. Aspecte que es repeteix en la majoria de països i on el seu currículum acadèmic no insisteix en l'adquisició de competències tècniques de càlcul. L'interès rau en aquest cas a avaluar si en terminis de temps més curts i amb continguts teòrics més acotats, segueix sent vàlida aquesta estratègia BIM, que parteix de la base que el processos de disseny i construcció d'un edifici és un treball multidisciplinari i coordinat de molts professionals diferents i per això el BIM és l'eina adequada. Per a ells hem estudiat el rendiment acadèmic, la motivació i la satisfacció dels estudiants a través de l'ús d'enquestes, comparativa d'exercicis, notes i entrevistes als estudiants; així com les experiències dels professors que imparteixen els cursos. Les dades analitzades ens han servit per determinar problemes d'implantació, conductes a evitar i elements a tenir en compte a l'hora d'introduir BIM-Revit en els cursos de construcció. Aquesta tesi acaba amb l'avaluació de dos diferents metodologies per introduir BIM en els cursos de construcció i una sèrie de directrius per a la correcta implantació d'aquesta nova eina. Pel que fa al futur d'aquesta investigació, es pretén expandir aquesta investigació a mes universitats, començant per la universitat americana de Ras Al Khaimah i tractant d'estendre-pels membres de la "Academic for interoperatibility Coalition (AIC)" a la qual pertanyo i hi ha afiliades 48 universitats de tot el món i combinar-la amb una altra investigació sobre BIM a acadèmia en la qual estic participant i en la qual el focus és sobretot els "Students Learning Outcomes" (SLO) s; per últim es va a començar un altre projecte d'investigació per al desenvolupament d'una guia per a la implantació de BIM en el currículum dels programes d'Arquitectura, enginyeria i construcció ; Postprint (published version)

The introduction of Building Information Modeling (BIM) is changing the work environment in the AEC industry. Many countries require the AEC industry to submit building documentation using BIM. For example BIM is a requirement to obtain funds the from European Union (EU); England, Dubai and California also require BIM for some typologies of building projects, and most countries are moving towards BIM as a must. It is therefore necessary to introduce BIM into the Architecture, Construction and Engineering curricula. These skills, abilities and methodology will increase student opportunities. Nowadays each institution and faculty introduces BIM in its own way as there is very little scientific literature about how to go about it. There are many proceedings about offering introductory BIM courses and documentation of those experiences, but few scientific publications are available, as there are for the introduction of new information management processes applied in other fields of science. This educational research aims to be a first step to create a BIM introduction framework providing scientific data. For this thesis we focused on the introduction of BIM based on Autodesk products in the construction courses of the United Arab Emirates University. Whereas in Spain architectural curricula is broad spectrum, in the UAE, US and many other countries the architect is not overseeing the structure, MEP and HVAC, and must rely on engineers; this study of BIM is based on the fact that the design and construction processes of a building are multidisciplinary work and coordinated by many different professionals, therefore BIM is the right tool. In the course of our research we have studied student academic performance, motivation and satisfaction using surveys, comparison of exercises, grades and student interviews, as well as the feedback of the professors. The analyzed data helped us to determine introduction problems, behaviors to avoid, and elements to take into account when introducing BIM-Revit in construction courses. This thesis ends with the evaluation of two different methodologies to introduce BIM in construction courses and a first step towards a BIM introduction guide. In future studies from this research we will expand the study to other universities, starting with the American University of Ras Al-Khaimah (RAK) and working further to extend it further through the members of the Academic for Interoperability Coalition (AIC). We will also participate in other BIM introduction studies from the AIC research group, and based on our initial work here will develop a research project to create a guide for BIM implementation in the Architecture, Engineering and Construction curriculum. ; La implantación del "Building Information Modelling (BIM)" en la industria de la construcción, es una realidad que esta cambiando el sistema de trabajo. En muchos países, los proyectos se han de documentar y legalizar obligatoriamente usando esta metodología y sus herramientas. Este es el caso de todos los proyectos financiados con fondos públicos UE, o Inglaterra, Dubái y California, y una seria recomendación en muchos otros. Es por tanto necesario que los alumnos de las Escuelas de Arquitectura o Facultades de Ingeniería de la Construcción, o grados equivalentes dispongan de las competencias y habilidades que esta metodología comporta para conseguir una fácil incorporación al mercado laboral. Nos encontramos en un momento en que cada centro, introduce BIM a su modo, con diferentes metodologías, intensidades y con muy poca literatura científica, dado que estamos hablando en primer lugar de una herramienta, pero en el fondo es una nueva manera de gestionar toda la información que gira alrededor de los procesos de diseño, construcción y mantenimiento de los edificios y ello depende mucho de cada caso