These ambitious questions are addressed in What Schools for the Future?, a publication produced by the OECD's Centre for Educational Research and Innovation (CERI). Drawing on an extensive international body of statistical and research evidence, the book analyses the social, economic, and educational trends of the 21st century. It also presents six possible scenarios for school systems over the next 10-20 years. The analysis is completed by contributions from eight international experts, looking with different perspectives at the challenges facing schools today and tomorrow.
OECD countries are increasingly characterised as "network societies", raising the possibility that educational networks could progressively supplant cumbersome bureaucracies both for management functions and as sources of innovation and professionalism. As schools become more autonomous and the world more complex, what forms of organisation and governance will ensure that education does not just fragment into chaos? Such questions inspired seminars organised in Hungary, the Netherlands and Portugal with the OECD's Center for Educational Research and Innovation (CERI). The resulting analysis is published in this latest report in CERI's Schooling for Tomorrow series, useful for both shapers and students of educational change.
In this special edition of Education Policy Analysis prepared as background for the 2001 meeting of OECD education ministers, these questions and others are explored. The analysis shows that progress and success in realising lifelong learning for all depend on clarity in framing objectives for lifelong learning and appropriate information for monitoring policy experience and examining policy options. The five chapters in this book draw upon the policy experience and trends in OECD countries to examine: -- promising directions for lifelong learning policies; -- country performance in realising lifelong learning outcomes; -- differences in participation in lifelong learning, including along a so-called "digital divide"; -- competencies demanded in the knowledge economy; -- alternate futures for schools.
This book seeks to increase understanding of the links between skills and innovation. It explores the wide range of skills required, ranging from technical to "soft", and the ability to learn; it presents data and evidence on countries' stocks and flows of skills and the links between skill inputs and innovation outputs. Given the importance of meeting the demands of knowledge-based economic activity, the book investigates the issues of skill supply, education, workplace training and work organisation. It highlights the importance of enabling individuals to acquire appropriate skills and of optimising these at work.
The OECD Innovation Strategy provides a set of principles for fostering innovation in people (workers and consumers), in firms and in government. It takes an in-depth look at the scope of innovation and how it is changing, as well as where and how it is occurring. The result is the formulation of far-reaching policies for innovation using recent research and data.
For more information about the OECD Innovation Strategy, see www.oecd.org/innovation/strategy.
"a thoughtful new report on how governments can do better at spurring and measuring innovation." -The Economist
The report finds that well-being has increased on average over the past fifteen years: people are richer and more likely to be employed; they enjoy better housing conditions and are exposed to lower air pollution; they live longer and are more educated; they are also exposed to fewer crimes. But differences across countries are large. Furthermore, some groups of the population, particularly less educated and low-income people, tend to fare systematically worse in all dimensions of well-being considered in this report: for instance they live shorter lives and report greater health problems; their children obtain worse school results; they participate less in political activities; they can rely on lower social networks in case of needs; they are more exposed to crime and pollution; they tend to be less satisfied with their life as a whole than more educated and higher-income people.
How’s Life? is part of the OECD Better Life Initiative, launched by the Organization on the occasion of its 50th Anniversary. The OECD Better Life Initiative aims to promote “Better Policies for Better Lives”, in line with the OECD’s overarching mission. One of the other pillars of the OECD Better Life Initiative is the Your Better Life Index (www.oecdbetterlifeindex.org), an interactive composite index of well-being that aims at involving citizens in the debate on societal progress.
These questions, which are facing every modern educational system, are of concern to investors and funding bodies, as well as those who are responsible for planning, managing and designing educational facilities.
PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software.
Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.
This book assembles information on the space economy from a wide range of official and non-official sources. Together these paint a richly detailed picture of the space industry, its downstream services activities, and its wider economic and social impacts. Who are the main space-faring nations? How large are revenues and how much employment is there in the sector? How much R&D goes on, and where? What is the value of spin-offs from space spending? Answers to these and other questions are provided in this second OECD statistical overview of the emerging space economy.
A dynamic link (StatLink) is provided for graphs, which directs the user to a web page where the corresponding data are available in Excel® format.
This report aims to clarify what is now known about human capital and how it can be measured. It responds to a request by governments represented in the OECD Council "to develop an initial set of indicators of human capital investment based on existing data, analyse areas where significant gaps remain in internationally comparable data, identify the cost of development of data collection for new measures and performance indicators, and report to Ministers in 1998".
This report provides an overview of the economic impact of ICT on economic performance, and the ways through which it can be measured. Using available OECD data, the first part of the book examines the available measures of ICT diffusion, the role and impact of ICT investment and the role of ICT-using and ICT-producing sectors in overall economic performance. The second part of the book offers nine studies for OECD countries, based on detailed firm-level data and prepared by researchers and statisticians from a wide range of OECD countries. These studies use a variety of methods and provide detailed insights on the effects of ICT in individual countries.
The report offers a comprehensive overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications. It will be of particular interest to those involved in e-learning or strategic decision making within higher education, to researchers and to students of new technologies.
The OECD’s 2nd World Forum on Statistics, Knowledge and Policy 'Measuring and Fostering the Progress of Societies' held in Istanbul in June 2007 brought together a diverse group of leaders from more than 130 countries to debate these issues. These proceedings contain 40 papers presented at the Forum.