Search Results | VOCEDplus, the international tertiary education and research database

The well-being of nations: the role of human and social capital

This report argues that the role of human capital in the economic and social development of nations is commonly ack ... Show more
This report argues that the role of human capital in the economic and social development of nations is commonly acknowledged although its exact effects are still in dispute. Recently, increasing attention has been focused on the role of social capital or the role of social relationships and individual abilities in economic activity and social well-being. The report has three main purposes: (1) to describe the current evidence on investment in human capital and its role in economic growth and social well-being; (2) to describe and clarify the new concept of social capital; and (3) to identify the roles of human and social capital in achieving sustainable economic and social development. The chapters are: Emerging social and economic concerns; The evidence on human capital; The evidence on social capital; Policy implications and further research needs. Appendices: Some measures of well-being; Some trends in the social and economic environments; Determinants of school attainment: the research evidence; The impact of human capital on economic growth: some major studies; Are trust and civic engagement declining in OECD countries?
This report builds on a 1998 OECD report entitled 'Human capital investment: an international comparison' which is available in VOCEDplus at TD/TNC 54.44. Show less

Authors: Healy, Tom; Cote, Sylvain

Corporate authors: Organisation for Economic Co-operation and Development. Centre for Educational Research and Innovation (CERI)

Date: 2001

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Policy; Skills and knowledge; Economics ... [+] Show more
Education policy analysis 2001

In 1996, 'lifelong learning for all' was adopted as a policy framework by OECD Education Ministers. This report sum ... Show more
In 1996, 'lifelong learning for all' was adopted as a policy framework by OECD Education Ministers. This report summarises the main results of OECD's work in trying to achieve this goal and identifies future challenges. The five chapters of the book draw upon the policy experience and trends in OECD countries. Chapter one clarifies what is meant by 'lifelong learning for all' and summarises approaches to lifelong learning adopted by different countries; chapter two takes stock of where different countries stand with regard to the goals of lifelong learning; chapter three looks at the issue of educational equity; chapter four explores what competencies are needed in a knowledge economy; and the final chapter examines alternative futures for schools. The chapters are: Lifelong learning for all: policy directions; Lifelong learning for all: taking stock; Closing the gap: securing benefits for all from education and training; Competencies for the knowledge economy; What future for our schools? Show less

Corporate authors: OECD. Centre for Educational Research and Innovation (CERI)

Date: 2001

Geographic subjects: North Asia; Europe; Austria; Canada; Denmark; Finland; France; Hungary; Ireland; Italy; Japan; Korea; Netherlands; Sweden; Norway America; Asia; Europe ... [+] Show more America">North America; Republic">Czech Republic; Britain">Great Britain; [-] Show less

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Lifelong learning; Statistics; Equity ... [+] Show more
From initial education to working life: making transitions work

The Organisation for Economic Co-operation and Development (OECD) Education Committee launched a thematic review of ... Show more
The Organisation for Economic Co-operation and Development (OECD) Education Committee launched a thematic review of the transition from initial education to working life in 1996. The review investigated how the transition from initial education to working life for young people had changed during the 1990s and which social, education, and employment policies and programs were most effective in terms of transition outcomes for young people. The review involved 14 OECD Member countries, representing a diverse sample in terms of institutional arrangements in support of transition, level of economic development, and culture. This revised edition of the thematic review describes the key trends and conclusions to emerge from the thematic review. Chapter 1 introduces the review and its methodology; Chapter 2 examines transition outcomes; Chapter 3 focuses on the transition process; Chapter 4 identifies some of the key features of effective transition systems; Chapter 5 discusses how the transition phase can promote lifelong learning and presents two complementary approaches: one focuses on educational institutions and structures, and the other concentrates on learner-centred approaches; and Chapter 6 presents some key policy challenges for the future.
The preliminary edition of the thematic review is indexed at TD/TNC 62.156. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2000

Geographic subjects: North America; Asia; Europe ... [+] Show more

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Lifelong learning; Outcomes; Teaching and learning ... [+] Show more
Knowledge and skills for life: first results from the OECD Programme for International Student Assessment (PISA) 2000

