Experienced researcher with rich track-record in both academia and public policy analyses. Participated in and lead number of large-scale, international studies in areas of education, international social policy, public opinion, and cross-cultural research. Prior to joining the OECD, was working as a policy researcher in Eurofound, the European Union research institute, and as a researcher and lecturer at the Faculty of Social Sciences, Tilburg University (Netherlands). Has undergraduate degree in psychology, graduate degrees in educational psychology and international social policy, and a PhD in the area of cross-cultural research.
Address: Paris, France
Address: Paris, France
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Books by Miloš Kankaraš
At the heart of the SSES study lies a rigorous instrument development process, tailored to assess 15 social and emotional skills across 45 scales. This expansive project marshaled the collective expertise of 15 international research teams and engaged more than 150,000 participants—students, parents, and teachers. Its reach spanned eleven cities globally, underscoring the universal importance of these skills. With the coordination of over a thousand professionals, including project managers, researchers, translators, and data analysts, the process was a mosaic of cultural and methodological diversity, aiming for an assessment tool of unparalleled scope and precision.
Initially grappling with 380 assessment items, the teams' methodical analysis and meticulous refinement culminated in the selection of the most robust 120 items, some unaltered and others slightly adapted. The multi-faceted approach merged quantitative and qualitative research methodologies, yielding a harmonious synthesis of data and insights. This approach ensured that the resulting scales were not only reliable and valid but also resonant across different cultures, languages, and educational contexts.
The book sheds light on the SSES Inventory's performance along the various stages of its empirical testing. The instrument demonstrated remarkable versatility, adapting to the developmental stages of students beginning from the age of ten. One of the key highlights was the Inventory's triangulated approach, utilizing feedback from students, parents, and teachers to enrich the data and enhance scale validity.
Papers by Miloš Kankaraš
Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.
At the heart of the SSES study lies a rigorous instrument development process, tailored to assess 15 social and emotional skills across 45 scales. This expansive project marshaled the collective expertise of 15 international research teams and engaged more than 150,000 participants—students, parents, and teachers. Its reach spanned eleven cities globally, underscoring the universal importance of these skills. With the coordination of over a thousand professionals, including project managers, researchers, translators, and data analysts, the process was a mosaic of cultural and methodological diversity, aiming for an assessment tool of unparalleled scope and precision.
Initially grappling with 380 assessment items, the teams' methodical analysis and meticulous refinement culminated in the selection of the most robust 120 items, some unaltered and others slightly adapted. The multi-faceted approach merged quantitative and qualitative research methodologies, yielding a harmonious synthesis of data and insights. This approach ensured that the resulting scales were not only reliable and valid but also resonant across different cultures, languages, and educational contexts.
The book sheds light on the SSES Inventory's performance along the various stages of its empirical testing. The instrument demonstrated remarkable versatility, adapting to the developmental stages of students beginning from the age of ten. One of the key highlights was the Inventory's triangulated approach, utilizing feedback from students, parents, and teachers to enrich the data and enhance scale validity.
Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.
Without valid and reliable data on the effectiveness of domestic violence interventions, we will not be able to introduce positive change in this area. That is why this book focuses on examining and evaluating existing empirical evidence from around the world on the effectiveness of interventions in the field of domestic violence. In other words, we try to answer “what works”, i.e. what is known to be an effective intervention strategy against domestic violence, under which conditions, and for which outcomes.
With the attention of policymakers on the issue now largely secured, what is needed is a collection of solid empirical evidence on the effectiveness of various intervention programs that aim to reduce, eliminate or prevent violence against women and girls (VAWG). Such empirical evidence would help inform and guide the formulation and implementation of effective support programs, policy actions and prevention strategies.
Unfortunately, until recently, most empirical research on this topic was based on anecdotal accounts or exploratory studies administered on non-representative samples. However, the situation is gradually improving in recent years with the administration of a growing number of empirical studies on issues related to violence against women and girls (VAWG). Some of these studies have also evaluated their impact, offering clues about the effectiveness of various intervention approaches in preventing different forms of VAWG.
