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We have developed a set of six scenarios for schooling in the future up to 2020. They have been clustered into three main categories: Scenarios 1a and 1b "Attempting to Maintain the Status Quo", 2a and 2b "Re-schooling", 3a and 3b "De-schooling"....
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According to the dictionary, knowledge is the sum of what is known, the body of truth, information and principles acquired by mankind. Knowledge is related to intellectual capacities, but it is also linked to observation and experience.
Using two waves of the Community Innovation Survey (CIS) for the Netherlands, this paper integrates recent lines of research to estimate the contribution of innovation to manufacturing multifactor productivity (MFP) growth.
While patent data are now readily available for most nations, these data are still of minimal use for economic analysis. The OECD Technology Concordance (OTC) presented in this paper allows researchers to transform IPC-based patent data into patent counts by sector of the economy.
This forum bought together academics, practitioners and policy makers to discuss and analyse important aspects of knowledge management in education and learning systems.
As well as the bigger picture and broad trends, the Schooling for Tomorrow programme is focusing on the "micro" level of innovation taking place in schools and learning networks.
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Information and communication technologies are transforming career information and guidance services, just as they are transforming service delivery in other sectors (e.g. banking and health services). This poses major issues for policy-makers. T...
This part of the Schooling for Tomorrow programme is trying to grasp the "big picture ": key trends - in education, society, culture, the economy, and political life - and the different possible futures they bring.
Environment and School Initiatives (ENSI) is a decentralised international network under the umbrella of OECD/CERI. Since its inception in 1986, ENSI has brought together school initiatives, educators and other stakeholders in countries primarily across the OECD area (Europe, Asia-Pacific and North America) to promote and understand activities promoting sustainable development in schools and their communities. ENSI supports