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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
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.
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
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:
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.
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...
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The broad aim of the activity is to identify and evaluate what education policy makers might do to better manage ICT inputs to the education process, and to better use ICT to achieve improved educational outcomes.