The OECD Centre for Educational Research and Innovation

Update No. 11 –  June  2009


Economic incentives to raise linguistic proficiency
Innovative Environments
Systemic innovation
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Economic incentives to raise
 linguistic proficiency
A lively experts meeting proposed using exogenous policy shocks and cross-regional variations in language proficiency wage premium to capture economic incentives to raise linguistic proficiency at a joint OECD/ United Nations Development Programme (UNDP) meeting which took place on February 27th in New York City.
Participating in this debate included a number of key US-based economists, notably Barry Chiswick (University of Illinois at Chicago), Jere Behrman (University of Pennsylvania), Ilyana Kuziemko (Princeton University), Erica Solar (Population Council, Luis-Felipe Lopez Calva (Chief Economist of the Latin American and Carribean Bureau (UNDP), and Koji Miyamoto of the OECD Secretariat.
The next step is to further develop the details of the identification strategies and micro-data analyses. A literature review on economic motivations and overall strategies to assess economic incentives will be in Autumn, 2009.

To find out more

Consult the website for the Global Linguistic Competencies project

Innovative Learning Environments
An expert meeting of researchers, policy innovators, and educators together with the project staff hosted by the state of Thuringen in Weimar on 14 -15 May 2009 provided an invaluable occasion to review the key themes and messages emerging from the learning science research reviews currently being drafted, and to discuss and consider the range of innovations being submitted to the Innovative Learning Environments project.
The main event in 2009 will be an international seminar on learning sciences and innovative learning arrangements to be held in Oslo, Norway from 31 August to 1 September 2009. This will be followed by a half-day meeting on 2 September for the country-based coordinators to assess progress and implementation issues and to ensure that all are clear on next steps regarding country participation. While any country or region genuinely interested in being active in ILE may take part, it is intended as a working seminar of those countries, cases and experts which are active in the project rather than a more general discussion/dissemination conference open to all.

To find out more


Systemic innovation
CERI is shortly due to publish two forthcoming titles on systemic innovation:

The first approaches the analysis of systemic innovation in education by addressing issues such as how education systems or sectors go about initiating innovation, the processes involved, the knowledge base which is drawn on, and the procedures and criteria for assessing progress and outcomes. These questions are addressed drawing on empirical findings from a selection of 14 case studies in Vocational Education and Training in six OECD countries: Australia, Denmark, Germany, Hungary, Mexico and Switzerland. The resulting analyses provide key input to the OECD-wide Innovation Strategy, and contribute to our understanding of how innovation can be supported and sustained in education systems, particularly in the VET sector.
The main findings and policy recommendations offered in this book will be of interest to researchers, policy makers and practitioners in the fields of education and public sector innovation as well as vocational education and training.

The second examines the process of systemic innovation in policy making and in public and private initiatives designed to promote the development, distribution and use of digital learning resources in the school sector.
Drawing on a selection of case studies in the five Nordic countries, this book brings together evidence on:
- how countries go about initiating IC T-based educational innovations related to digital learning resources, the stakeholders involved, the knowledge base which is drawn on, and the procedures and criteria for assessing progress and outcomes;
- factors that influence the success of policies aimed at promoting ICT-based educational innovations, particularly those related to the production, distribution and use of digital resources, including user involvement in the production process and new actors such as the gaming industry and media companies;
- user-driven innovations and how the educational system responds to them.
The book provides an analysis of the empirical findings of the study as well as a series of concrete policy implications that arise from them. It will therefore be a useful resource not only for researchers and practitioners but also policy makers in the field of educational technology and digital learning resources.

To find out more

Consult the website for Systemic Innovation in Education

CERI Analysts are invited all over the globe to participate in conferences and present their work. This new section on the CERI website highlights reports back from some of these missions, most recent postings:
- Dirk Van Damme reports back from the European Council of International Schools (ECIS) Administrators conference, held in Portugal, and from the European Blackboard 2009 Conference, held in Barcelona.
- Adriana Ortega reports back from the ENSI Conference “Creating Learning Environments for the future-Sharing knowledge on Research and Practice”, Belgium .
- Francesc Pedró reports back from the Annual event of the Estonian e-University, organized under the auspices of the Estonian Foundation for Information Technologies, held in Estonia.

Global linguistic competences

“Why are some individuals successful in learning non-native languages and others not?” and, “why do certain education systems seem to be more successful than others at teaching non native languagues?”, these are two interesting questions that the CERI Globalization and Linguistic Competences (GLC) project is currently examining. 


Consultation in the form of a questionnaire has been administered to member countries. Except for a few cases, this exercise has shown how limited the available data is, highlighting the gap of knowledge in this area. Some specific qualitative work has been undertaken (partly in co-operation with the Harvard Graduate School of Education) on some key aspects of non-native language learning (NNLL). Two major working hypotheses (provisionally entitled “the motivation vortex hypothesis” and “the cultural tesseract”) are currently being developed; both should boost future research and lead to exploring unchartered territories.


A publication which aims to outline global linguistic competences before and around learning; during the learning process,and after the learning process is due in early


To find out more

Consult the website for the GLC-focused 2008 Japan-OECD seminar

Published recently

Education Today: The OECD Perspective

What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? For the first time, OECD work on these and other important aspects of education have been brought together in a single accessible source.
Organised into nine sections, this report examines early childhood, schooling, transitions beyond initial education, higher education, adult education, lifelong learning, outcomes and returns, equity, and innovation. Each section offers both key findings and orientations for policy. All sections highlight the main messages in a concise and accessible way, with reference to the original OECD sources.
This report will prove to be an invaluable resource for all those interested in the broad international picture of education, as well as for those wanting to know more about OECD work in this important domain.

To find out more

Download a free pdf version of this book


May 2009


Teacher Education for Diversity international expert meeting

Genoa, Italy

August/September 2009


International seminar on Innovative Learning Environments

Oslo, Norway


International dissemination conference on New Millennium Learners

Flanders, Belgium


OECD Centre for Educational Research and Innovation (CERI)

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