The OECD Programme for International Student Assessment (PISA) is a collaborative process amongst the 30 Member cou ... Show more
The OECD Programme for International Student Assessment (PISA) is a collaborative process amongst the 30 Member countries of the Organisation for Economic Co-operation and Development (OECD). Its purpose is to regularly monitor the outcomes of education systems in terms of student achievement within a common framework formed through international agreement. This report presents the initial results of PISA 2000 and provides evidence on student performance in reading, mathematical and scientific literacy. Insight is provided into the factors that influence the development of these skills both at home and at school, the manner in which these factors interact and the implications for policy development. This report is a collaborative effort between the countries participating in PISA, experts and institutions working within the framework of the PISA Consortium, and the OECD. PISA indicates significant variation in levels of performance between students, schools and countries. The socio-economic background of students and schools have an important effect on student performance. Countries implementing successful strategies to mitigate the effect of social disadvantage are among those exhibiting the highest overall levels of student performance. The results suggest that schools can make an important difference although further research is required to identify exactly how school resources, policies and practices combine with home background to influence student performance. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD) ... [+] Show more

Date: 2001

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Literacy; Evaluation; Gender ... [+] Show more
Reviews of national policies for education: Latvia

This review covers the whole educational system of Latvia in light of the major reforms being undertaken to develop ... Show more
This review covers the whole educational system of Latvia in light of the major reforms being undertaken to develop the skills of the workforce as the country undergoes the transition to a democracy and a market economy. The first section provides a brief overview of regional issues, the history of education in Latvia and the development of education since regaining independence in 1991. The following section contains an analysis of the entire education system in which key directions are identified for the reinforcement of reforms in light of challenges posed by dynamic economic and social conditions. The report concludes with recommended goals for education, learning effectiveness, outcomes and curriculum development, management and governance for flexibility, responsiveness and change, and resources and financing. The chapters are: Overview of education policy review of Estonia, Latvia and Lithuania; Context; Latvian education system; Compulsory and general education; Vocational education and training; Access and equity for Latvian children; Higher education; Strategic policy development for education in Latvia. Show less

Corporate authors: Organisation for Economic Co-operation and Development. Centre for Co-operation with Non-Members (CCNM)

Date: 2001

Geographic subjects: Europe; Latvia

Resource type: Country information

Series name: Reviews of national policies for education

Subjects: Vocational education and training; Primary education; Secondary education ... [+] Show more
Schooling for tomorrow: learning to bridge the digital divide

Innovations made possible by developments in information and communication technology (ICT) are driving the way eco ... Show more
Innovations made possible by developments in information and communication technology (ICT) are driving the way economies operate and there are concerns among Organisation for Economic Co-operation and Development (OECD) countries that those without access to ICT will be excluded from participation in a modern economy. This document addresses the issue of the ‘digital divide’ which refers to the discrepancies in access to ICT. The importance of ICT to economic and social development demands that priority be given to ‘bridging’ the digital divide. The knowledge and skills required to efficiently use ICT are just as important as access to the technology. The ‘learning digital divide’ must also be bridged, both in educational institutions, communities and workplaces. This document builds on papers and discussions from the Fifth National Center on Adult Literacy (NCAL)/OECD Roundtable, held at the University of Pennsylvania, 8-10 December 1999. It provides an analysis of the ‘learning digital divide’ in a range of developed and developing countries and the policies and initiatives designed to bridge it. The chapters are as follows: The emerging policy agenda / Stephen McNair; Different educational inequalities: ICT an option to close the gaps / Guillermo Kelley-Salinas; The digital divide: making knowledge available in a global context / Nolan A. Bowie; Emerging trends and issues: the nature of the digital divide in learning / synthesis by the OECD Secretariat; The digital divide within formal school education: causes and consequences / Richard L. Venezky; Basic skills in adult education and the digital divide / Lynda Ginsburg, John Sabatini and Daniel A. Wagner; Towards bridging learning’s digital divide / synthesis by the OECD Secretariat; ICT, equity and the challenge of lifelong learning: the Swedish approach / Sten Ljungdahl; Other national approaches: Portugal, the United Kingdom, Japan, the United States, Finland / Joao Santos, Robin Ritzema, Takashi Sakamoto, Robert Muller, Jouni Kangasniemi. Show less

Corporate authors: OECD. Centre for Educational Research and Innovation (CERI) ... [+] Show more

Date: 2000

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Literacy; Lifelong learning; Adult and community education ... [+] Show more
Measuring student knowledge and skills: the PISA 2000 assessment of reading, mathematical and scientific literacy

