This volume investigates the history, contexts, agendas, and initiatives associated with the OECD’s educational impact globally. The goal is to present information, case studies and empirical research about the development of the OECD’s educational agenda as a whole.
International contributions exploring the internationalisation agenda in higher education, drawing together strategic and management issues, successful practice, giving an understanding of the new challenges.
This book fills a niche in the literature on trade and higher education services by providing context and analysis of the trade issue in the American higher education context. By and large, the debate about the merits of including higher education services within free trade policies has occurred outside of the United States, even though the U.S. Office of the Trade Representative has specifically included higher education services in its March 2003 negotiating offer to the General Agreement on Trade in Services (GATS). This book emerged from research and conversations on the potential implications of free trade on American higher education, implications which have yet to lead to any real conversation or debate within the broad higher education community in the United States. The scope of the book is specifically US centered, though this is background information on higher education in a global policy context. It is distinctive in that it is a unique and original examination of the free trade in higher education services, from the perspectives of the US-based actors and within the context of globalization and its implications for higher education. Its selling points would be the timeliness of the issue, the uniqueness of the topic and research, and the contribution it can make to spurring some greater dialogue and debate within the American higher education community about the pros and cons of free trade in higher education services.
Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of education systems in OECD member countries as well as inselected non-member countries.
This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. The predominance of Chile reflects its early highly centralized education system, and the fact that it adopted national testing before other Latin American countries. It was also an early participant in international assessment programmes. Other countries have followed the trend of implementing national testing, and to a lesser extent participating in international surveys. The complementary development of technical expertise in quantitative research methods has enabled extensive analysis of the large data sets generated by these testing and assessment programmes. Taken together, the evidence reported provides a means not only of reviewing educational quality issues in Latin America, but also of facilitating comparisons that allow the context specificity of equivalent research conducted in western developed countries to be considered. The chapters in this book were originally published as a special issue of Assessment in Education: Principles, Policy and Practice.
This publication aims to assess the impact of education on employment outcomes, using economic data. It explores the relationship between education received and labour market outcomes within OECD countries, focusing on employability. The author describes the problems faced by the low-qualified in modern OECD economies and analyses the causes. He endeavours to initiate the process of finding a cure to the problems by giving examples of policies to be implemented, which will be of interest and use to policy-makers and educational planners.
This report uses recent economic modelling to relate cognitive skills – as measured by PISA and other international instruments – to economic growth, demonstrating that relatively small improvements to labour force skills can largely impact the future well-being of a nation.
Author: Organisation for Economic Co-operation and Development
Publisher: Organisation for Economic Co-operation and Development ; Washington, D.C. : OECD Publications and Information Centre
This volume contains some of the many studies undertaken during the initial phase of activity by the Centre for Educational Research and Innovation (CERI) of the Organisation for Economic Cooperation and Development (OECD) concerning international education indicators. The studies trace the preparation of a set of international indicators as they illuminate the complexity of such indicators and the wariness with which decision makers approach indicators. The first inquiries were aimed at circumscribing the field of intervention of the CERI and they illustrate that the most complex problem is not the calculation of valid indicators but the classification of concepts. After an Introduction, "What Are International Education Indicators For?" (N. Bottani and H. J. Walberg), the following articles are included: (1) "The Functions and Limitations of International Education Indicators" (D. Nuttall); (2) "Conceptual Models in Use for Education Indicators" (M. van Herpen); (3) "Process Indicators of School Functioning" (J. Scheerens); (4) "Do Common Values Produce Common Indicators?" (A. Ruby); (5) "Statistical and Indicators Work in the OECD Directorate for Science, Technology and Industry" (G. Westholm); (6) "Standardizing Data in Decentralised Educational Data Systems" (R. W. Selden); and (7) "What Can Be Learned from All This?" (I. Delfau and R. W. Selden). (SLD)
This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy. In this book, contributors shed light on the present-day perspective of Comparative Education as a logical addition to current scholarship on the history of international organizations in the field of education. Doing so, the book provides a deeper understanding of contemporary developments in education that will enable us to reflect critically on the trajectories and future developments of education worldwide.