CERI 2006 Press citings

• La OCDE realiza un estudio sobre la promoción del Conocimiento Libre en Extremadura, in Regiondigital.com, 31 October 2006: In the news, the regional minister for infrastructures and technological development, Luis Millán Vázquez de Miguel, in Extremadura (Spain) welcomes CERI analyst Francesc Pedró, who paid a visit to this region as part of the Open Educational Resources Project. The purpose of the visit was to document a case study on the interactions between the university and the government to develop and sustain a policy to foster open knowledge initiatives. Extremadura has a well-established reputation of pioneering the educational and mainstream uses of open software and, ultimately, of open educational resources and the resulting case study provides some useful political insights into the main issues involved in the challenge of open knowledge.

• Schuller, T, NIACE Adults Learning, September 2006, A question of value. There is a growing consensus in OECD countries that the state, employers and individuals should share the costs ofadult learning. But decisions as to who pays what will be heavily shaped by the cultures we live in, writes Tom Schuller.

• Underhill, William, Newsweek International, 21 August 2006, Sowing Seeds; From Cornell in Qatar to Monash in Malaysia, satellite campuses are a booming business. This article on Western institutions creating branch universities in other remote parts of the world quotes Stéphan Vincent-Lancrin.

• Slattery, Luke, Australian Financial Review, 14 August 2006, Export via an overseas campus. This article on globalisation in higher education in Australia with reference an OECD analysis on cross border education.

• Vettori, F,  from the Italian INDIRE, interviews Francesc Pedró, 18 April 2006: Per capire quel che sta accadendo. Una parola sui sistemi d'apprendimento, "Space and time of learning are changing, but are teaching and teachers changing and what new practices are contributing in transforming learning?" (Note you need to scroll down for the English translation).  

• Kingston, P, Adult education cuts are not a healthy option,  The Guardian, 2 May 2006.  An article  dramatic fall in learning among older people can only exacerbate the problems of age, quoting Tom Schuller on how research from a number of countries shows there is a clear and positive link between learning and health for the elderly.

• Pålsson,  Stefan, Two articles on the Swedish Knowledge Foundation website Kollegiet in reference to the CERI Open Educational Resources initiative in CERI (Note articles available in Swedish only):

"Web 2.0 öppnar för nya sätt att lära -- "Web 2.0 opens up new ways of learning"

"Skola 2021: Lärare och lärande flyter samman -- "Schooling 2021: Teaching and learning meet"

• A report on the European Learning Resource Exchange meeting that took place in Brussels on 23 March 2006.  This report which give a short overview of each of the presentations, including Jan Hylen's presentation on Open Educational Resources initiative (OER) project in CERI which aims to analyse and map the scope of OER initiatives in OECD countries.

• Pålsson,  Stefan, Öppna lärresurser förändrar undervisningen, "Open Educational Resources changes teaching and learning!" Article as published in the Swedish Knowledge Foundation website Kollegiet on 20/02/2005.  (Note article available in Swedish only).
  

ABSTRACT: The Knowledge Foundation is hoping for a breakthrough for OER within soon, however, it should be noted that there are still some obstacles to overcome. Although a lot of new resources are developed both within initiatives like MIT OCW and Connexions, and by individual teachers and instructors, intellectual property rights are still a crucial problem. A  better awareness of the existence of easy-to-use licenses like Creative Commons is very important. OER is also said to strengthening the tendency of shifting the power over teaching and learning from the institutions to the individual. We will probably see much more of learning communities in the future although a community never can be established from top-down built must grow from bottom-up from the needs of people themselves.

• Interview with Stephan Vincent Lancrin giving his views on how tertiary education will look in 2025, in Le Monde French newspaper, 14 January 2006, "Demain, un modèle unique pour former les élites mondiales"

• Schuller, T, Constructing International Policy Research: the role of OECD/CERI, European Educational Research Journal, Vol 4, Number 3, 2005.

ABSTRACT: This article discusses how the Organisation for Economic Cooperation and Development’s Centre for Educational Research and Innovation (CERI) addresses the task of conducting international policy research. The article begins with a descriptive account of CERI’s work, including the way member countries shape the research agenda. Several issues which relate to how research evidence is compiled within an international context are addressed. First, why the supposed priority area of lifelong learning is only weakly supported by systematic research is considered. The author raises the question of how we are to judge the quality and impact of international research work, especially where it is policy-related. He suggests that an increasing focus on the outcomes of education raises questions about causality in a policy research context. This leads to some brief consideration of evaluation of research, and of the country as a unit of methodological analysis. Finally, he asks what might be meant by learning from international experience.

• Olson, L., Classroom Assessments Stir Growing Global Interest, Many nations promote efforts to gauge learning and inform instruction,  Education Week, Vol. 25, Issue 06, Page 8.

ABSTRACT: Accountability based on state-test results has dominated U.S. policy discussions. But around the globe, educators are beginning to pay more attention to the assessments teachers use in classrooms on a daily basis as a powerful lever for raising student achievement.
“Formative assessment—the frequent, interactive assessments of student understanding and progress to identify learning needs and shape teaching—has become a prominent issue in education reform,” notes a report released earlier this year by the Organization for Economic Cooperation and Development, a coalition of 30 countries that works to address common economic, social, and environmental challenges.

• Mitchell, J, Inclusion boosts all pupils, Times Educational Supplement,  04 November 2005
  Children with special needs who attend mainstream schools are likely to achieve more and live more fulfilling lives, according to speakers at a major international conference organised by the Organisation for Economic Co-operation and Development.