When we think of technology and education, we usually think of information and communication technologies (ICTs).
Common sense and hard evidence point to the significant impact of socio-emotional skills such as perseverance and responsibility on children's lifetime success.
The OECD's work on Trends Shaping Education looks at major social, demographic, economic and technological trends affecting the future of education. The newest edition of the publication will be released on 18 January.
Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities?
Do our education systems offer the necessary support for children growing up in modern families? To what extent should schools be responsible for what have traditionally been thought of as “family matters”?
David Puttnam had a storied 30-year career as an independent film producer (The Mission, The Killing Fields, Local Hero, Chariots of Fire, Midnight Express, to cite just a few of his award-winning films) before he retired from film production to focus on public policy related to education, the environment, and the creative and communications industries.
ICT has influenced almost all aspects of our lives and has changed the way we communicate, work and socialize. Education plays a key role in ensuring that everyone can reap the benefits of our technology-rich world, as well as help mitigate some of the risks.
In 1973, Martin Cooper, a researcher at Motorola, made the first call from a handheld mobile phone prototype. This phone weighed 1.1 kg, took 10 hours to re-charge and was limited to 30 minutes of talking time. When it was commercialized in 1983, the phone cost approximately 7,000 USD.
Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Education offers new perspectives on addressing the need for such measurement.
The economies of OECD countries need specific occupational skills. Vocational education and training (VET) systems, which supply these skills, are now under intensive scrutiny to determine if they can deliver the skills required, and ensure that they adapt to fast-changing needs.