particular y las personas que lo gestionan. En todo caso podemos encontrar referencias a experimentos docentes equivalentes a la hora de introducir nuevos procesos de gestión de la información aplicada en otros campos de las ciencias, pero muy pocos al del BIM. Este trabajo de investigación educativa pretende ser un primer paso para la creación de una estrategia de implantación de BIM, aportando datos científicos sobre los problemas que nos encontramos al introducirlas. Para ello hemos estudiado la introducción del BIM mediante la aplicación Revit de Autodesk, una de las más extendidas en el mundo de la construcción. Nuestro estudio se ha centrado en los cursos de construcción de la Universidad de Emiratos Árabes Unidos. Unos estudios que a diferencia de los españoles, son de ciclo corto y en un contexto profesional en el que los arquitectos han de colaborar obligatoriamente con ingenieros para poder diseñar y construir sus edificios. Aspecto que se repite en la mayoría de países y donde su currículum académico no insiste en la adquisición de competencias técnicas de cálculo. El interés radica en este caso en evaluar si en plazos de tiempo más cortos y con contenidos teóricos más acotados, sigue siendo válida esta estrategia BIM, que parte de la base de que el procesos de diseño y construcción de un edifico es un trabajo multidisciplinar y coordinado de muchos profesionales distintos y para eso el BIM es la herramienta adecuada. Para ellos hemos estudiado el rendimiento académico, la motivación y la satisfacción de los estudiantes a través del uso de encuestas, comparativa de ejercicios, notas y entrevistas a los estudiantes; así como las experiencias de los profesores que imparten los cursos. Los datos analizados nos han servido para determinar problemas de implantación, conductas a evitar y elementos a tener en cuenta a la hora de introducir BIM-Revit en los cursos de construcción. Esta tesis termina con la evaluación de dos diferentes metodologías para introducir BIM en los cursos de construcción y una serie de directrices para la correcta implantación de esta nueva herramienta En cuanto al futuro de esta investigación, se pretende expandir esta investigación a mas universidades, empezando por la universidad americana de Ras Al Khaimah y tratando de extenderlo por los miembros de la "Academic for interoperatibility Coalition (AIC)" a la cual pertenezco y hay afiliadas 48 universidades de todo el mundo y combinarla con otra investigación sobre BIM en academia en la cual estoy participando y en la cual el foco es sobre todo los "Students Learning Outcomes" (SLO)s; por ultimo se va a empezar otro projecto de investigación para el desarrollo de una guía para la implantación de BIM en el curriculum de los programas de Arquitectura, ingeniería y construcción ; La implantació del "Building Information Modelling (BIM)" a la indústria de la construcció, és una realitat que està canviant el sistema de treball. En molts països, els projectes s'han de documentar i legalitzar obligatòriament usant aquesta metodologia i les seves eines. Aquest és el cas de tots els projectes finançats amb fons públics UE, o Anglaterra, Dubai i Califòrnia, i una seriosa recomanació en molts altres. És per tant necessari que els alumnes de les Escoles d'Arquitectura o Facultats d'Enginyeria de la Construcció, o graus equivalents disposin de les competències i habilitats que aquesta metodologia comporta per aconseguir una fàcil incorporació al mercat laboral. Ens trobem en un moment en què cada centre, introdueix BIM a la seva manera, amb diferents metodologies, intensitats i amb molt poca literatura científica, atès que estem parlant en primer lloc d'una eina, però en el fons és una nova manera de gestionar tota la informació que gira al voltant dels processos de disseny, construcció i manteniment dels edificis i això depèn molt de cada cas particular i les persones que el gestionen. En tot cas podem trobar referències a experiments docents equivalents a l'hora d'introduir nous processos de gestió de la informació aplicada en altres camps de les ciències, però molt pocs al de l'BIM. Aquest treball de recerca educativa pretén ser un primer pas per a la creació d'una estratègia d'implantació de BIM, aportant dades científiques sobre els problemes que ens trobem a l'introduir-les. Per a això hem estudiat la introducció del BIM mitjançant l'aplicació Revit d'Autodesk, una de les més esteses en el món de la construcció. El nostre estudi s'ha centrat en els cursos de construcció de la Universitat de Emirats Àrabs Units. Uns estudis que a diferència dels espanyols, són de cicle curt i en un context professional en el qual els arquitectes han de col·laborar obligatòriament amb enginyers per poder dissenyar i construir els seus edificis. Aspecte que es repeteix en la majoria de països i on el seu currículum acadèmic no insisteix en l'adquisició de competències tècniques de càlcul. L'interès rau en aquest cas a avaluar si en terminis de temps més curts i amb continguts teòrics més acotats, segueix sent vàlida aquesta estratègia BIM, que parteix de la base que el processos de disseny i construcció d'un edifici és un treball multidisciplinari i coordinat de molts professionals diferents i per això el BIM és l'eina adequada. Per a ells hem estudiat el rendiment acadèmic, la motivació i la satisfacció dels estudiants a través de l'ús d'enquestes, comparativa d'exercicis, notes i entrevistes als estudiants; així com les experiències dels professors que imparteixen els cursos. Les dades analitzades ens han servit per determinar problemes d'implantació, conductes a evitar i elements a tenir en compte a l'hora d'introduir BIM-Revit