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Are the new information and communication technologies transforming education and learning in OECD countries? There is certainly an upsurge in investigations and inquiries into e-learning by all kinds of parties and interest groups -- governmental, professional, commercial -- and from education communities.

The universal « mega-trends » associated with globalisation mean that partnership in providing e-learning material is needed to manage cost and complexity in the face of competition that may come from any part of the world. This raises important questions about the public interest and the public good especially in school education which find different responses in different OECD countries; yet increased public-private sector partnering appears a well-nigh universal phenomenon.

This publication explores closely the e-learning developments respectively in the school and in the higher education sector in terms of market prospects and partnership creation. The fastest developments are seen in post-secondary and corporate education. However, technology alone does not deliver education success. It only becomes valuable in education if learners and teachers can do something useful with it. There is now a definite shift of focus from technology to content and people in several OECD countries.

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions.

The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries – Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States – and 2 non-member countries – Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.

The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.

The International Early Learning and Child Well-Being Study was designed to help countries assess their children’s skills and development, to understand how these relate to children’s early learning experiences and well-being. The study provides countries with comparative data on children’s early skills to assist countries to better identify factors that promote or hinder children’s early learning.

Three countries participated in this study in 2018: England (United Kingdom), Estonia and the United States. The study directly assessed the emergent literacy and numeracy, self-regulation and social-emotional skills of a representative sample of five-year-old children in registered school and ECEC settings in each participating country. It also collected contextual and assessment information from the children’s parents and teachers. This report sets out the findings from the study as a whole.

The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.

This report sets out the findings from the International Early Learning and Child Well-being Study in England. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from Estonia and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.

The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.

This report sets out the findings from the International Early Learning and Child Well-being Study in Estonia. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.

The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.

This report sets out the findings from the International Early Learning and Child Well-being Study in the United States. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and Estonia, who also participated in the study, to better identify factors that promote or hinder children’s early learning.

Learning is an essential basis for progress in the 'knowledge society'; it is critical for economic growth and social welfare. OECD Member countries have committed themselves to making lifelong learning a reality for all. But the resources required to meet that goal are potentially large and countries differ in their capacity to generate them. Can OECD Member countries rise to this challenge?

This report seeks to provide some answers by identifying and examining the economic and financial issues that arise in implementing the goal, and the strategies that the public and private sectors are pursuing to achieve it. It deals with issues such as individual learning accounts, recognition of non-formal learning, and measures to raise rates of return to lifelong learning.

The report is intended to provide a basis for continued in-depth discussion by public authorities and the social partners. It aims to inspire future actions that ensure that lifelong learning serves as a sustainable and equitable strategy for human development.

What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education.

At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.

This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.

This publication summarises key research findings which can be used to redesign initial and continuing teacher education to help practitioners effectively teach diverse students. It looks at challenges teachers face in OECD countries and presents a range of policies and practices used in various contexts, from countries with long histories of diversity to those with more recent experiences. The key role of evaluation – of teachers, schools and systems – is emphasised. Educating Teachers for Diversity: Meeting the Challenge asks how these insights can inspire continuing educational reform for our changing classrooms, with a special focus on key questions for research, policy and practice.

Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs.

Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes.

The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.

The future of Greece’s well-being will depend on improving educational performance to boost productivity and improve social outcomes. In the current economic context, with the need to get best value for spending, Greece must and can address inefficiencies in its education system.

The challenges are significant. For example, Greece lags behind many OECD countries in performance on PISA, including countries with the same or lower levels of expenditure per student as well as countries with the same and lower levels of economic development. Salary costs per student are above the OECD average, mostly because Greek teachers have less teaching time and Greece has smaller classes. A smaller percentage of students who enter tertiary education complete a first degree within the statutory study time than in any other country in Europe.

To address the challenges, the Greek government has established a bold agenda and sought advice from a task force on the development and implementation of reform proposals that reflect best practices in OECD countries. This report provides the outcomes of the work of the task force. It presents a roadmap for how the reforms can be successfully implemented, with pointers to relevant experience in other countries. As a contribution to the on-going policy discussions in Greece, it recommends specific short-, medium- and long-term actions that can improve efficiency in the country’s education system.

As pervasive technological change and growing interdependence among countries contribute to restructuring economic activity and shaping everyday life, lifelong learning's value grows. How far have countries progressed toward lifelong learning for all? Who is being left behind, and in what ways? How might schools evolve to address remaining gaps?

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.