Keynote address by Angel Gurría, OECD Secretary-General, delivered at the Conference marking the 40th Anniversary of OECD’s Centre for Educational Research and Innovation (CERI) on “Learning in the 21st Century: Research, Innovation and Policy”.
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Summary of a joint workshop sponsored by Organization for Economic Cooperation and Development (OECD), the U.S. Civilian Research and Development Foundation (CRDF), and Tomsk State University, and held in cooperation with the Russian Ministry of Science and Education and the Tomsk regional government.
This project, supported by 12 countries, aims to explore the causal links between education and major social domains such as health (mental and physical) and civic engagement.
Many educational experts are identifying a shift from from supply-led systems towards systems which are more sensitive to demand. Whose demands should these be? What are they? How will schools recognize and cope with them? This book examines these questions and others.
This seminar convened invited higher education stakeholders (government, local authorities, institutions, academics, students, business, civil society) from the OECD area to discuss their changing expectations about and roles in higher education.
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While several OECD countries compete to attract foreign students, some pioneering emerging economies show that an innovative strategy for the import of cross-border education can form a part of a national capacity building strategy. Could this be a suitable model for developing countries to build capacity in tertiary education, and more generally, to accelerate economic development?
The OECD has been engaged, since 2002, in a series of activities to promote research in Russian universities and to improve the management of intellectual property in partnership with the Ministry of Education and Science.
This Seminar formed part of the core CERI work on futures thinking and the Schooling for Tomorrow project. The Seminar explored and developed as the over-arching seminar theme the connections between futures thinking, and governance, policy formulation and decision-making in education,
What happens in education today will affect the lives of individuals and the health of whole communities for decades to come. Yet educational decision-making is mostly about dealing with pressing immediate issues or seeking more efficient ways of maintaining established practice, rather than about shaping the long term. How to redress the balance? Scenario methods offer one highly promising answer. This latest volume in the