en els cursos de construcció. Aquesta tesi acaba amb l'avaluació de dos diferents metodologies per introduir BIM en els cursos de construcció i una sèrie de directrius per a la correcta implantació d'aquesta nova eina. Pel que fa al futur d'aquesta investigació, es pretén expandir aquesta investigació a mes universitats, començant per la universitat americana de Ras Al Khaimah i tractant d'estendre-pels membres de la "Academic for interoperatibility Coalition (AIC)" a la qual pertanyo i hi ha afiliades 48 universitats de tot el món i combinar-la amb una altra investigació sobre BIM a acadèmia en la qual estic participant i en la qual el focus és sobretot els "Students Learning Outcomes" (SLO) s; per últim es va a començar un altre projecte d'investigació per al desenvolupament d'una guia per a la implantació de BIM en el currículum dels programes d'Arquitectura, enginyeria i construcció ; Postprint (published version)

Background: So far, Switzerland could not rely on nationally representative data on measured anthropometric data and eating behaviors when establishing health related strategies and guidelines. The data from the first National Nutrition Survey for adults (menuCH) now complement information from other surveys, to inform public health policies and health professionals. Setting: One-year cross-sectional nutrition survey conducted from January 2014 till February 2015. Data were collected on 2085 participants aged 18-75 years representing 4'622'018 inhabitants (49.9% men and 50.1% women) residing in the three main linguistic regions of Switzerland (German, French and Italian). Methods: Interviews were carried out in German, French or Italian by trained dieticians in 10 study centers. Participants provided written informed consent. Respondent completed a self-administered paper-pencil dietary and physical activity behavior questionnaire including reported anthropometric and sociodemographic characteristics. Body weight, height and waist circumference were measured using standardized procedures. Body mass index (BMI) and waist circumference were categorized using WHO criteria. After sample weighting and calibration, descriptive stratified statistical analysis was performed, considering linguistic regions, sex, age groups and educational levels. Results: The net response rate was 38%. Average BMI was 25.9 kg/m2 for men and 24.1 kg/m2 for women, with little differences across linguistic regions. Mean BMI was 23.5, 25.0, 25.9 and 26.1 kg/m2 in the 18-34, 35-49, 50-64 and 65-75 year categories, respectively. The prevalence of overweight and obesity was 41.6% and 13.9% in men, 19.7% and 11.3% in women, 31.0% and 12.5% in the German-speaking region, 29.9% and 12.3% in the French-speaking region, and 30.1% and 15.6% in the Italian-speaking region, respectively. The prevalence of waist circumference at increased and highly increased metabolic risk was 16.7% and 16.5% overall, 18.6% and 16.4% in men as well as 14.8% and 16.6% in women, respectively. About 53% of the population wishes to reduce body weight. Three out of four people in the population have heard about the food pyramid and two-third about five fruits and vegetables a day. Among special diets, 4.9% of the population report to follow a vegetarian diet, 4.1% an energy restriction diet, 3.3% a fat restriction diet and 2.6% a lactose-free diet. A substantial proportion of the population (56.4% of women and 38.1% of men) reports to take vitamin or mineral supplements. The majority of the population (>80%) takes a snack at least once per day, with similar pattern during weekdays and weekends. Women are more likely to spend a long time cooking (>40 minutes) than men (50.3% vs 30.7%). The most frequently consistently skipped meal is breakfast for 5.2% of the population, followed by lunch (2.2%) and dinner (0.6%). Nearly 50% of the population report to walk at least 30 minutes per day, five days per week. The majority of the population (87.0%) reports to be trained, regularly physically active or irregularly active, thereby meeting current recommendations. One third of the population reports a sitting time higher than 8h30 minutes per day, which reflects a high level of sedentarity. Conclusion: menuCH, the first National Nutrition Survey for adults in Switzerland, provides important novel information on overweight, obesity and waist circumference based on measured data, in the population aged 18-75 years. The survey also shows that knowledge about dietary recommendations is very good, vitamin and mineral supplements are frequently consumed and self-reported cooking habits differ by sex. Reported physical activity levels are quite high, despite a high level of sedentarity. ; Hintergrund: Bisher konnte man in der Schweiz bei der Entwicklung von gesundheitsbezogenen Strategien und Empfehlungen auf keine national repräsentativen, objektiv gemessenen anthropometrischen Daten sowie Daten zum Ernährungsverhalten zurückgreifen. Die Erkenntnisse der ersten Nationalen Ernährungserhebung bei Erwachsenen (menuCH) ergänzen Informationen aus früheren Erhebungen, um in Strategien zur Förderung der öffentlichen Gesundheit einzufliessen und Gesundheitsfachpersonen in ihrer Tätigkeit zu unterstützen. Setting: Die vorliegende Ernährungserhebung ist eine Querschnittsstudie, die während eines Jahres, von Januar 2014 bis Februar 2015, durchgeführt wurde. Es wurden Daten von 2085 Teilnehmenden im Alter von 18 bis 75 Jahren erfasst, welche 4'622'018 Einwohner/-innen (49.9% Männer und 50.1% Frauen) mit Wohnsitz in den drei grössten Sprachregionen der Schweiz (Deutsch, Französisch und Italienisch) repräsentieren. Methoden: Die Befragungen wurden von