The Centre for Educational Research and Innovation (CERI) does extensive research work that covers learning at all ages, from birth to old age. It goes beyond the formal education system. While having a particular concern with emerging trends and issues, CERI reflects on the futures of schools and universities. CERI often has a longer timeframe than most work, typically aiming to set an agenda for the future, with a goal to ensure that the work is thoroughly integrated with empirical analysis and innovation awareness. Specific emphasis is put on accumulating statistical evidence to the value of its research work. 

Latest books and papers

Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills

26 September 2016

This report discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. It argues for smarter policies, involving all stakeholders, for innovation in education. This report served as the background report to the second Global Education Industry Summit, which was held on 26-27 September 2016.

Education Governance in Action: Lessons from Case Studies

9 September 2016

This report bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes.

Also see our OECD Education Working Papers

Latest books, blogs and data by the OECD Directorate for Education & Skills

Focus

Longitudinal Study of Social and Emotional Skills in Cities

31 May 2016

This new OECD study will be developing valid and reliable measures of social and emotional skills that are comparable across different cultural contexts. This study will explore a variety of methods to measure these skills to better understand their development during childhood and adolescence as well as the learning contexts that could help drive this process.

The OECD will spend 2016-19 on developing measurement instruments, which will be followed by the longitudinal follow-up of primary and secondary school children in grade 1 and 7 in several major cities around the world.

In parallel, the OECD is working on various projects designed to understand how different learning contexts (such as family, teachers, school, and community) can help improve children's social and emotional skills using existing longitudinal data sets.