WorldCat Identities

Centre for Educational Research and Innovation

Overview
Works: 1,665 works in 5,457 publications in 3 languages and 63,777 library holdings
Genres: Periodicals  Case studies  Cross-cultural studies  Conference papers and proceedings  Abstracts 
Roles: Editor, Other, Publisher, isb, Responsible party
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Most widely held works about Centre for Educational Research and Innovation
 
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Most widely held works by Centre for Educational Research and Innovation
Education at a glance : OECD indicators by Centre for Educational Research and Innovation( )

in 4 languages and held by 1,316 WorldCat member libraries worldwide

OECD's annual Education at a Glance looks at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students' performance in key subject areas to the impact of education on earnings and on adults' chances of employment
Students with disabilities, learning difficulties and disadvantages by Centre for Educational Research and Innovation( )

19 editions published between 2005 and 2008 in English and held by 584 WorldCat member libraries worldwide

This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages. It looks in detail at the students concerned, where they are educated (special schools, special classes or regular classes) and what their level of education is (pre-primary, primary, lower secondary and upper secondary education). It also includes information on the physical provision and on student/teacher ratios and discusses policy implications concerning special education. The analysis is based on both quantitative and qualitative data provided by 28 OECD countries and a number of provinces. This volume is an updated edition of the statistics and indicators issued in 2004 under the title Equity in education : students with disabilities, learning difficulties and disadvantages.--Publisher's description
E-learning in tertiary education : where do we stand? by Richard Garrett( )

12 editions published in 2005 in English and held by 559 WorldCat member libraries worldwide

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description
The well-being of nations : the role of human and social capital by Tom Healy( Book )

20 editions published in 2001 in 3 languages and held by 557 WorldCat member libraries worldwide

"This report helps clarify the concepts of human and social capital and evaluates their impact on economic growth and well-being"--Page 4 of cover
Demand-sensitive schooling? : evidence and issues by OECD Publishing( )

8 editions published in 2006 in English and held by 481 WorldCat member libraries worldwide

Many educational experts are identifying a critical shift from from supply-led systems, operating to procedures decided by educational authorities, schools and teachers, towards systems which are much more sensitive to demand. But whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.--Publisher's description
Education and work : the views of the young by Centre for Educational Research and Innovation( Book )

12 editions published between 1982 and 1983 in English and French and held by 440 WorldCat member libraries worldwide

Data on youth aged 14 to 25 in 15 countries were analyzed to clarify their views on their needs, expectations, and responsibilities in a changing society. The extent to which educational systems and practices should be modified in response to these demands was probed. Analysis showed young people are committed to family life; they value commitment to one's country; their goal in life is to live as they intend; most value education; and they view work as a normal and necessary part of adulthood. Analysis suggested that the relationship between youth, education, and other life opportunities can be characterized by three main features: schooling is the single most common experience of youth, but it does not carry the same value for all; young people are quite critical of the education system, but they believe schooling is important; and social class and gender biases are widespread. Young people's perceptions of work and employment were positive, and they liked work-experience programs. Youth seemed to associate full-time employment with adulthood, and youth programs that prolong education were viewed as perpetuating the status of nonadult. (Policy making for youth in transition is discussed, and the project methodology is appended.) (Ylb)
Human capital investment : an international comparison by Organisation for Economic Co-operation and Development( Book )

20 editions published between 1998 and 1999 in English and held by 437 WorldCat member libraries worldwide

Investment in human capital is to the fore of debate and analysis in OECD countries about how to promote economic prosperity, fuller employment, and social cohesion. Individuals, organisations and nations increasingly recognise that high levels of knowledge, skills and competencies are essential to their future security and success. Investment in skills and competencies takes place in a variety of settings ranging from early childhood education to informal learning in the workplace, and involves a wide range of actors from individuals to enterprises and governments. This report aims to clarify what is now known about human capital and how it can be measured. It responds to a request by governments represented in the OECD Council "to develop an initial set of indicators of human capital investment based on existing data, analyse areas where significant gaps remain in internationally comparable data, identify the cost of development of data collection for new measures and performance indicators, and report to Ministers in 1998". Table of contents: * Chapter 1. The Importance, Scope and Measurement of Human Capital (Growing interest in human capital. The strategic role of human capital investment. Defining the scope of human capital. Analysis and measures.) * Chapter 2. Measuring the Stock of Human Capital (Three approaches to measuring human capital stock. Measuring educational attainment. Measuring adult skills directly. Estimating the market value of human capital. Beyond individual characteristics.) * Chapter 3. Investment in Human Capital (Measuring the resources invested. Financial measures of investment. Time investment: measuring participation.) * Chapter 4. Returns to Investment in Human Capital (Benefits, costs and returns. Evidence of benefits of investment in human capital. Calculating rates of return.) * Chapter 5. Improving the Knowledge Base: Indicators, Data and Research Needs (Identifying the principal gaps. From measuring participation in education and training to measuring human capital. Comparing investment costs with benefits. The cost of data collection. Conclusion: balancing measurement and understanding.) * Chapter 6. Human Capital Investment: Policy Issues and Questions
Knowledge management in the learning society by Organisation for Economic Co-operation and Development( Book )

