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Centre for Educational Research and Innovation

Overview
Works: 1,245 works in 3,033 publications in 2 languages and 53,710 library holdings
Genres: Periodicals  Cross-cultural studies  Conference papers and proceedings 
Roles: Other, Editor, Publisher
Classifications: LB2846, 379.154
Publication Timeline
Key
Publications about Centre for Educational Research and Innovation
Publications by Centre for Educational Research and Innovation
Most widely held works about Centre for Educational Research and Innovation
  • OECD index by Organisation for Economic Co-operation and Development( file )
 
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Most widely held works by Centre for Educational Research and Innovation
Education at a glance : OECD indicators by Centro para la Investigación y la Innovación en la Enseñanza( serial )
in English and French and held by 959 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. This book includes StatLinks, urls linking to Excel® spreadsheets containing the background data
Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE by Centre pour la recherche et l'innovation dans l'enseignement( Book )
35 editions published between 1992 and 2004 in English and French and held by 526 libraries worldwide
This fourth edition of "Education at a Glance" presents a set of 43 educational indicators covering the 1993-94 school year in the member countries of the Organisation for Economic Cooperation and Development (OECD). These indicators provide regularly updated information on the organization and operation of education systems. Following the introductory section are seven chapters entitled: (1) "Demographic, Social and Economic Context of Education"; (2) "Costs of Education and Human and Financial Resources"; (3) "Access to Education, Participation and Progression"; (4) "School Environment and School/Classroom Processes"; (5) "Graduate Output of Educational Institutions"; (6) "Student Achievement and Literacy"; (7) "Labour Market Outcomes of Education". Five annexes provide a glossary and supplemental information about report preparation and participants. (Contains, apart from the organizational charts of OECD member countries' education systems, 84 tables and 64 charts.) (LMD)
Education and work : the views of the young by Centre for Educational Research and Innovation( Book )
6 editions published between 1982 and 1983 in English and held by 442 libraries worldwide
Multicultural education by Centre pour la recherche et l'innovation dans l'enseignement( Book )
13 editions published in 1987 in English and held by 394 libraries worldwide
Recurrent education : policy and development in OECD member countries : Switzerland by W. L Renwick( Book )
20 editions published between 1972 and 1976 in English and held by 379 libraries worldwide
The report on recurrent education in Switzerland is one of a series describing continuation education in oecd countries. Recurrent education is defined as a strategy to distribute education over the total lifespan of an individual in a recurring way and in alternation with work and other activities. Part I discusses the idea of recurrent education, provides a definition of the concept, and identifies aims and characteristics. Part ii presents case studies of recurrent education at the University of Geneva, throughout Switzerland sponsored by the Federation Suisse, and in the postal department. Discussed are tasks and organization of training programs, access to training opportunities, and limitations of recurrent education in each case. Part iii presents, as the bulk of the report, a discussion of the requisite conditions for the introduction of recurrent education in Switzerland. The structure and development of all levels of the Swiss system are compared with the theoretical model of recurrent education described in Part I. Topics discussed include: development prospects for the Swiss educational system, political influence, vocational training, and recurrent education as a subject for research. The conclusion is that recurrent education is a potential guide to development of Swiss educational policies in accordance with the stated objective of individual development. (Author/DB)
Becoming adult in a changing society by James S Coleman( Book )
6 editions published in 1985 in English and French and held by 370 libraries worldwide
One school, many cultures by Centre for Educational Research and Innovation( Book )
7 editions published in 1989 in English and held by 369 libraries worldwide
The well-being of nations : the role of human and social capital by Organisation for Economic Co-operation and Development( Book )
8 editions published in 2001 in English and held by 368 libraries worldwide
Two outside events were particularly significant for this study; an international symposium organised and co-sponsored by Human Resources Development Canada (HRDC) and the OECD on the Contribution of human and Social Capital to sustained Economic Growth and Well-being held in March 2000 in Quebec City, Canada, and a meeting of a group of experts on human and social capital capital who met at the OECD in July 2000 to review the first draft of this report
Education research and reform : an international perspective ( Book )
3 editions published in 1994 in English and held by 364 libraries worldwide
Immigrants' children at school by OCDE( Book )
9 editions published in 1987 in English and held by 354 libraries worldwide
Human capital investment : an international comparison by OCDE( Book )
18 editions published between 1998 and 1999 in English and held by 341 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."
The University and the community : the problems of changing relationships by Centre for Educational Research and Innovation( Book )
9 editions published in 1982 in English and held by 340 libraries worldwide
Curriculum reform : an overview of trends by Malcolm Skilbeck( Book )
8 editions published between 1990 and 1991 in English and French and held by 338 libraries worldwide
Rural education in urbanized nations : issues and innovations by Centre for Educational Research and Innovation( Book )
5 editions published in 1981 in English and held by 332 libraries worldwide
Panorama des innovations et des efforts de maintien d'un enseignement rural lié à un mouvement d'inversion des migrations de la campagne vers la ville observé antérieurement dans les pays occidentaux
Knowledge management in the learning society by Organisation for Economic Co-operation and Development( Book )
6 editions published between 2000 and 2001 in English and held by 306 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
Children and families at risk : new issues in integrating services by Centre for Educational Research and Innovation( Book )
13 editions published in 1998 in English and held by 292 libraries worldwide
Children and families at risk: new issues in integrating services
Overcoming exclusion through adult learning by Organisation for Economic Co-operation and Development( Book )
9 editions published between 1999 and 2000 in English and held by 244 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
E-learning in tertiary education : where do we stand? by Richard Garrett( Book )
12 editions published in 2005 in English and held by 173 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 )
7 editions published in 2005 in English and held by 129 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
Demand-sensitive schooling? : evidence and issues by Centre pour la recherche et l'innovation dans l'enseignement( Book )
5 editions published in 2006 in English and held by 121 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 recognise 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]
 
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Alternative Names
Centre for Educational Research and Innovation of the OECD
Centre pour la Recherche et l'Innovation dans l'Enseignement de l'OCDE
Languages
English (220)
French (7)
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