Schooling for Tomorrow Publications

 

Schooling for Tomorrow has published the following eight titles to date in English and French, and some in Japanese. Selected papers from these publications are available on this knowledge base in full and abbreviated versions, organised by theme. The complete publications can be purchased in paperback or e-book format through the OECD bookshop, which also offers most of the publications in PDF read-only format.

 

    

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This volume, together with "Personalising Education" (see below), discusses the concept of "demand" from the perspectives of parent, student, and communities, and shows how schools recognise and respond to their demands. It presents evidence on attitudes and expectations towards schooling in 12 countries, and explores the question of whether this trend represents progress toward democracy, or is merely a manifestation of rampant consumerism. - Go

   

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This volume describes the shift from the one-size-fits-all approach to education of the industrial era toward a "personalisation" of education and public services in knowledge-based societies. It explores many possible meanings, purposes, and possibilities for personalised learning through eight expert papers, some relating to developments in specific OECD countries, which were presented at an OECD seminar on the subject in London in 2004. - Go

 

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This volume gives scholarly overviews and practical lessons on the development and use of scenarios to address educational policy. Educational professionals will benefit from the detailed coverage of scenario approaches from other sectors and the documentation of Schooling for Tomorrow pilot initiatives in four countries. These four countries' initiatives injected long-term thinking into educational agendas by bringing a broad cross-section of educational stakeholders together in fresh ways. - Go

 

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This volume analyses processes of change in school systems facing new contexts of management and governance. Based on presentations at three international conferences (2000-2001), it begins with macro issues and moving to the micro level with discussions of governance, including accountability; networks and partnerships; and organisations and leadership. Links are drawn with each of the six SfT scenarios, presented in "What Schools for the Future?" (see below). - Go

 

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This key publication of the Schooling for Tomorrow series delivers the six scenarios that continue to be central to collaborations with country-based Futures Thinking initiatives. In addition, the publication draws on an extensive body of international statistics and research to analyse social, economic, and educational trends. Contributions from eight international experts complete the analyses with differing perspectives on the challenges facing schools today and tomorrow. - Go

 

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This publication gives a refreshing and perceptive user-perspective on how ICT use affects quality of learning, and is intended as a companion volume to Learning to Bridge the Digital Divide (see below). It is based on an examination of school organisation and leadership, resource levels, teaching quality, curricula, and patterns of student assessment, conducted in collaboration by representatives from the worlds of policy making, teaching, academia, and the software industry in 1999-2000. - Go

 

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This volume shows that ICT can powerfully support lifelong learning and help overcome social inequality in both OECD and non-OECD countries, while also showing that without policy intervention ICT can intensify rather than reduce societal divisions. This publication analyses the challenges of ICT use and documents examples of initiatives to overcome these challenges, building on a OECD Roundtable held at the U.S. National Center on Adult Literacy in 1999. - Go

 

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This volume brings together the main papers and results from the first international conference of Schooling for Tomorrow, held in Hiroshima, Japan, in 1997. Key issues are the nature of innovation in schooling and its relation to the broader goals and developments in education and to national reform initiatives. The chapters draw on experiences, traditions, and literatures from very different systems and world regions, complemented by the national cases of innovative schools and schooling that provided the documentary basis for the seminar. - Go