13 editions published between 2000 and 2001 in English and held by 431 WorldCat member libraries worldwide

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- 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 sectorial 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. The book makes a strong plea for strengthening the knowledge management at every level of the education system
Multicultural education by Centre for Educational Research and Innovation( Book )

15 editions published in 1987 in English and held by 390 WorldCat member libraries worldwide

The volume provides papers presented in January 1985 at a symposium at the headquarters of the Organisation for Economic Co-operation and Development (oecd) on the subject of the various ways, means, and problems associated with providing a mainstream education for children of ethnic minorities in member countries of the oecd. The main thrust of the project was to analyze the consequences for education systems of the cultural and linguistic changes brought about by new lifestyles and forms of social organization. The papers are organized into the following four subject areas: (1) past and present: old problems, new issues; (2) cultural identities; (3) educational dilemmas; and (4) focus on the languages. Most papers are followed by one or more commentary. A final paper provides a retrospect on the information presented at the symposium. A bibliography follows each paper. (Ps)
Inclusive education at work : students with disabilities in mainstream schools by Organisation for Economic Co-operation and Development( Book )

19 editions published between 1999 and 2000 in English and held by 382 WorldCat member libraries worldwide

The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead, education systems need to be reconsidered to meet the needs of all students. Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise for such practices to be successful. The most detailed international comparative study ever carried out, this book shows that all students, whatever the type and extent of their disability, can be successfully included in mainstream schools, as long as certain safeguards are ensured. Nine areas emerge as being of crucial importance: funding models, systems of public accountability for schools, pupil assessment, curriculum development, adult-to-student ratios, the role of classroom assistants, the functioning of support services, the training of teachers and other professionals and community and parental involvement. The country case studies are complemented by comprehensive annexes describing how teachers can be most efficiently prepared for special education, and developing a procedure for cost-effectiveness analysis of special education
Co-ordinating services for children and youth at risk : a world view by Innovation and Economic Performance OECD Conference on Intellectual Property Rights (IPR)( Book )

15 editions published in 1998 in English and held by 381 WorldCat member libraries worldwide

Some 15 to 30 per cent of our children and youth are at risk of failing in school where learning and behaviour problems touch ever younger children. In many countries with very different political and cultural backgrounds, these challenges are being met by increasing the co-ordination of education, health and social services, a process often galvanised by a broader involvement, extending to business and senior citizens. This is more than merely tinkering with statutory systems of service provision. Current services are mismatched; our vision of the family and its needs is changing along with the balance between prevention and remediation, and the ways that professionals work together. This book provides the detailed stories of how this process has developed in seven OECD countries: Australia, Canada, Finland, Germany, the Netherlands, Portugal, and the United States. It looks at system change from the points of view of policy-makers, managers, practitioners and service users. It provides information on the background to the changes, highlighting what was provided to help the changes happen and investigating the process of change and the outcomes of the reforms. The scope of the work is broad: it covers pre-school, school age and transition to work
Becoming adult in a changing society by James S Coleman( Book )

12 editions published between 1984 and 1985 in English and French and held by 381 WorldCat member libraries worldwide

This publication focuses on a conceptual and research-oriented analysis of the broader issues related to the transition to adulthood. The introduction discusses the societal changes in the highly industrialized countries since World War ii which have extensive consequences for youth. The concept of youth as a stage and a lifestyle falling between adolescence and adulthood is explored along with the implications of the concept for the industrial nations. Part I of the report presents an interdisciplinary, descriptive overview of changing concepts and viewpoints relating to the transition to adulthood. The implications of these changes for schooling and on the economy and the labor market are discussed. Part ii of the report explores the current relationships and changes among the three major institutions of work, family, and school as they affect the transition to adulthood. The third and final part of the report identifies a number of possible policy responses, within and outside of education, to the problems analyzed in the first sections. This section also identifies areas where further research is needed. Reference notes and a four-page bibliography conclude the report. (Mcf)
One school, many cultures by Norberto Bottani( Book )

12 editions published in 1989 in English and held by 379 WorldCat member libraries worldwide

