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Education Today 2010

The OECD Perspective

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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? OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009.

Organised into eight chapters, this report examines early childhood education, schooling, transitions beyond initial education, higher education, adult learning, outcomes and returns, equity, and innovation. The chapters are structured around key findings and policy directions emerging from recent OECD educational analyses. Each entry highlights the main message in a concise and accessible way, with a brief explanation and reference to the original OECD source.

"The large issues that the very conciseness of this book brings into focus might suggest that brevity is an underrated virtue in the educational literature."   -  Paul Temple, Institute of Education, University of London, reviewing in the London Review of Education

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Innovation and Knowledge Management

Centre for Educational Research and Innovation

Recognition of the key role of research and knowledge management in educational practice and policy making is in general recent. The volume of relevant educational research and development (R&D) tends to be low, despite education being so explicitly about knowledge, and there has been only weak capacity to develop and exploit the knowledge base on which to build improved practice and effective policies. A great deal of educational change is still shaped by short-term considerations despite education’s fundamental long-term mission and nature. Improving the knowledge base and fostering innovation have been the aims of policy in a number of countries. Within the OECD, analyses of educational R&D systems, knowledge management, innovative practice and systemic innovation, futures thinking, and evidence-informed policy and practice, have all been prominent, some of it carried out in contribution to the OECD’s horizontal Innovation Strategy. Analysis has also focused around the so-called 21st century skills, seen as fundamental to innovative and creative societies.

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