Organisation for Economic Co-operation and Development

Centre for Educational Research and Innovation

On cover: Schooling for tomorrow/ Education and skills.

What Schools for the Future?

The purpose of this report is to identify the issues that policy makers and practitioners ought to consider when formulating and establishing social policies and services for young children. The six chapters included are grouped according to three parts. Part 1 describes the context of social and family environments for children living in the United States and European countries, stressing the changes directly brought about in children's lives and indirectly reflected in the definition of their educational needs. Part 2, the main body of the report, reviews several topics which have importance to the greatest number of member countries in the Organization for Economic Cooperation and Development and which constitute the common denominator in professional controversy and political debate on early childhood issues. Five such topics are discussed: the cost and financing of services for children, quality versus quantity of services, centralized versus decentralized models of service, professionals' versus parents' services, and public organization of services versus private service initiatives. Finally, Part 3 indicates likely trends that may guide and explain the choice of policies and practices in the field of early childhood care and education in the future. An article discussing a conceptual framework for the analysis of the economics of early childhood services completes the document. (MP)

An Analysis of Educational and Social Services

Caring for Young Children

Organisation de coopération et de développement économiques

Jaap Scheerens

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

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation

As part of the Organisation for Economic Cooperation and Development project on international educational indicators, four networks were formed to represent different domains. This collection contains background papers that were prepared to deal with some of the fundamental questions about process indicators examined by Network "C," the network that, under the leadership of The Netherlands, was given the task of measuring indicators of schools and school processes. The following papers are included: (1) "Internationally Comparable Indicators of Educational Programmes and Processes: Identification, Measurement and Interpretation" (Jaap Scheerens); (2) "Comparer les structure de decision des systemes educatifs: un bilan de l'approache quantitative (Comparison of Decision-Making Structures in Education Systems: A Review of the Quantitative Approach)" (Denis Meuet, Jacques Prod'hom, and Eugen Stocker); (3) "The Selection and Definition of International Indicators on Teachers" (Jaap Scheerens); (4) "Curriculum Indicators in International Comparative Research" (Willem J. Pelgrum, Joke Voogt, and Tjeerd Plomp); (5) "Process Indicators on School Functioning and the Generalisability of School Factor Models across Countries" (Bert Creemers); (6) "The Development of Indicators on Equity in Education" (Alan Gibson and Denis Meuret); (7) "The Search for Indicators on the Effective Functioning of Tertiary Education Institutions" (Alan Gibson); (8) "The Use of Performance Indicators in School Improvement and Accountability" (Carmo Climaco); (9) "Perspectives on Decision-Making in Education Systems and the Development of the Network C Locus of Decision-Making Survey" (Darrel Drury, Laura Hersh Salganik, and Marilyn M. McMillen); (10) "La mise en place d'un dispositif d'indicateurs pour le pilotage des establissements secondaires francais (Implementation of a System of Indicators for the Steering of French Secondary Schools)" (Jean-Calude Emin); and (11) "Interpretation and Use of Education Indicators" (Erik Wallin). Each chapter contains references. (Contains 2 boxes, 17 figures, and 19 tables.) (SLD)

Measuring the Quality of Schools

Torsten Husén

Research Perspectives on Equality of Educational Opportunity

Social Background and Educational Career

Chalmers tekniska högskola

Claes G. Appelquist

Centre for Educational Research and Innovation. Programme on Institutional Management in Higher Education

Programme on Institutional Management in Higher Education, Chalmers University of Technology

Programme Budgets for Graduate Training

OECD Staff

Organisation for Economic Co-operation and Development (OECD) Staff

OCDE

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

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

This book reports on an international study of quality in teaching in elementary and secondary schools and on policies to promote quality teaching in 11 countries. The study on which the book is based called on case studies by experts from 11 countries on policies to improve the quality of teaching, seminars for teachers to discuss the definition of quality and what affects it, and descriptions of new developments in initial teacher education. Participating countries were Australia, Austria, Finland, France, Italy, Japan, New Zealand, Norway, Sweden, United Kingdom, and United States. Chapter 1 places the study in the context of previous research and ongoing reforms of educational systems. Chapter 2 reviews the conceptual framework and procedures used in the country studies. Chapter 3 describes the samples of schools studied in each country. Chapter 4 presents the strong similarities among countries in the attributes and actions of good teachers. Chapter 5 explains the range of policies to improve teacher quality that were described in the country studies. Chapter 6 describes characteristics of schools that support high quality education. Chapter 7 analyses some of the implications and possible conflicts among initiatives to improve teacher quality that arise from central policies, local schools, and individual teachers themselves. Contains 56 references. (JB)

Quality in Teaching

National Science Foundation (U.S.)

University of Illinois at Urbana-Champaign

Stuart Maclure

Conference Held at Allerton Park, Monticello, Illinois, USA, 19-23 September, 1971

Styles of Curriculum Development

Basil Bernstein

Visible and Invisible

Class and Pedagogies

Ian Nash

John Walshe

This book examines the relationships between exclusion and adult learning 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).

Overcoming Exclusion Through Adult Learning

Conclusions of a Programme of Enquiry

Creativity of the School

Centre for Educational Research and Innovation

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