This report grows out of a symposium focusing on Education and Cultural and Linguistic Pluralism (ECALP), a project of enquiry of the international Centre for Educational Research and Innovation (CERI). The report aims to clarify trends in multicultural education, and to examine the effects of cultural and linguistic development on educational systems in member countries of the Organisation for Economic Co-operation and Development (OECD). The report comprises an introduction and five chapters. Chapter I, "The Lines of Investigation," discusses the following issues basic to the study: (1) cultural identity; (2) greater cultural uniformity; (3) cultural relativism; (4) the new minorities; (5) multilingual contexts; and (6) the ethnic dilemma. Chapter II, "The Multicultural Context," describes the following sociocultural elements of the research: (1) the socio-geographical context; (2) urban changes; and (3) terminological misunderstandings. Chapter III, "Multicultural Education Policies in the OECD Countries," presents and compares systemic approaches to cultural changes in 11 member nations. Chapter IV, "Issues in the Debate on Multicultural Education," analyzes the following problems revealed by the comparison of multicultural education policies: (1) social consensus; (2) cultural identity; (3) competences of the education system and multicultural reality; (4) limits to multicultural education policies; and (5) weaknesses of the theoretical framework. Chapter V presents conclusions drawn from the analysis. Each chapter includes notes and references. (AF)
Children and families at risk : new issues in integrating services by Centre for Educational Research and Innovation( Book )

15 editions published in 1998 in English and held by 376 WorldCat member libraries worldwide

Children and families at risk: new issues in integrating services
Motivating students for lifelong learning by Organisation for Economic Co-operation and Development( Book )

11 editions published between 2000 and 2003 in English and held by 375 WorldCat member libraries worldwide

What works in innovation in education: motivating students for lifelong learning
Overcoming exclusion through adult learning by Organisation for Economic Co-operation and Development( Book )

10 editions published between 1999 and 2000 in English and held by 374 WorldCat member libraries worldwide

Strategies for overcoming exclusion through adult learning were identified through case studies of 19 initiatives in the following countries: Belgium; Mexico; the Netherlands; Norway; Portugal; and the United Kingdom. The study programs involved a diverse array of formal, nonformal, and informal public sector, community, and enterprise-based learning initiatives. Special attention was paid to the following topics: concepts and dimensions of social exclusion and adult learning; national policy approaches and local initiatives designed to combat exclusion through adult learning; and costs and effectiveness. The following were among the main conclusions: (1) given sufficient energy, innovation, and support, innovative programs can help combat even severe disadvantage and exclusion; (2) small-scale but sustained investment can be more effective than less-targeted, "scatter-gun" funding of large-scale programs; (3) policies must be devised in a manner that does not constrain grassroots energy or cross conventional departmental and policy demarcations; (4) programs should be demand driven rather than supply driven; (5) leadership is the crucial determinant of programs' futures; and (6) programs should focus not only on developing vocational knowledge and skills but also on equipping adults for shifting working and labor market arrangements. (Approximately 75% of this document consists of country reports. The bibliography lists 59 references.) (mn)
Understanding the social outcomes of learning by OECD Publishing( Book )

9 editions published in 2007 in English and held by 363 WorldCat member libraries worldwide

Education is vital for economic success, both at the national and the individual level. But education also has significant social effects. This report is OECD's first attempt to gather and synthesise developments in measuring these social effects. The report focuses on two broad areas: health, and civic and social engagement. In general, better educated people are healthier, and take more part in civic activities. Why should this be so? This publication draws on findings from 13 OECD countries (Austria, Flemish Belgium, Canada, Japan, Luxembourg, the Netherlands, New Zealand, Norway, South Korea, Sweden, Switzerland, the United Kingdom [England and Scotland] and the United States) to provide new models and insights into these important contemporary issues
Learning to bridge the digital divide by Centre for Educational Research and Innovation( Book )

20 editions published between 2000 and 2001 in English and held by 360 WorldCat member libraries worldwide

Across the OECD, attention is focusing increasingly on what has been dubbed the "digital divide"--A term that refers to the gaps in access to information and communication technology (ICT). The stakes are high, as ICT is now integral to the social fabric and is the catalyst for "new economies" to emerge. Exclusion threatens the ICT "have-nots", whether individuals, groups or entire countries. Political awareness of the stakes at issue grows sharply, as indicated by the prominence of the digital divide in G-8 discussions. Education and learning lie at the heart of these issues and their solutions. They are the lifeblood of our 21st century knowledge societies, and ICT is critical to them. The gaps that define the "learning digital divide" are thus as important as the more obvious gaps in access to the technology itself. Learning is central in the still more fundamental sense that the machines and equipment are useless without the competence to exploit them. Nurturing this competence is in part the job of schools and colleges, in part dependent on the learning that takes place throughout life in homes, communities, and workplaces. This volume meets an important need in the contemporary international literature on education policy, lifelong learning, and economic and social development. It presents analysis of the "learning digital divide" in different countries - developed and developing - and the policies and specific innovations designed to bridge it. The evidence shows that ICT can be the solution to inequalities rather than their cause - digital diversity and opportunity rather than digital divide
Internationalisation and trade in higher education : opportunities and challenges by Organisation for Economic Co-operation and Development( )

