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Hot off the press
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Working Out Change: Systemic Innovation
in Vocational Education and Training |
What can education systems do to become more innovative? This
book analyses systemic innovation in education by looking at the
ways in which educational systems encourage innovation, the
knowledge base and processes used, and the procedures and criteria
used to assess progress and evaluate outcomes. It draws on findings
from 14 case studies in Vocational Education and Training in six
OECD countries: Australia, Denmark, Germany, Hungary, Mexico and
Switzerland. The resulting analysis helps us understand how we can
support and sustain innovation in educational systems in the VET
sector.
To find out
more
 Download
a free pdf version of this book |
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Beyond Textbooks: Digital Learning
Resources as Systemic Innovation in the Nordic Countries |
Technology is a key driver of educational innovation, and a
variety of programmes focusing on investment in infrastructure,
equipment, in-service training and digital learning resources have
been established to promote its usage in primary and secondary
schools. So far, little comparative analytical attention has been
devoted to understanding how digital resources improve the quality
of learning and to assessing the public policies that support their
development and use, and the role played by other stakeholders like
publishers, broadcasting companies and increasingly user communities.
This publication aims to fill that gap by both reviewing and
evaluating the process of systemic innovation. Drawing on case
studies from five Nordic countries, the report assembles information
on the knowledge bases and policy actors which impact each phase of
this innovation process and the main factors which influence its
success including governance, financing and user involvement.
To find out
more
Download
a free pdf version of this book |
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Higher Education to 2030, Volume 2,
Globalisation |
This is the second volume in the Higher Education to 2030 series,
which takes a forward-looking approach to analysing the impact of
various contemporary trends on tertiary education systems. Volume 1
examines the effects of demography, while volume 3 explores the
effects of technology. This volume examines what challenges and
opportunities globalisation is bringing to higher education, and as
a consequence, how education might look in the future. The fourth
and final volume will present scenarios illustrating the main trends
and driving forces for the future of higher education.
To find out more
Download
a free pdf version of this book |
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Measuring innovation in education: which way forward? |
Policies
supporting innovation and improvement in education need reliable
data. There has been a long-standing effort to develop innovation
indicators for the private sector that help monitor the progress of
innovation and evaluate the success of associated policies. But
measuring innovation and its effectiveness in the public sector, and
in education in particular, is in its infancy. Despite the relative
wealth of indicators in education, we still lack data that measure
the innovation capacity and performance of education systems as well
as link improvement to innovations in classroom and school
practices. Defining and measuring innovation in education and other
public services is not straight-forward. Nevertheless, there are
currently a number of ongoing initiatives both within the OECD
Secretariat and at national level paving the way for the development
of such indicators.
CERI convened a workshop in Paris on 11 June 2009 to discuss these
initiatives and start a discussion on possible avenues for the
international measurement of innovation in education.
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To find out
more
Consult the website for the
Innovation Strategy |
21C skills
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Today’s labour force has to be equipped with the
set of skills and competencies which are suited to the knowledge
economies. Most of them are related to knowledge management,
which includes processes related to information selection,
acquisition, integration, analysis and sharing in socially
networked environments. Not surprisingly, most of these
competencies, if not all, are either supported or enhanced by
ICT. For young people, schools are the only place where such
competencies and skills can be educated.
Accordingly, governments should make an effort to properly
identify and conceptualise the set of skills and competencies
required as to incorporate them into the educational standards
that every student should be able reach by the end of compulsory
schooling. Governments should realise that to be successful in
this process there are two requirements to be met. On the one
hand, participation of both economic and social institutions,
ranging from companies to higher education institutions, is
critical. On the other hand, all this process risks of being
irrelevant for schools unless this set of skills and
competencies becomes the very core of what teachers and schools
should care about, and this can only be done by incorporating
them into the national education standards that are enforced and
assessed by governments.
The first International Conference on the New Millennium
Learners on the theme of 21st Century Skills took place in
Brussels (September 21-23).
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To find out
more
Consult the website for the
New Millenium Learners |
Market mechanisms |
A key
question facing policy makers in OECD countries is: how to govern
education systems to ensure they deliver the best possible
educational outcomes? Almost all OECD governments have sought to
introduce one or more market mechanisms as part of the answer to
this question. Proponents claim that relying more on market
mechanisms results in higher quality, more efficiency and more
demand sensitivity; while opponents stress the danger of schools
with increasingly unequal quality, unequal access to high quality
schools and segregation.
Given the widespread and growing importance of market mechanisms in
education, a new CERI project is focussing on the role of market
mechanisms in the governance of education which aims to: improve our
understanding of what we mean by market mechanisms in education;
contribute to the empirical knowledge base by collecting data on
market mechanisms; and explore what viable governance systems are
able to deal with the new reality of de-centralisation, choice and
competition which limit the traditional steering options for
governments.
The project will deliver in 2010 a series of OECD working papers and
a policy brief as well as organising a series of seminars and a
dissemination conference in. | |
