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The outcomes of this activity will be a new set of operational "tools". These will be of value for both for the volunteer "inner core" countries explicitly injecting forward-thinking into their school reforms through this project, and for the international community in
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A keynote presentation to the 'Pushing the Boundaries' international conference organised by Career Services Rapuara and the International Association for Educational and Vocational Guidance. Held in Wellington, New Zealand on 28-30 November 2002
It is now widely agreed that learning is pivotal in the "knowledge societies" of today and, still more, of tomorrow. It is also widely agreed that schools have a key role to play in laying the foundations for lifelong learning for all of us.
Having developed the Schooling for Tomorrow scenarios in the previous phase, the analytical task is now to operationalise and measure them. This will allow the assessment of where each "system" stands on a cluster of measures that relate to each of the six scenarios.
All OECD countries now face a demanding new situation for schools. They are seeking to raise standards for all students, quantitatively and qualitatively. The broad aim of "lifelong learning for all" has moved from rhetoric to necessity, implying major shifts of thinking and practice for schools
CERI co-operates closely with a number of "decentralised" networks - "decentralised" from the mainstream CERI projects run from Paris.
The task can be approached through three components/stages:
i) Identify and develop measures encapsulating the five scenario dimensions:
In February 2002 the Secretariat, in partnership with the European Learning Account Project, organised a first international seminar to develop a strategy for documenting and exchanging experience with promising approaches to the finance of lifel...
This conference brought together the experience of 22 countries in measuring social capital. Options were proposed for improvements in measurement and comparability. The papers are available.