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Economic
incentives to raise
linguistic proficiency |
A lively experts meeting proposed using exogenous policy shocks and
cross-regional variations in language proficiency wage premium to
capture economic incentives to raise linguistic proficiency at a joint
OECD/ United Nations Development Programme (UNDP) meeting which took
place on February 27th in New York City.
Participating in this debate included a number of key US-based
economists, notably Barry Chiswick (University of Illinois at Chicago),
Jere Behrman (University of Pennsylvania), Ilyana Kuziemko (Princeton
University), Erica Solar (Population Council, Luis-Felipe Lopez Calva
(Chief Economist of the Latin American and Carribean Bureau (UNDP), and
Koji Miyamoto of the OECD Secretariat.
The next step is to further develop the details of the identification
strategies and micro-data analyses. A literature review on economic
motivations and overall strategies to assess economic incentives will be
in Autumn, 2009.
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To find out more
 Consult
the website for the
Global Linguistic Competencies project
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Innovative Learning
Environments
|
An expert meeting of researchers, policy innovators, and educators
together with the project staff hosted by the state of Thuringen in
Weimar on 14 -15 May 2009 provided an invaluable occasion to review the
key themes and messages emerging from the learning science research
reviews currently being drafted, and to discuss and consider the range
of innovations being submitted to the Innovative Learning Environments
project.
The main event in 2009 will be an international seminar on learning
sciences and innovative learning arrangements to be held in Oslo, Norway
from 31 August to 1 September 2009. This will be followed by a half-day
meeting on 2 September for the country-based coordinators to assess
progress and implementation issues and to ensure that all are clear on
next steps regarding country participation. While any country or region
genuinely interested in being active in ILE may take part, it is
intended as a working seminar of those countries, cases and experts
which are active in the project rather than a more general
discussion/dissemination conference open to all.
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To find out more
Contact:
learning.environments@oecd.org
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Systemic innovation |
CERI is shortly due to publish two forthcoming titles on systemic
innovation:
The first approaches the analysis of systemic innovation in education by
addressing issues such as how education systems or sectors go about
initiating innovation, the processes involved, the knowledge base which
is drawn on, and the procedures and criteria for assessing progress and
outcomes. These questions are addressed drawing on empirical findings
from a selection of 14 case studies in Vocational Education and Training
in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and
Switzerland. The resulting analyses provide key input to the OECD-wide
Innovation Strategy, and contribute to our understanding of how
innovation can be supported and sustained in education systems,
particularly in the VET sector.
The main findings and policy recommendations offered in this book will
be of interest to researchers, policy makers and practitioners in the
fields of education and public sector innovation as well as vocational
education and training.
The second examines the process of systemic innovation in policy making
and in public and private initiatives designed to promote the
development, distribution and use of digital learning resources in the
school sector.
Drawing on a selection of case studies in the five Nordic countries,
this book brings together evidence on:
- how countries go about initiating IC T-based educational innovations
related to digital learning resources, the stakeholders involved, the
knowledge base which is drawn on, and the procedures and criteria for
assessing progress and outcomes;
- factors that influence the success of policies aimed at promoting
ICT-based educational innovations, particularly those related to the
production, distribution and use of digital resources, including user
involvement in the production process and new actors such as the gaming
industry and media companies;
- user-driven innovations and how the educational system responds to
them.
The book provides an analysis of the empirical findings of the study as
well as a series of concrete policy implications that arise from them.
It will therefore be a useful resource not only for researchers and
practitioners but also policy makers in the field of educational
technology and digital learning resources. |
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To find out more
Consult the website for
Systemic Innovation in Education
CERI Analysts are invited all over the globe to participate in conferences
and present their work. This new section on the
CERI website highlights reports back from some of these missions, most
recent postings:
- Dirk Van Damme reports back from the European Council of International
Schools (ECIS) Administrators conference, held in Portugal, and from the
European Blackboard 2009 Conference, held in Barcelona.
- Adriana Ortega reports back from the ENSI Conference “Creating Learning
Environments for the future-Sharing knowledge on Research and Practice”,
Belgium .
- Francesc Pedró reports back from the Annual event of the Estonian
e-University, organized under the auspices of the Estonian Foundation for
Information Technologies, held in Estonia.
“Why are some individuals successful
in learning non-native languages and others not?” and, “why do certain
education systems seem to be more successful than others at teaching non
native languagues?”, these are two interesting questions that the CERI
Globalization and Linguistic Competences (GLC) project is currently
examining.
Consultation in the form of a
questionnaire has been administered to member countries. Except for a few
cases, this exercise has shown how limited the available data is,
highlighting the gap of knowledge in this area. Some specific qualitative
work has been undertaken (partly in co-operation with the
Harvard Graduate School of Education) on some key aspects of non-native
language learning (NNLL). Two major working hypotheses (provisionally
entitled “the motivation vortex hypothesis” and “the cultural tesseract”)
are currently being developed; both should boost future research and lead to
exploring unchartered territories.
A publication which aims to outline
global linguistic competences
before and around learning; during the learning process,and
after the learning process is due in early
2010.
To find out more
Consult the website for the
GLC-focused 2008
Japan-OECD seminar
Published
recently
|
Education Today: The OECD Perspective |
What does the OECD have to say about the state of education today?
What are the main OECD messages on early childhood education,
teacher policies and tertiary education? What about student
performance, educational spending and equity in education? For the
first time, OECD work on these and other important aspects of
education have been brought together in a single accessible source.
Organised into nine sections, this report examines early childhood,
schooling, transitions beyond initial education, higher education,
adult education, lifelong learning, outcomes and returns, equity,
and innovation. Each section offers both key findings and
orientations for policy. All sections highlight the main messages in
a concise and accessible way, with reference to the original OECD
sources.
This report will prove to be an invaluable resource for all those
interested in the broad international picture of education, as well
as for those wanting to know more about OECD work in this important
domain.
To find out more
Download
a free pdf version of this book
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Events
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May 2009
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28-29
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Teacher Education for Diversity international expert meeting
Genoa, Italy
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August/September 2009
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31/08-02/09
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International seminar on Innovative Learning
Environments
Oslo, Norway
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21-
23/09 |
International dissemination conference on New
Millennium Learners
Flanders, Belgium
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OECD Centre for
Educational Research and Innovation (CERI)
2 Rue
André Pascal - 75775 Paris Cedex 16 - France
+33 1 45 24 82 00 -
ceri.contact@oecd.org -
www.oecd.org/edu/ceri
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