geschulten Ernährungsberatern/-innen in deutscher, französischer oder italienischer Sprache in 10 Studienzentren durchgeführt. Vor der Teilnahme musste jede Person eine schriftliche Einverständniserklärung unterzeichnen. Die Teilnehmenden füllten handschriftlich einen Fragebogen aus, der Fragen zum Ess- und Bewegungsverhalten aber auch anthropometrische Angaben und sozio-demographische Charakteristika umfasste. Körpergewicht, Körpergrösse und der Bauchumfang wurde Standardprotokollen folgend gemessen. Der Body Mass Index (BMI) und der Bauchumfang wurden anhand anerkannter WHO-Definitionen kategorisiert. Die deskriptive statistische Auswertung erfolgte nach Gewichtung der Daten und stratifiziert nach Sprachregionen, Geschlecht, Altersgruppen und Bildungsniveau. Ergebnisse: Die Netto-Antwortquote lag bei 38%. Der durchschnittliche BMI der Männer betrug 25.9 kg/m2 und für die Frauen 24.1 kg/m2, bei nur geringen sprachregionalen Unterschieden. Nach Altersgruppen betrug der BMI 23.5 (18-34 J.), 25.0 (35-49 J.), 25.9 (50-64 J.) und 26.1 (65-75 J.) kg/m2. Die Prävalenz von Übergewicht/Adipositas betrug bei den Männern 41.6%/13.9%, bei den Frauen 19.7%/11.3%, sowie nach Sprachregionen 31.0%/12.5% in D-CH, 29.9%/12.3% in F-CH und 30.1%/15.6% in I-CH. Die Prävalenz eines Bauchumfangs, der mit einem erhöhten/erheblich erhöhten metabolischen Risiko verbunden ist betrug gesamthaft betrachtet 16.7%/16.5%, für Männer 18.6%/16.4% sowie für Frauen 14.8%/16.6%. Gut die Hälfte (53%) der Bevölkerung wollte gerne Gewicht verlieren. Drei von vier Personen in der Bevölkerung haben bereits von der "Schweizer Lebensmittelpyramide" gehört, und zweidrittel der Bevölkerung von der "5-am-Tag"-Kampagne. Befragt nach speziellen Ernährungsformen gaben 4.9% der Bevölkerung an sich vegetarisch zu ernähren, 4.1% berichteten eine energiearme und 3.3% eine fettreduzierte Ernährung einzuhalten und 2.6% ernährten sich Lactose frei. Ein beachtlicher Anteil der Bevölkerung (56.4% der Frauen und 38.1% der Männer) gaben an Vitamin- oder Mineralstoffpräparate einzunehmen. Die Mehrheit der Bevölkerung (>80%) nehmen mindestens eine Zwischenmahlzeit pro Tag zu sich, unter der Woche wie am Wochenende. Mehr Frauen (50.3%) als Männer (30.7%) wenden viel Zeit (>40 Minuten) für das Kochen warmer Mahlzeiten auf. Die am häufigsten und regelmässig ausgelassene Mahlzeit ist für 5.2% der Bevölkerung das Frühstück, gefolgt vom Mittagessen (2.2%) und Abendessen (0.6%). Fast 50% der Bevölkerung berichteten mindestens während 30 Minuten pro Tag an mehr als fünf Tagen pro Woche zu Fuss zu gehen. Ein Grossteil (87%) der Bevölkerung gab an zu trainieren resp. regelmässig oder unregelmässig körperlich aktiv zu sein, 9 / 83 womit sie geltende Bewegungsempfehlungen erfüllten. Ein Drittel der Bevölkerung gab an täglich mehr als 8 Stunden und 30 Minuten sitzend zu verbringen, was einem hohen Niveau der Sedentarität entspricht. Schlussfolgerung: menuCH, die erste Nationale Ernährungserhebung in der Schweiz, liefert wichtige neue Informationen zur Prävalenz von Übergewicht und Adipositas in der erwachsenen, 18 bis 75-jährigen Bevölkerung, u.a. basierend auf objektiven Messungen des Bauchumfangs. Die Befragung zeigte zudem, dass der Bekanntheitsgrad der Ernährungsempfehlungen sehr gut ist, Vitamin- und Mineralstoffpräparate von vielen Personen konsumiert werden und sich die Kochgewohnheiten von Frauen und Männern unterscheiden. Das berichtete Ausmass an körperlicher Aktivität ist ziemlich hoch, trotz des hohen Sedentaritätsniveaus. ; Contexte: Jusqu'à ce jour, la Suisse ne disposait pas de données nationales représentatives de la population sur des paramètres anthropométriques mesurés, ainsi que sur les comportements alimentaires pour établir des stratégies de santé et des recommandations. Les données de la première Enquête Nationale sur l'Alimentation (menuCH) complètent désormais celles d'enquêtes précédentes, comme les Enquêtes Suisses sur la Santé ou l'Enquête Suisse sur le Sel, pour informer les politiques de santé publique et les professionnels de la santé. Cadre: Enquête nationale de population, transversale, conduite de janvier 2014 à février 2015. Les données collectées sur 2085 participants âgés de 18-75 ans représentent 4'622'018 habitants (49.9% hommes et 50.1% femmes) qui résident dans les trois régions linguistiques principales de la Suisse (alémanique, romande et italienne). Méthodes: Les entretiens ont été réalisés en allemand, français ou italien par des diététiciennes formées dans 10 centres d'étude. Après avoir signé un consentement éclairé, les participants ont complété un questionnaire papier, portant sur les comportements alimentaires et sur l'activité physique ainsi que sur des caractéristiques anthropométriques et sociodémographiques. Le poids, la taille et le tour de taille ont été mesurés de façon standardisée. L'indice de masse corporelle (IMC) et le tour de taille ont été catégorisés selon les définitions de l'OMS. Des analyses descriptives pondérées ont été faites, en stratifiant par sexe, âge, régions linguistiques et niveau d'éducation. Résultats: Le taux de réponse net était de 38%. L'IMC moyen était de 25.9 kg/m2 chez les hommes et de 24.1 kg/m2 chez les femmes, avec peu de différences interrégionales. L'IMC moyen, basé sur des mesures, était de 23.5, 25.0, 25.9 et 26.1 kg/m2 dans les tranches d'âge de 18-34, 35-49, 50-64 et 65-75 ans, respectivement. La prévalence de surpoids et l'obésité était de 41.6% et 13.9% chez les hommes, 19.7% et 11.3% chez les femmes, 31.0% et 12.5% en Suisse alémanique, 29.9% et 12.3% en Suisse romande, et 30.1% et 15.6% en Suisse italienne, respectivement. La prévalence d'un tour de taille