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University Futures:
Higher education to 2030
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The international CERI/France
conference Higher Education to 2030 took place on 8 and 9
December 2008 in Paris. The first volume
Demographyof the new OECD book series entitled Higher
Education to 2030 was launched at the conference. Two further
volumes, Technology and Globalisation, will be published
in 2009. A fourth volume presenting scenarios for the future of higher
education systems is to come out in 2010.
The event drew on analytical findings and stakeholder consultations
carried out in the framework of the
CERI University Futures project. Wide geographic range of
policy-makers, international experts and other stakeholders discussed
possible and desirable futures for higher education on this occasion.
The participants explored future challenges and opportunities related to
globalisation, demographic change and use of new technologies – and
found many of the key issues to be common in different parts of the
world. The conference put a particular focus on higher education
participation, access and expansion, while exploring also the matters of
social inequity and financing. Several high-level representatives, such
as OECD Deputy Secretary- General Mario Amano, European Commissioner Ján
Figel and UNESCO Assistant Director-General Nicholas Burnett, spoke at
this event which also marked CERI’s 40th Anniversary.
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To find out more
 Consult
the
conference website
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Innovative Learning
Environments
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The aim of the
Innovative Learning Environments project is to help shape the policy
reform agenda by generating authoritative understanding of the lessons
of learning research and by providing inspiring examples of genuine
innovations in how teaching and learning for school-age young people is
organised at the micro level.
A first project publication
Innovating to Learn, Learning to Innovate,OECD (2008) makes
valuable reading for academics and educators alike. This publication
covers the three main elements of the project – reviews of learning
science research (Analytical Strand), analyses of inspiring innovations
(Empirical Strand), and discussion of the policy challenges in
implementing innovative learning environments on a wider scale (Policy
Strand). These different components are now being treated in
greater depth, with the current work focusing particularly on the
Analytical and Empirical strands.
So far 15 countries and regions have officially joined the project, and
we are looking for more cases of innovative learning environments,
whether proposed by a participating country or region, or by an
organisation or network, or indeed by the individual cases themselves.
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To find out more
Contact:
learning.environments@oecd.org
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Teacher education for diversity
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The CERI
Teacher Education for Diversity project ran an online consultation
exercise with teachers, student teachers and teacher educators for a
month at the end of last year. This consultation aimed to capture the
voice of practitioners about their preparation and day to day experience
with diversity in the classrooms, key challenges, and best solutions.
Over 3 100 responses were received from teachers
(53%) student teachers (23%) and educators of teachers (23%) in over 35
countries. Interestingly, 96% of student teachers, 70% of teachers, and
96% of teacher trainer respondents rated sensitivity to diversity issues
as ‘extremely important’ or ‘moderately important’ in effective
teaching. Yet, only 53% of student teachers, 34% of teachers and 49% of
teacher educators judged that teacher-education is training teachers to
be ‘extremely well-prepared’ or ‘moderately well-prepared’ to
effectively handle diversity issues.
Stay tuned to find out more about how they account
for this in practical terms –the results will be incorporated into a
research analysis published later this year. We extend our sincere
thanks to all who participated!
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Innovation is a driver of growth and well being.
New technologies, products, services and organizations create jobs and
rejuvenate industries. But to reap those gains, policy makers need to
understand how the way we innovate is changing. This has implications for
human resources and education if they are to feed this innovation society.
This also has implication for innovation and improvement in education
systems. A major policy research project underway at the OECD, the
Innovation Strategy,
develops new policy approaches to support innovation in a networked, global
economy. CERI co-leads to its
human capital dimension. Work underway focuses on two strands: 1)
education for innovation and 2) innovation in education.
A first workshop on “Advancing innovation: human resources, education and
training” was hosted by Germany to discuss these issues.
To find out more
Consult the
workshop summary report, presentations and background documentation
The New Millennium Learners project is working on a study on ICT in
initial teacher training. It will cover all levels from governmental
policies to student teachers’ experiences. You can read about the activities
so far; research reviews, expert meeting, country questionnaires etc, and
also coming activities on our
web page. Case studies will be carried out before summer and a final
report can be expected at the end of this year.
“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
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Higher education to 2030 |
Demographic changes
increasingly shape social policies as most OECD populations are
ageing and include more migrants and “minorities”. Japan and Korea
have already started to see their enrolments in tertiary education
decline, but other countries like Turkey and Mexico can still expect
a boom. What might be the future impact of demographic changes on
tertiary education systems and institutions? How can and do
countries address these changes? What opportunities and challenges
do they bring?
Drawing on trend data and projections, this book takes an in-depth
look at these important questions from both a qualitative and
quantitative standpoint. Issues covered include the impact of
demographic changes on student enrolment, educational attainment,
academic staff and policy choices. Particular attention is given to
how access policies determine the demographics of tertiary education,
notably by examining access to higher education for disabled and
migrant students. The book covers most OECD countries, illustrating
the analysis with specific examples from France, Japan, Korea and
the United States.
To find out more
Download the
executive summary
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Innovating to Learn, Learning to Innovate |
This book summarises and discusses key findings from the learning
sciences, shedding light on the cognitive and social processes that
can be used to redesign classrooms to make them highly effective
learning environments. It explores concrete examples in OECD
countries, from alternative schools to specific cases in Mexico, in
which the actors are seeking to break the mould and realise the
principles emerging from learning science research.
This book will be of particular interest to policy makers,
researchers, teachers, students and families.
To find out more
Download the
executive summary
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Events
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March 2009
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23-24
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Meeting of the Group of National Experts on Vocational Education and
Training
Berne/Zollikofen, Switzerland
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May 2009
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7-8
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International dissemination conference on New
Millennium Learners
Turkey
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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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