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This paper provides initial reflections on the impact of the economic crisis on education across the OECD area by analysing the OECD educationtoday crisis survey responses of June 2009. It first looks at the impact of the crisis on education demand and participation, after which the focus turns to the supply side and education financing. The paper suggests that while the education sector appeared to experience increased demand and benefit from growing governmental financing in several OECD countries in June 2009, the crisis may have hidden negative effects particularly on decentralised service delivery and private involvement in education.

Education

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Different implicit approaches to promoting innovation in education can be explored through the decision making of curriculum – reflecting what is taught to students and how the students are taught. Are innovations in curriculum expected to derive from centrally driven processes? Or has much room been left for those innovations within schools? What kind of role may be played by different stakeholders such as experts, teachers or parents in curriculum innovation? This paper discusses various innovation rationales for the central and school-based approaches to curriculum decision making and provides an overview of OECD education systems in this continuum. In addition to formal decision making, various structural factors that may have an effect on those decisions are analysed and the ways the different stakeholders can influence curriculum innovations discussed. The paper combines various OECD and UNESCO data with a focus on public lower-secondary education.

Education

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Higher education plays an important role in providing people with skills for innovation, but a number of important questions remain as to what kind of higher education teaching can be conducive to the strengthening of skills for innovation. This report aims to shed light on this issue by reviewing the current evidence on the effectiveness of problem-based learning compared with more traditional approaches in higher education teaching. It explores the extent to which problem-based learning can be an effective way to develop different discipline-specific and transferable skills for innovation. Research, primarily from the field of medicine, shows that problem-based learning appears to be beneficial in fostering certain aspects of skills for innovation. In addition, the report explores the literature on direct teaching behaviours that may help foster student learning in more traditional teaching settings. Despite the promising evidence linking problem-based learning and effective teaching in higher education to certain aspects of skills for innovation, more work is needed in this area. There is strong potential for further research to provide additional important insights into the development of skills for innovation.

Education

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The second OECD educationtoday Crisis Survey was carried out in 2010. Twenty-five OECD member countries completed the questionnaire. The results of the survey relies largely on the informed opinion of education officials regarding various aspects of the impact of the economic recession and fiscal crisis on education. The main outcomes of the 2010 survey are the following: The survey data does not portrait an education system dramatically affected by overall budget cuts. In countries where public investment in education has diminished, the effects are still very specific and concentrated, and vary across and within sectors of education. In general, governments seem to be rather successful in protecting education spending. Although in some cases the impact on teachers and schools is significant, governments are trying to contain the negative impact of fiscal consolidation. Some countries even have increased funding for specific parts of the education system in order to enhance output and efficiency. Only in the few countries which have been severely hit by the crisis a more general expenditure cut has occurred. The demand for non-compulsory education continues to augment, especially in vocational education and training, although the recession reduces the capacity of enterprises to uphold their training investments. As a result, higher demand is not systematically transformed in all cases into more training places. The recession has not slowed down reforms in education; on the contrary, some countries have accelerated reforms. Alleviating unemployment, meeting increased demands, preparing future growth and fostering innovation are the most frequently mentioned policy rationales for education policies which are trying to enhance the education system’s capacity and efficiency. Some governments are also taking into consideration the difficult situation of private households by increasing social measures to contain education cost.

Education

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This report highlights innovative technology-supported pedagogic models in science, technology, engineering and mathematics (STEM) education, explores what to expect from collaboration in a designed network, and, thereafter, sketches lessons for promoting educational innovation through collaboration. How can technology-supported learning help to move beyond content delivery and truly enhance STEM education so that students develop a broad mix of skills? How can collaboration be encouraged and used to help develop, spread, accelerate and sustain innovation in education? The HP Catalyst Initiative – an education grant programme by the Hewlett Packard (HP) Sustainability and Social Innovation team – is used as a case study to answer these questions.

Education --- Science and Technology