The OECD Programme for International Student Assessment (PISA) was launched to develop indicators to assess the lev ... Show more
The OECD Programme for International Student Assessment (PISA) was launched to develop indicators to assess the level of knowledge and skills essential for full participation in society acquired by students approaching the end of compulsory education. This publication introduces the PISA approach to assessing literacy in reading, mathematics and science. It describes the PISA 2000 assessment instruments in terms of the content that needs to be acquired by students, the processes that need to be performed, and the contexts in which knowledge and skills are applied. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2000

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Literacy; Assessment; Students ... [+] Show more
Cities and regions in the new learning economy

This monograph contributes to the debate about the existence of a 'new learning economy' and the role of regions an ... Show more
This monograph contributes to the debate about the existence of a 'new learning economy' and the role of regions and cities in the promotion of learning, innovation, productivity and economic performance at the local level. Within the context of contemporary transition from an industrial to a knowledge-based or learning economy and society, this publication explores and analyses the relationships between different types of learning and economic performance from the perspective of a regional learning economy. Evidence is presented in support of the importance of individual and organisational learning to the economic performance of regions. Case studies of five regions and cities (in Germany, France, Denmark/Sweden, Spain and the United Kingdom) are used to demonstrate that social capital in the form of social networks, conventions and norms, influences both individual and organisational learning. Examples are used to illustrate how low social capital can inhibit learning. A background report for each case study outlines how each region or city perceives its transition towards a 'learning city or region'. Based on the analysis, ten policy principles for establishing and maintaining 'learning regions and cities' are presented to assist policy makers in improving economic performance in the new learning economy through the development of innovative initiatives. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2001

Geographic subjects: Europe; Spain; France ... [+] Show more

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Innovation; Research; Teaching and learning ... [+] Show more
Knowledge management in the learning society

To function and prosper in the learning society, the management of knowledge is becoming a new and crucial challeng ... Show more
To function and prosper in the learning society, the management of knowledge is becoming a new and crucial challenge for both private companies and public organisations. It is increasingly important for companies and organisations to produce, share and use knowledge on a national and global scale. However, there is an urgent need for analysis of the knowledge economy both at the micro-economic and macro-economic level in order to understand its characteristics and dynamics, and to identify the most appropriate routes for policy development. Little is known on how sectors and organisations could use knowledge more efficiently and how to benchmark organisations as learning organisations. This book is an ambitious attempt to address these issues through a better understanding of knowledge and learning processes at a sectoral level. It analyses and compares concretely the processes of knowledge production, dissemination and use in the engineering, the information and communication technology, the health and the education sectors. Governments urgently need better knowledge bases for determining educational policy and practice in an increasingly interconnected world. The rate, quality and success in knowledge creation, mediation and application are relatively low in the education sector compared with other sectors. Unlike sectors such as medicine and engineering, education has not yet seen continuous and clear improvements due to technical and organisational advances. This book makes a strong plea for strengthening the knowledge management at every level of the education system. Show less

Corporate authors: Organisation for Economic Co-operation and Development (OECD)

Date: 2000

Resource type: Report, paper or authored book

Series name: Education and skills

Subjects: Technology; Quality; Policy ... [+] Show more
Reviews of national policies for education: Estonia

This review covers the whole educational system of Estonia in light of the major reforms being undertaken to develo ... Show more
This review covers the whole educational system of Estonia in light of the major reforms being undertaken to develop the skills of the workforce as the country undergoes the transition to a democracy and a market economy. The first section provides a brief overview of regional issues, the history of education in Estonia and the development of education since regaining independence in 1991. The following section contains an analysis of the entire education system in which key directions are identified for the reinforcement of reforms in light of challenges posed by dynamic economic and social conditions. The report concludes with recommended goals for education, learning effectiveness, outcomes and curriculum development, management and governance for flexibility, responsiveness and change, and resources and financing. The chapters are: Overview of education policy review of Estonia, Latvia and Lithuania; Context; Estonian education system; Pre-school and primary and secondary general education; Vocational education and training; Higher education; From forward thinking to action. Show less

Corporate authors: Organisation for Economic Co-operation and Development. Centre for Co-operation with Non-Members (CCNM)

Date: 2001

Geographic subjects: Europe; Estonia

Resource type: Country information

Series name: Reviews of national policies for education

Subjects: Vocational education and training; Primary education; Secondary education ... [+] Show more