This report aims to overview and synthesise existing empirical evidence from impact assessment studies that have evaluated intervention programs in the area of VAWG. Namely, this report tries to answer “what works” and “what doesn’t work” in VAWG interventions, but also “what is still unknown” regarding the effectiveness of such interventions. The evidence is collected from both high-income and low- and middle-income countries and includes findings across different types of VAWG and intervention approaches.
effects on other important personal factors and intermediate life events, such as the development of cognitive capacities, the attainment of educational qualifications and the formation of a family. As such,
personality characteristics have a demonstrable relevance for a wide range of policy issues and represent an important, although often neglected, subject of policy interest.
This paper reviews the scientific literature covering a wide range of personality characteristics, discussing their conceptualizations and main features, their relevance for important outcomes in life and
work, and the chief ways they are measured. It aims to provide a comprehensive overview of various attributes of personality from the perspective of their potential importance for the Survey of Adult Skills
(PIAAC), taking into account their analytical potential and policy relevance. The paper also outlines and evaluates the most important measurement instruments for each personality characteristic, with a focus on short self-report scales as the most appropriate form for inclusion in large-scale international surveys. Finally, it presents some considerations related to the evaluation and promotion of personality
characteristics and introduces the substantive and measurement criteria that could be used to select the personality attributes, and related measurement scales, to include in large-scale surveys.
The results from the first round of the survey, covering 24 countries and economies, were reported in the OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. Another nine countries and economies collected data during 2014-15. This report presents the main findings for all 33 countries and economies that participated in the study over the two rounds. It finds substantial variation across countries/economies in adults’ average proficiency in the three domains assessed. More than 80 score points separate the highest- and lowest-scoring countries in literacy and numeracy, although many countries and economies score within a relatively close range of each other. Within countries and economies, proficiency scores in literacy and numeracy vary considerably: on average, 62 score points separate the 25% of adults who attained the highest and lowest scores in literacy; in numeracy, 68 score points separate those two groups.
In almost all countries/economies, a sizeable proportion of adults (18.5% of adults, on average) has poor reading skills and poor numeracy skills (22.7% of adults, on average). Around one in four adults has no or only limited experience with computers or lacks confidence in their ability to use computers. In addition, nearly one in two adults is proficient only at or below Level 1 in problem solving in technology-rich environments. This adult can only use familiar applications to solve problems that involve few steps and explicit criteria, such as sorting e-mails into pre-existing folders.
Around one in four adults in Slovenia has poor literacy, numeracy and problem-solving skills, a slightly larger proportion than the OECD average.
Adults' literacy scores have improved substantially over the past two decades.
The variation in Slovenian adults' proficiency scores is greater than on average across OECD countries.
Differences in proficiency related to age, education and social background are considerable among adults in Slovenia.
Most workers in Slovenia are well-matched with their jobs.
In Slovenia, as in other OECD countries, higher proficiency in literacy and numeracy has a positive impact on labour force participation and wages, and on several non-economic outcomes, such as trust in others, political efficacy, participation in volunteer activities and self-reported health.
New Zealand's immigrant population is one of the most skilled across OECD countries. At the same time, native-born New Zealanders who speak English as a second language are over-represented among adults with low proficiency.
The differences in skills proficiency related to age, gender, education and social background are less pronounced in New Zealand than in other countries. However, sharp ethnic differences, particularly for Māori and Pacific peoples, exist in New Zealand.
In New Zealand, even more so than in other OECD countries, higher proficiency in literacy and numeracy have a positive impact on labour force participation and wages.
The relationship between literacy and levels of trust in others, political efficacy, participation in volunteer activities and self-reported health is positive and mostly in line with those observed in other OECD countries.
The ECS 2013 was carried out at a time when Europe was only just starting to recover from the biggest economic crisis to hit the world since the Great Depression of the 1930s. For many companies, therefore, the crisis is likely to have had a major influence on the experiences which they report. While the survey was not specifically designed to capture the effects of the crisis, the findings do need to be interpreted with this context in mind.
It presents recent developments in job quality and work organisation (and their interactions) and highlights their impact on productivity, labour market participation and social cohesion as indicated by recent research. It then explores how technological progress and innovation, globalisation, demographic change and the greening of the economy may affect the workforce’s potential via their impact on job quality and work organisation. It ends by discussing how labour market policies can help prevent, cushion or correct adverse developments in job quality and work organisation associated with those structural changes, including issues such as polarisation and inequality, while reinforcing positive developments.