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One of the most prominent of the OECD’s Centre for Educational Research and Innovation (CERI) on-going projects is Schooling for Tomorrow. This has created a forum for the international development of forward thinking in education, and has already produced a series of publications. Up to its new phase, of which this request constitutes an important element, the project has followed three main avenues: a) identification of key trends
Are governments doing enough to make sure school children are safe? This conference focused on safety and security risk assessment, crisis planning and management, and other approaches.
The governments of OECD countries are collaborating to develop a better understanding of special education and how it can be developed to meet the needs of students with disabilities, learning difficulties and disadvantages.
Improving the quality of education is a key policy objective in OECD countries. Major education reforms are underway around the world in response to demands to make lifelong learning opportunities available to all. Education Policy Analysis provides an opportunity to reflect on, and learn from, this rich international experience.
This forum addressed cross-border higher education, and key issues related to quality assurance, accreditation and recognition of qualifications.
OECD reviews of national education policies provide a well-established means for member countries to engage their peers in reviewing their country’s policies. This report was prepared at the invitation of the Swiss authorities. It is divided into two parts: a background report, prepared by the Swiss authorities, and the OECD examiners’ report.
The Swiss university system is of a high international standard. It is complemented by a
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The main purpose of the thematic review on adult learning is to understand adults’ access and participation in education and training and to enhance policies and approaches to increase incentives for adults to undertake learning activities in OECD countries.
How widespread is student disaffection with school in different education systems? What policies and practices are most effective in fostering students’ sense of belonging and participation in school? These questions are of great concern to educators in many countries, not only because of the interrelationship between student engagement at school and learning outcomes, but also because student engagement represents a valued outcome in