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Did you ever wonder what the impact of climate change will be on our educational institutions in the next decade? What does it mean for schools that our societies are becoming more individualistic and diverse?
Trends Shaping Education is a triennial report examining major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education.
This 2022 edition covers a rich array of topics related to economic growth, living and working, knowledge and power, identity and belonging and our physical world and human bodies and interactions. It includes a specific focus on the impact of COVID‑19 on global trends, and new futures thinking sections inviting readers to reflect on how the future might differ from our current expectations.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities?
Trends Shaping Education examines major economic, political, social and technological trends affecting education. While the trends are robust, the questions raised in this book are suggestive, and aim to inform strategic thinking and stimulate reflection on the challenges facing education – and on how and whether education can influence these trends.
This book covers a rich array of topics related to globalisation, democracy, security, ageing and modern cultures. The content for this 2019 edition has been updated and also expanded with a wide range of new indicators. Along with the trends and their relationship to education, the book includes a new section on future’s thinking inspired by foresight methodologies.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. It will also be of interest to students and the wider public, including parents.
Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities? Or whether new technologies really are fundamentally changing the way our children think and learn?
Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.
What does it mean for education that our societies are increasingly diverse? How is global economic power shifting towards new countries? In what ways are the skills required in the world of work changing?
Trends Shaping Education 2013 brings together international evidence to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source to inform strategic thinking and stimulate reflection on the challenges facing education, whether in schools, universities or programmes for older adults. It will also be of interest to students and the wider public, including parents.
The trends presented are based on high-quality international data, primarily from the OECD, the World Bank and the United Nations. The charts contain dynamic links so that readers can access the original data. Trends Shaping Education 2013 is organised around five broad themes, each with its own “Find out more” section: A global world, Living well, Labour and skill dynamics, Modern families and Infinite connection.
What does it mean for education that our societies are increasingly diverse? How is global economic power shifting towards new countries? In what ways are working patterns changing?
Trends Shaping Education 2010 brings together international evidence to address questions like these. To make the content accessible, each trend is presented on a double page, containing an introduction, two charts with brief descriptive text and a set of pertinent questions for education.
The trends presented are based on high quality international data, primarily from the OECD, the World Bank and the United Nations. The charts contain dynamic links so that readers can access the original data. Trends Shaping Education 2010 is organised around five broad themes, each with its own “find out more” section:
- the dynamics of globalisation;
- evolving social challenges;
- the changing world of work;
- transformation of childhood;
- ICT: the next generation.
This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source to inform strategic thinking and stimulate reflection on the challenges facing education, whether in schools, universities or programmes for older adults. It will also be of interest to students and the wider public, including parents.
This new biennial publication presents the latest available information on 26 major current trends in education, grouped in 9 broad themes (ageing, global challenges, the new economic landscape, work and jobs, the learning society, ICT, citizenship and the state, social connections and values, and sustainable affluence). For each trend, there is a two-page spread, containing a short introduction, two figures with accompanying text followed by three key questions about the impact of the trend on the future of education. A dynamic link (StatLink) is provided for each figure, which directs the user to a web page where the corresponding data are available in Excel®.
This report addresses the lack of data on pathways followed by young adults with disabilities beyond secondary education in most OECD countries. It describes the activity undertaken by a sample of Czech, Danish, Dutch, French and Norwegian young adults with disabilities and its evolution, as well as looking into the factors that have facilitated or hindered high-quality transition processes to tertiary education and employment. Do upper secondary schools enable students with special educational needs to move successfully to tertiary education and employment? Are young adults with disabilities supported appropriately when leaving upper secondary schools? Do universities’ and colleges’ admission and support strategies foster transition to and success within tertiary education?
The report shows that young adults with disabilities who left upper secondary education in 2007 have mostly accessed tertiary education, while those leaving tertiary education the same year have mainly entered the labour market. It also reveals that due to low-quality support at upper secondary level and the relative absence of transition issues in upper secondary schools’ policies and strategies, transition to tertiary education and to employment is closely linked with parental support and involvement, and young adults with disabilities coming from a low socio-economic background have less transition opportunities than those coming from a high socio-economic background. It demonstrates that young adults with disabilities who moved on to tertiary education consider they have gained the same opportunities as their non-disabled peers, as well as self-confidence and better inclusion opportunities.
This report also shows that persistent inactivity beyond secondary education has a strong disaffiliation effect. It restricts individuals’ participation opportunities and deprives individuals from social and economic independence as well as from personal well-being.
Enterprises are a key provider of education and training for adults across OECD countries. Yet, policy-makers lack a detailed understanding of how training in enterprises takes place. This report opens the black box of training and informal learning in enterprises by providing in-depth insights on: i) what training and learning opportunities enterprises provide; ii) why they provide training (or not); and iii) how they make decisions about training. It presents new evidence from 100 qualitative cases studies in five countries: Austria, Estonia, France, Ireland and Italy. The findings will assist governments and social partners in designing and implementing better policies in support of training in enterprises.