à risque cardio-métabolique élevé, et très élevé, était de 16.7% et 16.5% globalement, 18.6% et 16.4% chez les hommes ainsi que 14.8% et 16.6% chez les femmes, respectivement. Environ 53% des personnes dans la population souhaitent perdre du poids. Trois personnes sur 4 dans la population ont entendu parler de la pyramide alimentaire suisse et deux tiers des personnes connaissaient la campagne «cinq par jour». Parmi les régimes particuliers, 4.9% de la population rapporte suivre un régime végétarien, 4.1% un régime de restriction calorique, 3.3% un régime pauvre en graisse et 2.6% un régime sans lactose. Une proportion substantielle de la population (56.4% des femmes et 38.1% des hommes) a rapporté prendre des suppléments vitaminiques et/ou minéraux. La majorité de la population (>80%) prend un snack au moins une fois par jour, avec des comportements semblables durant les jours de la semaine ou ceux du week-end. Plus de femmes que d'hommes rapportent passer un long temps (c.à.d. >40 minutes) à cuisiner des repas chauds (50.3% vs 30.7%, respectivement). Le repas le plus fréquemment sauté est le petit déjeuner (5.2%), suivi du repas de midi (2.2%) et de celui du soir (0.6%). Environ la moitié de la population rapporte marcher au moins 30 minutes par jour, plus de 5 jours par semaine. La majorité des personnes dans la population (87%) rapporte être entraînée, régulièrement physiquement active ou irrégulièrement active, et remplit ainsi les recommandations actuelles. Un tiers de la population rapporte passer plus de 8h30 par jour en position assise, ce qui reflète un haut niveau de sédentarité. 11 / 83 Conclusion: menuCH, la première Enquête Nationale sur l'Alimentation, apporte de nouvelles informations importantes sur le surpoids, l'obésité et le tour de taille, se basant sur des données mesurées, chez les personnes âgées de 18 à 75 ans vivant dans les trois régions linguistiques principales de la Suisse. L'enquête montre également que les connaissances sur les recommandations nutritionnelles sont très bonnes, que des suppléments vitaminiques et/ou minéraux sont fréquemment consommés, et que les façons de cuisiner rapportées par les hommes sont différentes de celles rapportées par les femmes. Les niveaux d'activité physique rapportés sont très élevés, malgré un haut niveau de sédentarité.

1 Single abstract for the CUC (Creative University Conference), August 2016 UNIVERSITIES AS ORGANIZATIONS FOR MARKETIZATION AND SELF-BRANDING. Bente Elkjaer and Niels Christian Mossfeldt Nickelsen Contact author: elkjaer@edu.au.dk"Right. As long as you have access to a telephone, a Xerox machine, and a conference grant fund, you're OK, you're plugged into the university that really matters – the global campus" (Lodge, 1985: 44)Knowledge production through innovation and learning appear crucial in contemporary knowledge based economies (Edmondson, 2012), and universities are ascribed a central role in this endeavor (Bleiklie & Byrkjeflot, 2002). One of the ways this has shown is through politically implemented new ways in which to manage universities in order to make them fulfil their contribution to societies (Carney, 2006; Deem, 2001; Halvorsen & Nyhagen, 2011; Wright & Ørberg, 2008). The Danish University system has not been exempted from this worldwide development, and in 2003 the university system in Denmark was changed from one in which managers at all levels were elected amongst peers to a system where a Board with a majority of external members (i.e. people who are not employed at the university) is the highest authority of the university. The result is that we as university scholars within the last 10-15 years have witnessed an increased emphasis on 'professional management' occupied with formulations of distinct strategic goals in combination with a more closely monitoring of quantitative measurements of research outputs (Wright, 2011) and the demands of adaptation to international and standardized ranking systems (Czarniawska, 2015) through for example lists of which publication outlets count and not count as well as a steady stream of invitations to answer surveys on our knowledge of the reputation of universities.The purpose with the paper is to discuss how this increased emphasis upon the professionalization of management and a strategic marketization of universities (Czarniawska & Genell, 2002; Kallio, Kallio, Tienari, & Hyvönen, 2016) will influence universities' abilities to2maintain their pivotal position with regard to production of new knowledge and learning. The question is whether the 'plurality of thoughts' (Kallio et al., 2016: 702) and the 'intellectual model' of the university (O'Byrne & Bond, 2014: 572) will be squeezed in professional management, measurement and ranking with innovative learning and knowing as the losers.Some dilemmas appear to be interesting in this debate both with regard to what drives scholarship, learning and knowledge production, and to the contemporary organization of scholars. With regard to the latter, we believe that it is important to recall that university scholars are not only embedded in their home-university but also participants in worldwide social worlds of scholars within their fields of inquiry and a competitive market for university scholars. This may for example be exemplified through not only citation indexes but also through the many competitions in which scholars are invited to vote for other scholars' work in order to be nominated as the 'author of the year' or similar prizes. With regard to what drives scholarship, learning and knowledge production, we understand this as both driven by exploration and experimentation (Dewey, 1913 [1979], 1922 [1988]) as well as struggles for visibility, attention and recognition (Merton, 1968, 1988) and even aspirations for celebrity (Van Krieken, 2012).The theoretical framework that informs the paper is both a pragmatist inspired understanding of organizations as "people doing things together" (Becker, 1986; Hughes, 2015), learning and knowing as driven by tensions (Brandi & Elkjaer, 2013; Elkjaer, 2005; Elkjaer & Huysman, 2008) and passions (Dey & Steyaert, 2007; Gherardi, Nicolini, & Strati, 2007). This will allow us to both look at the organizing processes amongst scholars but also how the university as an organization of knowledge production organize around this pursuit, for example with regard to support mechanisms for scholarly research. Theories on how the branding of selves unfold in academia (see for example Wirtén, 2015), and how this may be supported by the web-based platforms (Marwick, 2013; Senft, 2013) also inform the research in order to help interpret how scholars' own participation in marketization through branding of selves may be understood.The methodology is based upon a reading of books, reports, papers and articles on the changes of management at universities and the dilemma of university scholars to adapt to these changes. For example, it may be observed how the demands for Open Access to knowledge and new network sites for academics (for example ResearchGate and Academia.edu) (Thelwall & Kousha, 2014, 2015) may act as a way in which academic scholars gain not only voice and visibility amongst3peers but also easy access to a worldwide market of knowledge. The new media platforms allow for work to be cited, uploaded, spread and measured by other members of the field of inquiry in order for university scholars to not only brand themselves in a competitive market for knowledge. This latter may also be captured in a competitive or a collaborative ethos of scholarship, or maybe best as a balance between the two (Kallio et al., 2016).The results are to re-consider what sort of organizing may benefit universities when innovative and competitive learning and knowing is the aim bearing in mind that university scholars not only serve organizational but also their own interests, which are situated in both markets and their fields of inquiry and their social worlds of peers. So, basically it is a paper highlighting the relationship between the employing organization (in case universities) and the employed person (in case university scholars) with a focus upon universities as organizations for learning and knowledge production.The limitations may be that the paper is a discursive voice into a field of many voices and as such does not represent a cumulative 'truth' – but a voice.The implications are to consider looking at the organizing processes of university scholars and knowledge production, for example to map how the support system for research in universities works to enhance scholarly learning and knowing, and how scholars participate in the marketization of selves and knowledge production.The originality lies in the reconsiderations of how management and marketization also taps into scholars as part hereof, not only out of compliance (Alvesson & Spicer, 2016), but also as active participants and with own aspirations for celebrity.4ReferencesAlvesson, M., & Spicer, A. (2016). (Un)Conditional surrender? Why do professionals willingly comply with managerialism. Journal of Organizational Change Management, 29(1), 29-45. doi:doi:10.1108/JOCM-11-2015-0221Becker, H. S. (1986). Doing things together: Selected papers. Evanston: Northwestern University Press.Bleiklie, I., & Byrkjeflot, H. (2002). Changing knowledge regimes: Universities in a new research environment. Higher Education, 44(3-4), 519-532. doi:10.1023/A:1019898407492Brandi, U., & Elkjaer, B. (2013). Organisational Learning: Knowing in Organising. In M. Kelemen & N. Rumens (Eds.), American Pragmatism and Organization. Issues and Controversies (pp. 147-161). Dorchester, UK: Gower.Carney, S. (2006). University Governance in Denmark: From Democracy to Accountability? European Educational Research Journal, 5(3-4), 221-233. doi:10.2304/eerj.2006.5.3.221Czarniawska, B. (2015). University fashions. On ideas whose time has come. In P. Gibbs, O.-H. Ylijoki, C. Guzmán-Valenzuela, & R. Barnett (Eds.), Universities in the flux of time. An exploration of time and temporality in university life (pp. 32-45). London and New York: Routledge.Czarniawska, B., & Genell, K. (2002). Gone shopping? Universities on their way to the market. Scandinavian Journal of Management, 18(4), 455-474.Deem, R. (2001). Globalisation, New Managerialism, Academic Capitalism and Entrepreneurialism in Universities: Is the local dimension still important? Comparative Education, 37(1), 7-20. doi:10.1080/03050060020020408Dewey, J. (1913 [1979]). Interest and Effort in Education. In J. A. Boydston (Ed.), Middle Works 7 (pp. 151-197). Carbondale and Edwardsville: Southern Illinois University Press.Dewey, J. (1922 [1988]). Human nature and conduct. In J. A. Boydston (Ed.), The Middle Works of John Dewey, 1899-1924 (Vol. 14: 1922, pp. 1-230). Carbondale and Edwardsville: Southern Illinois University Press.Dey, P., & Steyaert, C. (2007). The troubadours of knowledge: Passion and invention in management education. Organization, 14(3), 437-461.Edmondson, A. C. (2012). Teaming: How organizations learn, innovate, and compete in the knowledge economy. San Francisco: John Wiley & Sons.Elkjaer, B. (2005). From Digital Administration to Organisational Learning. Journal of Workplace Learning, 17(8), 533-544.Elkjaer, B., & Huysman, M. (2008). Social Worlds Theory and the Power of Tension. In D. Barry & H. Hansen (Eds.), The SAGE Handbook of New Approaches in Management and Organisation (pp. 170-177). London: SAGE Publications Ltd.Gherardi, S., Nicolini, D., & Strati, A. (2007). The passion for knowing. Organization, 14(3), 315-329.Halvorsen, T., & Nyhagen, A. (Eds.). (2011). Academic Identities—Academic Challenges? American and European Experience of the Transformation of Higher Education and Research: Cambridge Scholars Publishing.Hughes, J. (2015). Looking elsewhere: Howard S. Becker as unwilling organisational theorist. Organization, 22(6), 769-787. doi:10.1177/13505084155871555Kallio, K.