10 editions published in 2004 in English and held by 349 WorldCat member libraries worldwide

This book brings together up-to-date statistics, case studies and policy reports on the major trends and developments in cross-border post-secondary education in North America, Europe, and the Asia Pacific region. Topics covered include policy initiatives to promote cross-border post-secondary education; rationales for delivering or receiving cross-border education services; size and growth of cross-border post-secondary education in terms of student mobility, programme mobility, and institutional mobility (international branch campuses); assessment of the possible impact of the General Agreement on Trade in Services (WTO); and challenges facing cross-border post-secondary education such as quality assurance and recognition of qualifications, cost and financing, equity of access, trade agreements, capacity building in receiving countries, mobility personnel, and cultural diversity
Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE( Book )

10 editions published between 1992 and 1995 in English and held by 228 WorldCat member libraries worldwide

 
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E-learning in tertiary education : where do we stand?
Covers
E-learning in tertiary education : where do we stand?The well-being of nations : the role of human and social capitalDemand-sensitive schooling? : evidence and issuesHuman capital investment : an international comparisonKnowledge management in the learning societyInclusive education at work : students with disabilities in mainstream schoolsCo-ordinating services for children and youth at risk : a world viewChildren and families at risk : new issues in integrating services
Alternative Names
C.E.R.I.

C.E.R.I. (Centre for Educational Research and Innovation)

C.E.R.I. [i.e. Centre for Educational Research and Innovation]

Center for Educational Research and Innovation

Centre for Education Research and Innovation

Centre for educational research and innovation

Centre for Educational Research and Innovation (Paris)

Centre pour la recherche et l’innovation dans l’enseignement

Centre pour la recherche et l’innovation en éducation

Centre pour la recherche et l'innovation dans l'enseignement

Centre pour la recherche et l'innovation dans l'enseignement de l'OCDE

Centre pour la recherche et l'innovation en éducation

Centro para la Investigación e Innovación en la Enseñanza

Centro para la Investigación y la Innovación en la Enseñanza (CERI)

Centrum Badań nad Edukacją i Innowacją.

CERI

CERI (Centre for Educational Research and Innovation)

CERI (Centre for Educational Research and Innovation, Paris)

CERI (Centre pour la recherche et l'innovation dans l'enseignement, Paris)

CERI [i.e. Centre for Educational Research and Innovation]

Comité directeur du Centre pour la recherche et l'innovation dans l'enseignement

Comité directeur du CERI

Keizai Kyoryoku Kaihatsu Kiko Kyoiku Kenkyu Kakushin Senta

Kyōiku Kenkyū Kakushin Sentā

O.E.C.D. Centre for Educational Research and Innovation

OECD Centre for Educational Research and Innovation

OECD/CERI

OECD Kyoiku Kenkyu Kakushin Senta

OECD キョウイク ケンキュウ カクシン センター

OECD教育研究革新センター

Oishidi Kyoiku Kenkyu Kakushin Senta

Organisation de coopération et de développement économiques. Centre pour la recherche et l'innovation

Organisation de coopération et de développement économiques Centre pour la recherche et l'innovation dans l'enseignement

Organisation de coopération et de développement économiques (Paris) Centre for Educational Research and Innovation

Organisation de coopération et de développement économiques (Paris) Centre pour la recherche et l'innovation dans l'enseignement

Organisation de coopération et de développement économiques (Paris) Zentrum für Forschung und Innovation im Bildungswesen

Organisation for Economic Co-operation and Development Center for Educational Research and Innovation

Organisation for Economic Co-operation and Development Centre for Education Research and Innovation

Organisation for Economic Co-operation and Development Centre for Educational Research and Innovation

Organisation for Economic Co-operation and Development Centre pour la Recherche et l'Innovation dans l'Enseignement

Organisation for Economic Co-operation and Development Zentrum für Bildungsforschung und Innovation

Organisation for Economic Co-operation and Development Zentrum für Forschung und Innovation im Bildungswesen

Organizace pro ekonomickou spolupráci a rozvoj Centre for Educational Research and Innovation

Organización de Cooperación y Desarrollo Económico Centro para la Investigación y la Innovación en la Enseñanza

Organizacja Współpracy Gospodarczej i Rozwoju Centre for Educational Research and Innovation

Steering Committee of the Centre for Educational Research and Innovation

Zentrum für Bildungsforschung und Innovation

Zentrum für Forschung und Innovation im Bildungswesen

Zentrum für Forschung und Innovation im Bildungswesen (Paris)

Zentrum für pädagogische Forschung und Innovation

مركز البحث والتجديد في التعليم

オーイーシーディー キョウイク ケンキュウ カクシン センター

ケイザイ キョウリョク カイハツ キコウ キョウイク ケンキュウ カクシン センター

教育研究・革新センター

Languages
English (313)

French (5)

Spanish (1)