WorldCat Identities

Centre for Educational Research and Innovation

Overview
Works: 1,383 works in 4,866 publications in 4 languages and 61,839 library holdings
Genres: Cross-cultural studies  Periodicals  Conference papers and proceedings  Case studies  Abstracts 
Roles: Editor, Other, Publisher, isb, Responsible party
Publication Timeline
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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 1,304 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
Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE by Organisation for Economic Co-operation and Development( Book )

127 editions published between 1992 and 2009 in 4 languages and held by 992 WorldCat member libraries worldwide

This edition contains 49 indicators, a much larger set than that presented in prior editions. In this edition, differing public expectations of educational systems and the professional and demographic characteristics of teachers and their salaries, are compared. It also contains information on adult education and continuing education which makes it easier to understand the advantages of different instruction levels, helping to shape analyses of employment policies
Education and work : the views of the young by Centre for Educational Research and Innovation( Book )

13 editions published between 1982 and 1983 in English and French and held by 449 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)
The well-being of nations : the role of human and social capital by Tom Healy( Book )

22 editions published in 2001 in 3 languages and held by 433 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."
Multicultural education by Centre for Educational Research and Innovation( Book )

18 editions published in 1987 in English and held by 395 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)
One school, many cultures by Centre for Educational Research and Innovation( Book )

14 editions published in 1989 in English and held by 389 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)
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 382 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)
Immigrants' children at school by Centre for Educational Research and Innovation( Book )

14 editions published in 1987 in English and held by 365 WorldCat member libraries worldwide

Statistical evidence produced by a 4-year study of policies for educating immigrants' children in seven Western European countries, Canada and Australia shows that such children are disadvantaged under the present arrangements. This report considers how policies have been working and whether there is a case for some new directions and emphases. It is organized into the following five sections: (1) information on the study, its background, findings, conclusions, and implications; (2) analysis of information on foreign children in Belgium, France, West Germany, Luxembourg, The Netherlands, Sweden, and Switzerland; (3) discussions of problems in Australia and Canada; (4) discussion of social and cultural inequalities and their causes, with a focus on West Indian and Asian children in England and Wales; and (5) discussion of educational structures for immigrants' children in Europe and outside of Europe. Appendices include graphs on comparative development of nationals and foreigners in schooling; general data on foreign populations; and analysis of the data derived from three samples of pupils used in the study in France. (Ps)
Education research and reform : an international perspective by Tommy M Tomlinson( Book )

3 editions published in 1994 in English and held by 356 WorldCat member libraries worldwide

The role of governments in the operation of education research and development systems is under critical scrutiny throughout the developed world. The introductory chapter presents the main themes of a seminar held in 1992 and outlines challenges for further work. The next 10 chapters focus on education research and development issues: (1) "Educational Research Policy in the United States: Background and Overview for the Joint oeri/oecd Seminar" (Tommy M. Tomlinson); (2) "Trends, Issues and Problems in Educational Research in a Group of oecd Countries" (Desmond L. Nuttall); (3) "The oeri/ceri Seminar on Educational Research and Development: a Synthesis and Commentary" (Michael Huberman); (4) "Research and Education Reform: a Study of the Federal Role in United States' Education Research and Development" (Katherine Bick; Gregg B. Jackson); (5) "Changes in the Relationship between Educational Research and Policy: The Case of the Netherlands" (Paul M. M. van Oijen); (6) "Teachers as Critical Consumers of Research" (Michael G. Fullan); (7) "Near the Chalk Face: New Approaches to Research for Education Renovation" (Bob W. Connell); (8) "Uniting Producers and Consumers: Challenges in Creating and Utilizing Educational Research and Development" (Susan H. Fuhrman); (9) "In Search of New Structures and Procedures for Organizing Government Funded Education Research and Development" (Thomas K. Glennan, Jr.); and (10) "Afterwards: Research and Reform in the United States" (Tommy M. Tomlinson). Biographies of the 11 authors follow the articles. (Ck)
Knowledge management in the learning society by Organisation for Economic Co-operation and Development( Book )

17 editions published between 2000 and 2001 in English and French and held by 348 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 kn
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 340 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."
Young people with handicaps : the road to adulthood by John Fish( Book )