-M., Kallio, T. J., Tienari, J., & Hyvönen, T. (2016). Ethos at stake: Performance management and academic work in universities. Human Relations, 69(3), 685-709. doi:10.1177/0018726715596802Lodge, D. (1985). Small World. An Academic Romance. London: Penguin Books.Marwick, A. E. (2013). Status update: Celebrity, publicity, and branding in the social media age. New Haven & London: Yale University Press.Merton, R. K. (1968). The Matthew effect in science. Science, 159(3810), 56-63.Merton, R. K. (1988). The Matthew effect in science, II: Cumulative advantage and the symbolism of intellectual property. Isis, 79(4), 606-623.O'Byrne, D., & Bond, C. (2014). Back to the future: the idea of a university revisited. Journal of Higher Education Policy and Management, 36(6), 571-584. doi:10.1080/1360080X.2014.957888Senft, T. M. (2013). Microcelebrity and the branded self. In J. Hartley, J. Burgess, & A. Bruns (Eds.), A companion to new media dynamics (pp. 346-354). Chichester: Wiley-Blackwell.Thelwall, M., & Kousha, K. (2014). Academia.edu: Social network or Academic Network? Journal of the Association for Information Science and Technology, 65(4), 721-731. doi:10.1002/asi.23038Thelwall, M., & Kousha, K. (2015). ResearchGate: Disseminating, communicating, and measuring Scholarship? Journal of the Association for Information Science and Technology, 66(5), 876-889.Van Krieken, R. (2012). Celebrity society. London and New York: Routledge.Wirtén, E. H. (2015). Making Marie Curie: intellectual property and celebrity culture in an age of information. Chicago and London: University of Chicago Press.Wright, S. (2011). Universitets performancekrav. Viden der tæller. In K. M. Bovbjerg, S. Wright, J. Krause-Jensen, J. B. Krejsler, L. Moos, G. Brorholt, & K. L. G. Salamon (Eds.), Motivation og mismod. Effektivisering og stress på offentlige arbejdspladser (pp. 211-235). Aarhus: Aarhus Universitetsforlag.Wright, S., & Ørberg, J. W. (2008). Autonomy and control: Danish university reform in the context of modern governance. Learning and Teaching, 1(1), 27-57. doi:10.3167/175522708783113550

Policy makers in developing countries, including India, are increasingly sensitive to the links between spatial transformation and economic development. However, the empirical knowledge available on those links is most often insufficient to guide policy decisions. There is no shortage of case studies on urban agglomerations of different sorts, or of benchmarking exercises for states and districts, but more systematic evidence is scarce. To help address this gap, this paper combines insights from poverty analysis and urban economics, and develops a methodology to assess spatial performance with a high degree of granularity. This methodology is applied to India, where individual household survey records are mapped to "places" (both rural and urban) below the district level. The analysis disentangles the contributions household characteristics and locations make to labor earnings, proxied by nominal household expenditure per capita. The paper shows that one-third of the variation in predicted labor earnings is explained by the locations where households reside and by the interaction between these locations and household characteristics such as education. In parallel, this methodology provides a workable metric to describe spatial productivity patterns across India. The paper shows that there is a gradation of spatial performance across places, rather than a clear rural-urban divide. It also finds that distance matters: places with higher productivity are close to each other, but some spread their prosperity over much broader areas than others. Using the spatial distribution of this metric across India, the paper further classifies places at below-district level into four tiers: top locations, their catchment areas, average locations, and bottom locations. The analysis finds that some small cities are among the top locations, while some large cities are not. It also finds that top locations and their catchment areas include many high-performing rural places, and are not necessarily more unequal than average locations. Preliminary analysis reveals that these top locations and their catchment areas display characteristics that are generally believed to drive agglomeration economies and contribute to faster productivity growth.

In the 20th Century, Brazil rapidly urbanized and is now not only an urban nation but a metropolitan one. Brazils sprawling regioes metropolitanas (metropolitan regions, or RMs, which are municipal clusters) are now home to almost 50 million people and much of the countrys economic vitality. The RM spatial level and its supporting governmental institutions have thus become critical to Brazils future development. While challenges remain for tackling deprivation in rural areas, poverty in Brazil is now predominantly urban. More than six in 10 Brazilians in extreme poverty were living in urban settings as of 2012. Of these, over a fourth was concentrated in the 10 largest RMs.