Education and media services both provide services that embody local cultures, in which there is extensive public sector participation and significant domestic regulation. At the same time, they are dramatically affected by the information and communication technology revolution. The production of information content now involves huge costs in terms of research and development or artistic talent, while the cost of making such products available to other consumers is very low. This in turn challenges the effectiveness of domestic regulation and raises fundamental questions about its purpose, calling for an increased scope for international trade and investment, and the development of supply chains. This book provides readers with a comprehensive and consistent treatment of policy in the higher education and media services sector across a range of Asian economies little studied in the existing literature. It gives an overview of global trends in each area, followed by detailed, country-specific studies. Through comparative work, it identifies common elements across these sectors and highlights critical implications for trade policy.
Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty.
The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system.
This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
Lifelong Learning for All, the report emerging from the meeting of OECD Education Ministers signals their own commitment to advancing further this orientation in national education systems. Subsequent meetings of Labour and Social Affairs Ministers endorsed the relevance of a lifelong learning approach to address important aspects of labour and social policy issues.
This report is the first country study organised in the form of an education policy review. It analyses the obstacles and challenges encountered thus far in adapting a lifelong learning approach to policy making in education and training from pre-school to adult education and retraining. Particular attention is given to education and the economy, regional development, new forms of distance education and financing.
The rapidly growing demand for highly skilled workers has led to a global competition for talent. While basic competencies are important for the absorption of new technologies, high-level skills are critical for the creation of new knowledge, technologies and innovation. The OECD’s Programme for International Student Assessment (PISA) has taken an innovative approach to examining educational excellence, by directly assessing students’ knowledge, skills and attitudes and exploring how these relate to the characteristics of individual students, schools and education systems. Based on PISA survey results, this report examines who the highest performing students are, what the characteristics of the schools they attend are, to what extent they engage in science related activities outside of school, what their motivations and attitudes towards science are, and what their career intentions are.
Ireland has shown a strong commitment to addressing child poverty and improving outcomes for children and young people. Responding to the needs of children and young people, particularly those most vulnerable, requires integrated policies and services. This report is part of a joint project between the OECD and the European Commission to strengthen policy and governance arrangements for tackling child poverty and improving outcomes for children and young people based on a whole-of-government approach.
The report assesses recent policy, institutional and legislative developments in Ireland and compares outcomes for children and young people with those in other EU and OECD countries. It finds that despite progress, Ireland still has room for improvement on child poverty reduction, and more can be done to address the trust gap between young people in Ireland and their government. The report recommends Ireland to adopt measures to enhance inter-departmental and inter-agency co-operation, strengthen evidence-informed approaches, reinforce policy monitoring tools, and improve accountability mechanisms. It also recommends measures to support the effective implementation of Young Ireland, the National Policy Framework for Children and Young People (2023-28), and to ensure policy coherence.
The ‘basic skills’ of literacy and numeracy are among the most fundamental attributes of human beings and their civilization, lying at the root of our capacity to communicate and live and work together, to develop and share knowledge, science and culture. Their contribution to workforce skills have increasingly been recognized as critical to economic success, while evidence on gaps in adult basic skills and the link with economic and social outcomes has also been growing, both at national and international level (e.g. International Survey of Adult Skills of 1994-98 and Adult Literacy and Life Skills Survey of 2003-2007). Most tellingly, there has been a belated realization that despite universal basic education in advanced countries, some adults have slipped through the net, leaving them with very weak literacy and numeracy. All of these factors underline the importance of the OECD’s new international Survey of Adult Skills.
This report on skills in the US draws out the policy implications of the Survey for the US, while also making use of some additional data collected for the Survey on the US alone. The study does not directly evaluate relevant US policies and programs – such as schooling and adult education. Instead it identifies in the results of the Survey some key lessons about the strategic objectives and directions which should form a frame for policy development in the US, including policy on adult learning and schooling.
In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the Covid-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.
In a rapidly changing world, the success of nations, communities and individuals may be linked, more than ever before, to how they adapt to change, learn and share knowledge. This report helps clarify the concepts of human and social capital and evaluates their impact on economic growth and well-being. Although the evidence on social capital is less developed, reflecting the novelty of the concept in economic and social science, the report draws on a number of empirical studies which suggest potentially important linkages between human and social capital. The evidence suggests that human and social capital can be of key importance in contributing to a wide range of positive outcomes, including higher income, life satisfaction and social cohesion. Although there is no evidence for systematic "under-investment" in either human or social capital, concerns are expressed about the distribution and quality of each form of capital and how this might impact on future well-being. There is limited scope for public policy to change the quality, stock and distribution of human and social capital in the short-term. However, a number of areas are discussed in which public, private and voluntary actors may leverage long-term improvements in both human and social capital.
This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults.
The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
In the wake of the technological revolution that began in the last decades of the 20th century, labour market demand for information-processing and other high-level cognitive and interpersonal skills is growing substantially. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
The Survey of Adult Skills: Reader’s Companion, Second Edition describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. It is a companion volume to Skills Matter: Further Results from the Survey of Adult Skills. Skills Matter reports results from the 24 countries and regions that participated in the first round of the survey in 2011-12 (first published in OECD Skills Outlook 2013: First Results from the Survey of Adult Skills) and from the nine additional countries that participated in the second round in 2014-15 (Chile, Greece, Indonesia [Jakarta], Israel, Lithuania, New Zealand, Singapore, Slovenia and Turkey).
This reader’s companion for the Survey of Adult Skills explains what the survey measures and the methodology behind the measurements, provides content of the background questionnaires, examines the relationship between this survey and other skills surveys, as well the issues of ‘key competencies” and measurements of human capital.