11 editions published between 1985 and 1987 in English and held by 323 WorldCat member libraries worldwide

The report on the transition of handicapped youth to adult and working life in member nations of the Organisation for Economic Cooperation and Development has four parts: the first states the aim of the study, its scope, and the activities undertaken; the second outlines the major issues which emerged; the third describes innovations and interesting practices identified for the three stages of transition (final years of schooling, continued education and training, and early adult and working life); the final part presents a unified concept of transition and recommendations. Project activities included defining terms, country consultations, meetings of experts, seminars, preparation of national reports and position papers, and identification of innovative developments. Issues identified by the project were grouped into four areas: employment, useful work and valued activity; personal autonomy, independence and adult status; social interaction, community participation, leisure and recreation; and family roles. Among innovative practices described are a labor union initiative in the United States and a software training center in Japan. The conclusion offers a comprehensive concept of transition (including both individual needs and programs); criteria for evaluating transitional arrangements (including assessment of objectives, family and community involvement, financial arrangements). Among recommendations is the coordination of policy, planning, facilities, and services within each culture. (Db)
Children and families at risk : new issues in integrating services by Centre for Educational Research and Innovation( Book )

20 editions published in 1998 in English and French and held by 310 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 )

13 editions published between 2000 and 2003 in English and held by 277 WorldCat member libraries worldwide

Looks at eight countries offering innovative schemes that appear to be developing skills and attitudes necessary for lifelong learning. It asks the question 'what can govenments and education systems do to inculcate the zest for learning that young people will need if they are to thrive in 21st century post-industrial societies?
Co-ordinating services for children and youth at risk : a world view by Centre for Educational Research and Innovation( Book )

17 editions published in 1998 in English and held by 253 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
Giving knowledge for free : the emergence of open educational resources by Centre for Educational Research and Innovation( Book )

10 editions published in 2007 in English and held by 242 WorldCat member libraries worldwide

"Learning resources are often considered key intellectual property in a competitive higher education world. However, more and more institutions and individuals are sharing their digital learning resources over the Internet, openly and for free, as Open Educational Resources. This report offers an overview of the rapidly changing phenomenon of Open Educational Resources and the challenges it poses for higher education. It examines reasons for individuals and institutions to share resources for free, and looks at copyright issues, sustainability and business models as well as policy implications."--Jacket
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 239 WorldCat member libraries worldwide

The phenomenon of social exclusion has become one of the outstanding problems on the eve of the 21st century. Even with the long-term trend towards rising general levels of affluence across OECD countries, large sections of our societies are missing out and for some prospects are getting worse. Learning -- in formal education and in a wide range of other community and enterprise settings -- represents one of the most important means of overcoming exclusion. While much is known about the impact of schooling for young people, the relationships between exclusion and adult learning are less well examined. This study seeks to address this gap, focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England). How well do these initiatives meet the learning needs of adults at risk of exclusion? How are they organised and what are their innovative features? These are the key questions answered, taking into account not only the point of view of the analysts, organisers and administrators, but also that of the adult learners themselves
Trends shaping education by David Istance( Book )

27 editions published between 2008 and 2013 in 3 languages and held by 231 WorldCat member libraries worldwide

Trends Shaping Education 2013 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education
E-learning in tertiary education : where do we stand? by Richard Garrett( Book )

18 editions published in 2005 in English and held by 177 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
Students with disabilities, learning difficulties and disadvantages by Centre for Educational Research and Innovation( Book )

10 editions published between 2005 and 2008 in English and held by 138 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 qualita
 
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The well-being of nations : the role of human and social capital
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

Kyōiku Kenkyū Kakushin Sentā

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

OECD Centre for Educational Research and Innovation

OECD/CERI

OECD教育研究革新センター

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

教育研究・革新センター

Languages
English (440)

French (15)

German (3)

Spanish (1)

Covers
The well-being of nations : the role of human and social capitalKnowledge management in the learning societyHuman capital investment : an international comparisonChildren and families at risk : new issues in integrating servicesMotivating students for lifelong learningCo-ordinating services for children and youth at risk : a world viewGiving knowledge for free : the emergence of open educational resourcesOvercoming exclusion through adult learning