What does it mean for education that our societies are increasingly diverse? How is global econom... more 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? [This book] brings together international evidence to address questions like these. To make the ...
ABSTRACT This chapter starts with the core competences and knowledge that OECD education systems ... more ABSTRACT This chapter starts with the core competences and knowledge that OECD education systems aim to develop in their students for the 21st Century to argue that the current organisation of OECD education systems may well not provide the optimal environments to facilitate the acquisition of these skills. It analyses four sources to enrich the reform agenda: a) findings and principles derived from the learning sciences; b) research-based innovations; c) the experience and lessons of alternative schooling; and d) some highly innovative cases in the field. It concludes that these offer the basis of a new paradigm at the centre of the educational reform agenda.
ABSTRACT This article presents in summary a selection of the work conducted by OECD in the field ... more ABSTRACT This article presents in summary a selection of the work conducted by OECD in the field of technology and education, which has been an on‐going focus of OECD work since the 1980s. Recently, much of this has been under the heading of ‘New Millennium Learners’, but it has also included the widening of student achievement surveys towards digital literacy; reviews of e‐learning in higher education, surveys on Open Education Resources (OER); technology as a source of innovation; and analyses of the digital resources market and educational technology patents. The article proposes the more holistic focus on ‘learning environments’ through which to analyse the very diverse ways in which technology can be integrated into education and as a design framework. This is drawn from a report of the OECD Innovative Learning Environments (ILE) project to be published in 2013, itself based on 40 case studies from different countries and regions. It suggests that contemporary learning environments should be: i) Innovating the ‘pedagogical core’; ii) Engaging the ‘Design/Redesign Leadership Circle’; iii) Widening connections and capacity through partnerships; and iv) Promoting 21st century effectiveness (based on the principles derived from the 2010 ILE learning research review). The article then applies this framework to show how technology shapes learning environments in many different ways. The article questions over‐reliance on individuals navigating successfully to access non‐formal learning opportunities and rejects the argument that learning institutions should simply adapt more adequately to available technologies. Instead, technology should be fully exploited in well‐designed learning environments.
With the expansion of education, the growth of the middle class and their awareness of the nexus ... more With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the ...
What does it mean for education that our societies are increasingly diverse? How is global econom... more 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? [This book] brings together international evidence to address questions like these. To make the ...
ABSTRACT This chapter starts with the core competences and knowledge that OECD education systems ... more ABSTRACT This chapter starts with the core competences and knowledge that OECD education systems aim to develop in their students for the 21st Century to argue that the current organisation of OECD education systems may well not provide the optimal environments to facilitate the acquisition of these skills. It analyses four sources to enrich the reform agenda: a) findings and principles derived from the learning sciences; b) research-based innovations; c) the experience and lessons of alternative schooling; and d) some highly innovative cases in the field. It concludes that these offer the basis of a new paradigm at the centre of the educational reform agenda.
ABSTRACT This article presents in summary a selection of the work conducted by OECD in the field ... more ABSTRACT This article presents in summary a selection of the work conducted by OECD in the field of technology and education, which has been an on‐going focus of OECD work since the 1980s. Recently, much of this has been under the heading of ‘New Millennium Learners’, but it has also included the widening of student achievement surveys towards digital literacy; reviews of e‐learning in higher education, surveys on Open Education Resources (OER); technology as a source of innovation; and analyses of the digital resources market and educational technology patents. The article proposes the more holistic focus on ‘learning environments’ through which to analyse the very diverse ways in which technology can be integrated into education and as a design framework. This is drawn from a report of the OECD Innovative Learning Environments (ILE) project to be published in 2013, itself based on 40 case studies from different countries and regions. It suggests that contemporary learning environments should be: i) Innovating the ‘pedagogical core’; ii) Engaging the ‘Design/Redesign Leadership Circle’; iii) Widening connections and capacity through partnerships; and iv) Promoting 21st century effectiveness (based on the principles derived from the 2010 ILE learning research review). The article then applies this framework to show how technology shapes learning environments in many different ways. The article questions over‐reliance on individuals navigating successfully to access non‐formal learning opportunities and rejects the argument that learning institutions should simply adapt more adequately to available technologies. Instead, technology should be fully exploited in well‐designed learning environments.
With the expansion of education, the growth of the middle class and their awareness of the nexus ... more With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the ...
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