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Paul van Grevenstein, STI Mgt
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Terry A. Young,Consultant, U.S. Civilian Research and Development Foundation
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One of the most prominent of the OECD’s Centre for Educational Research and Innovation (CERI) on-going projects is Schooling for Tomorrow. This has created a forum for the international development of forward thinking in education, and has already produced a series of publications. Up to its new phase, of which this request constitutes an important element, the project has followed three main avenues: a) identification of key trends
Improving the quality of education is a key policy objective in OECD countries. Major education reforms are underway around the world in response to demands to make lifelong learning opportunities available to all. Education Policy Analysis provides an opportunity to reflect on, and learn from, this rich international experience.
OECD reviews of national education policies provide a well-established means for member countries to engage their peers in reviewing their country’s policies. This report was prepared at the invitation of the Swiss authorities. It is divided into two parts: a background report, prepared by the Swiss authorities, and the OECD examiners’ report. The Swiss university system is of a high international standard. It is complemented by a
Complex societies and education systems require a sound knowledge base for teachers and policy makers. In contrast to other sectors such as the health sector, there has not been huge scientific progress in the education sector. While education researchers have contributed much to the improved understanding of problems in education, training and learning, they have often been criticized for not producing sufficient knowledge for
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Promoting equity through ICT is one of the most important issues any educational government has to handle while developing computer culture in schools. In order to realise this objective, we need a model of the eLearner of the first decade of the new millennium. This “digital student” is similar and at the same time very different from those we encounter in the classrooms of today.
OECD countries are increasingly referred to as "network societies". This brings to the fore questions about educational networks: to what extent can they replace cumbersome bureaucracies as forms of management and as sources of innovation and pro...
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...