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. But,...
How can curriculum content be adjusted to tomorrow's needs? Can student assessment help make curricula more relevant? How can further training for teachers make their teaching more effective? These questions lie at the heart of curriculum reform,...
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There is an urgent need for both policy makers and market operators to deal with the new opportunities for trading different types of content in digital form, and to reach a common re-definition of goods and services in a new global trading envir...
Investment in human capital is to the fore of debate and analysis in OECD countries about how to promote economic prosperity, fuller employment, and social cohesion. Individuals, organisations and nations increasingly recognise that high levels o...
It is now well accepted that technological development and the globalisation of economies have permanently changed the character of both work and employment in OECD countries. Work in successful enterprises can no longer follow the old industrial...
At the end of this century, post-secondary education faces a triple challenge -- how to provide high quality education and training attuned to the 21st century for all adults who need it and can profit from it in the most cost-effective way. Info...
Is human capital accounting theoretically possible and practically feasible? Economists estimate human capital on the basis of years of schooling or formal educational attainment levels regardless of actual productive capacity. Financial accounting and reporting ignore even these crude measures, leaving human capital off the balance sheet for want of rules or conventions. A review of innovative policies in OECD countries shows that