This report, funded by the Trust Fund for Environmentally and Socially Sustainable Development (TFESSD), seeks to identify labor market inequalities in the ten countries outlined above, to relate these inequalities to other forms of social exclusion, and to propose areas for policy action aimed at boosting labor market participation. The remainder of the report is structured as follows. Chapter two describes the role that jobs play in fostering good living standards, productivity and social cohesion, and contextualizes the discussion on jobs and participation in the ten countries. Chapter three zooms in, highlighting inequalities in labor force participation across demographic groups. Chapter four shifts the focus to the factors explaining unequal labor force participation across groups, and discusses a policy agenda for these ten countries, drawing on experiences from the rest of the world. Chapter five concludes.

Rwanda's growth rates during the past few years exceeded the growth rates of developing countries, except for in 2013 when Rwanda's growth decelerated to 4.7 percent. Among the 181 economies where 2014 gross domestic product (GDP) growth rate data is available, Rwanda's growth rate of 7.0 percent is more than twice as high as the average of the 181 economies (3.2 percent), and is ranked 20th globally. Going forward, Rwanda's growth rates are projected to exceed global growth rates in 2015-2017. This edition focuses on jobs in particular the employment dynamics of the past decade.

Inclusive growth (IG) analysis involves analyzing the available data in a country to determine the best course of action for accelerating growth and or improving the distribution of the opportunities and benefits from the growth process. In economies in which international migration is a significant trend, that determination may be especially challenging. The international migration phenomenon can contribute to (or detract from) growth and its distribution through myriad number of complex and sometimes divergent channels, and these effects can change substantially over time. The ability to analyze these impacts, however, is often significantly handicapped by a lack of appropriate data. Moreover, because the migration decision is inherently a private decision made by households in the best interest of their welfare, determining the policy conclusions based on the results of inclusive growth analysis is often unclear. Governments are rightfully wary of interfering with the migration process. This paper examines the issue of international migration in inclusive growth. The aim is to provide the practitioners of inclusive growth diagnostics a useful framework for assessing the nature of the international migration phenomenon, and to highlight the key tools utilized in evaluating its current and potential impact on shared growth.

Jordan faces extremely high levels of youth unemployment: 19 percent of male and 48 percent of female youth between the ages of 19 to 24 years old want to work but can't find jobs. For men, the transition from school to work is slow (on average 15 months), but for women the school to work transition often never takes place. In this context of high female unemployment and low female labor force participation, the Jordanian government, requested the World Bank's support to develop an employment pilot targeting female community college graduates in 2009. This pilot is part of a broader technical assistance program supporting the reform of the public community college system in Jordan. The objective of the Jordan New work Opportunities for Women (NOW) pilot was to increase female labor force participation and help women gain real world job experience. In particular, the hope was to improve information between firms and potential workers, create an opportunity to change negative stereotypes from firms and young women about women's role in the labor market, and improve soft skills and communication. Overall, the objectives of the Jordan NOW pilot were to increase labor force participation and to give young female graduates a chance to accrue some work experience.

Many analysts consider that lack of security is a major obstacle to growth in Colombia. This paper identifies a structural downturn in economic growth-of nearly two percentage points per year-as a result of the increase in illicit crops and crime rates after 1980. A decline in total factor productivity has been the key channel linking crime and economic growth. Political upheavals and high levels of inequality and poverty motivated the adoption of a new constitution in 1991. The constitution mandated additional fiscal expenditures to curb social tensions. Major progress has been made in terms of public safety and, to a lesser extent, in the provision of health and education. However, long?run growth will continue to be constrained by inadequate transport infrastructure and low international trade volumes.

Women comprise a large proportion of the agricultural labor force in Sub-Saharan Africa, ranging from 30 to 80 percent (FAO 2011). Yet women farmers are consistently found to be less productive than male farmers. The gender gap in agricultural productivity—measured by the value of agricultural produce per unit of cultivated land—ranges from 4 to 25 percent, depending on the country and the crop (World Bank and ONE 2014). This gap exists because women frequently have unequal access to key agricultural inputs such as land, labor, knowledge, fertilizer, and improved seeds. This report estimates the monetary value of the gender gap in agricultural productivity in Malawi, Tanzania, and Uganda.

Using data from Vietnam, this article describes several types of analysis that can be conducted before launching a major downsizing operation to identify possible gender effects. It draws several conclusions about Vietnam s downsizing reforms. First, although women s prospects of obtaining salaried jobs following displacement from state-owned enterprise worsened as a result of recent reforms, they are likely to improve in the near future. Second, reforms are associated with a sharp decline in the gender gap in earnings, both in and outside the state sector. Third, overstaffing is greatest in sectors in which most employees are men, such as construction, mining, and transportation; it is much less prevalent in sectors in which women dominate the work force, such as footwear, textiles, and garments. Fourth, training, and assistance programs to help redundant workers reveal no evidence of strong gender bias. Fifth, severance packages based on a multiple of earnings are more favorable to men, whereas lump sum packages favor women.