Education, migration, and job satisfaction: The regional returns of human capital in the EU. Bruges European Economic Research (BEER) Papers 1/November 2004

The paper looks at the link between human capital and regional economic performance in the EU. Using indicators of educational stock, the matching of educational supply and labour demand, and migration extracted from the European Community Household Panel (ECHP), it identifies that the economic performance of European regions over the last few years is generally associated with differences in human capital endowment. However, and in contrast to previous studies, the results highlight that factors such as the matching of educational supply and local labour needs, job satisfaction, and migration may have a stronger connection to economic performance than the traditional measures of educational stock.

The “New World Order”: From Unilateralism to Cosmopolitanism. CES Germany & Europe Working Papers, no. 04.1, 26 January, 2004

On January 26, 2004, the topic of the CES-Berlin Dialogues was "The 'New World Order': From Unilateralism to Cosmopolitanism." It was the second in a series of four meetings organized in Berlin under the med_title 'Redefining Justice.' The session was intended to examine successful and failed arenas of cooperation between the US and Europe; political misunderstandings and conscious manipulation; and models for future transatlantic relations. The presenters were Jeffrey Herf, Professor of History, University of Maryland, and Prof. Dr. Jürgen Neyer, Professor of International Political Economy, Ludwig-Maximilians-University of Munich, and Heisenberg Fellow of the Deutsche Forschungsgemeinschaft at the Department of Political and Social Sciences of the Freie Universität Berlin. Jeffrey Herf was asked to speak on the basic tenets of U.S. foreign policy in the administration of President George W. Bush, and Jürgen Neyer focused on the European view of international relations and conduct in the period since the invasion of Iraq.

Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004

Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demographics and organizational structures indicates which children and youth are most likely to grow up less educated and how educational systems distribute educational success and failure. Findings from a German-American comparison show that which students bear the greatest risk of becoming less educated depends largely on definitions of “special educational needs” and the institutionalization of special education systems.