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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.
How well can young people read, as they approach the end of their basic education? The OECD Programme for International Student Assessment (PISA) survey provides a more complete answer to this question than has previously been possible at an inte...
To meet a continuing growth in demand for learning, OECD countries seek to provide a wider array of education and training opportunities for learners in their earliest years through adult life. There are also pressures to ensure that resources ar...
Spanish, , 199kb
Learning is an essential basis for progress in the 'knowledge society'; it is critical for economic growth and social welfare. OECD Member countries have committed themselves to making lifelong learning a reality for all. But the resources requir...