Schooling for Tomorrow: The Schooling for Tomorrow Operational Toolbox for Innovation, Forward-thinking and School System Change

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

Schooling for Tomorrow: Innovation, networks, and implications for governance

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.

Schooling for Tomorrow: Building and Completing the Toolbox

Schooling for Tomorrow: Scenario Indicators and Analysis

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.

Schooling for Tomorrow: New Operational Tools

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

Schooling for Tomorrow: Continued co-operation with the Innovation Exchange Networks

CERI co-operates closely with a number of "decentralised" networks - "decentralised" from the mainstream CERI projects run from Paris.

Schooling for Tomorrow: Scenario Indicators and Analysis - The Approach

The task can be approached through three components/stages: i) Identify and develop measures encapsulating the five scenario dimensions: Attitudes and

Education Policy Analysis: 2002 Edition

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...

Related Documents

• OECD Reports Emphasise Reading Skills, Teacher Supply as Keys to Educational Success

Reading for Change: Performance and Engagement across Countries: Results from PISA 2000

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...

Related Documents

• OECD Reports Emphasise Reading Skills, Teacher Supply as Keys to Educational Success

Early childhood education and care, 14-15 October 2002, Paris, France

Reports from this meeting, which was held to review and improve data collection and analysis in the early childhood field.